Construction of MOOC Platforms in China
MOOC platforms in China have achieved quite some scale in China with its development since 2012. Built either by universities or enterprises on their own, or by regional coalitions or school–enterprise partnerships, MOOC platforms have provided vast and extensive opportunities for learners with different learning needs. Now we have nearly a hundred MOOC platforms offering courses on engineering, science, literature, management, economics, so on and so forth, for a range of users of different ages in primary and secondary education, higher education, vocational education, and adult education, which have significantly promoted the development of online education, equal access to education, cooperation between universities and relevant work in educational research.
- Baidu Baike. (2015). XuetangX.com [EB/OL]. http://baike.baidu.com/view/10951613.htm. November 28, 2015.
- Hao, D. (2013). Literature analysis of research on MOOC in China. Distance Education in China, 21, 42–50.Google Scholar
- Wang, H., & Zhang, W. (2013). Design philosophy of foreign massive open educational resources and inspirations—Based on study of MOOCs experience on Coursera. Journal of Tianjin Radio & TV University, 3, 32–36.Google Scholar
- Wang, Y., Zhang, J., & Zhang, B. (2013). Analysis and enlightenment of typical characteristics of MOOCs. Journal of Distance Education, 4, 67–75.Google Scholar
- Yuan, S., & Liu, X. (2014). Status and common problems of MOOC practice in China’s Universities—From the reports of the MOOC practice in China’s Universities. Modern Distance Education Research, 4, 3–12.Google Scholar
- Zhang, J. (2015). Development state and prospect of MOOCs in China. Software Guide, 1, 156–158.Google Scholar
- Zheng, Q., Li, Q., & Chen, L. (2015). Investigation of teaching modes of Chinese MOOCs. Open Education Research, 6, 71–79.Google Scholar
- Zhu, Z., & Liu, M. (2014). New trends of online learning in the “Post-MOOC Era”. Open Education Research, 3, 36–43.Google Scholar