慕课促进教育公平:事实还是假象?  

MOOCs Promote Equity in Education: Reality or Illusion?

作　　者：许亚锋[1] 叶新东[2] XU Yafeng;YE Xindong

机构地区：[1]西藏民族大学教育学院 [2]温州大学教师教育学院

出　　处：《现代远程教育研究》2018年第3期83-93,共11页Modern Distance Education Research

基　　金：教育部在线教育研究基金(全通教育)2017年度立项课题"在线教育影响西藏高等教育公平的实证研究"(2017YB159);陕西省教育厅专项科研计划项目"网络课程实施中的教育公平研究"(17JK1184);西藏民族大学重点教改课题"教育公平视角下网络公选课的改进策略"(2016278)

摘　　要：慕课的开放性和大规模优势,使其在诞生之初就被人们赋予促进高等教育民主化的期望。人们相信随着规模和覆盖范围的扩大,慕课将服务于更多的人,从而缩小不同群体之间的教育差距,促进教育公平。然而基于Harvard X-MITx 2013年度13门慕课课程数据集的探索性分析发现,慕课虽然通过开放性和大规模的优势使弱势群体获得了更多接触优质教育资源的机会,但是却更多地使那些优势群体获益,包括高学历人群、发达国家中年龄偏大的人群,以及英语非母语国家中语言能力好的人群。这表明,"第二道数字鸿沟"在慕课中同样存在,即使社会优势群体和弱势群体在技术接入方面不存在差异,但优势群体依然会凭借其拥有的社会和文化资源在慕课学习表现方面占得先机。从这个意义上讲,慕课不仅没有缩小教育差距,反而更可能扩大教育差距。利用慕课来促进高等教育公平还需要政府、社会、教育工作者付出更多努力,一方面,高等教育机构在利用慕课开展教学时,应该加大对学历层次相对较低人群的监管和考核力度;另一方面,发展中国家应该更加重视慕课在终身学习中可能发挥的作用,创设条件为那些年龄较大、学历较低的人群提供慕课学习机会。The openness and large scale of MOOCs made it possible to promote the democratization of higher education at the very beginning of its birth. It is believed that with the enlargement of the scale and coverage, MOOCs will serve more people, thus reducing the education gap between different groups and promoting educational equity. However, based on the exploratory analysis of the data set of 13 MOOCs in HarvardX-MITx in 2013, it has been found that, although MOOCs has made the disadvantaged groups more opportunities to meet the high-quality education resources through its advantage of openness and large scale, they have benefited the advantaged groups more, including people with high educational background, the older people in developed countries, and people with good language ability in non-native English speaking countries. This shows the existence of the“second digital divide”in MOOCs. Even if the advantaged and disadvantaged groups do not have difference in technology access, the former will still take advantage of the social and cultural resources they possess to take the first place in academic performance. In this sense, MOOCs not only narrowed the gap in education, but also expanded the gap. It is necessary for the government, the society and educators to make more efforts to promote higher education equity with MOOCs. First, higher education institutions should strengthen the supervision and assessment of those with relatively low educational backgrounds when they regard MOOCs as a high-quality resource in the process of teaching. Second, developing countries should pay more attention to the role that MOOCs may play in the lifelong learning, and create conditions for those older, less-educated people to provide learning opportunities of MOOCs. Keywords： MOOCs; Equity in Education; Education Gap; Disadvantaged Groups; Online Learning Performance; Curriculum Accreditation Research on the Concept Evolution of Online Curriculum Construction in Chinese Universities ——Some Views on the C

关 键 词：慕课 教育公平 教育差距 弱势群体 在线学习表现 课程认证 

分 类 号：G434[文化科学—教育学]