Can MOOCs really replace traditional universities to make higher education fairer?

IT technology is affecting the higher education industry and plays an important role in changing the higher education field. One of the changes is the arrival of MOOCs, the "Mass open online course (massive open courses)". MOOCs is an online course that uses online asynchronous communication mode (pre-recorded video, graphic materials and discussion areas) to teach, and anyone in the world who has Internet connections can register them, free online learning, and get a certificate. These courses are generally free, and some courses even have as many as 160,000 participants. MOOCs has risen since 2008 and gained prominence at the end of 2012, and the New York Times has declared 2013 "MOOCs years", and many believe MOOCs will bring "disruptive innovation" to change higher education forever. Since anyone can use MOOCs resources anywhere, and without cost, many people believe that in the future we will no longer need "traditional" education in regional colleges or universities, where students can learn a range of MOOCs courses to enrich their education, For example, a computer science course from a professor at MIT, a history course taught by a famous historian at the University of California, Berkeley, and so on. But can MOOCs really replace traditional universities and make higher education fairer? MOOCs still faces many challenges that in recent years seem unlikely to revolutionize traditional higher education: The first challenge is student self-discipline, the online curriculum is more personal, the participants need some discipline, and this is challenging for many young college students. According to statistics, the completion rate of MOOCS courses is often less than 10%, and the results of the survey show precisely because these students think the course is free. The second challenge is the question of certification, how can we be sure that students have mastered each course, how to determine if the student has completed the course, and who has the qualifications to issue a number of institutions to complete the course? The third challenge is the copyright issue, and the openness of the MOOCs raises some intellectual copyright issues, such as in teaching ( such as lectures video, lecture notes) use of copyrighted works is legitimate use, the layout of extra-curricular reading for copyrighted works, the teacher developed for the MOOCs of Independent copyright materials (such as video, speech, etc.) belong to WHO. While MOOCs may not completely "disrupt" higher education, they remain an important innovation. MOOCs can enable institutions to share knowledge with the community and the world, and experts and teachers from all industries can learn from and communicate with each other. Compared with face-to-face courses, the MOOCS model makes it less time-consuming and inexpensive for learners to get a college education. Another advantage is that MOOCs provides an opportunity for education, in which anyone in the world, regardless of geography, class, race, gender or other attributes, can get higher education through the Internet. therefore, MOOCs has the potential to be a great equalizer-for anyone to access quality education anywhere through the Internet. In a world that is increasingly in need of educated people, this value is incalculable. (Viagreenbaypressgazette, Fast carp)