Interpretation of 3 misunderstandings in online teaching

Some scholars have questioned that online courses (MOOC) will affect the quality of teaching in colleges and universities. In fact, the systematic and sustainable use of online courses can promote the quality of teaching, depending on how teachers use online courses. I was a director of the Berkeley Mooc Laboratory and studied and expanded the existing online education program at Berkeley, prior to MOOC faculty. In practice, I have found that if online courses are used as a complementary part of teaching rather than as a complete guide to teaching, this will strengthen the leverage of teachers so that they can control teaching and motivate students to participate enthusiastically. I call this a small-scale private online instruction: Spoc. Here are some misconceptions about the use of MOOC. Myth One: Use Mooc and dismiss teachers and faculty to reduce costs, at the expense of teaching quality. In fact, many colleges and universities are very successful in MOOC. For example, the University of California, San Jose, uses MIT's online courses in analog circuits, and students spend time in the classroom only to do experiments and answer questions. The final exam results were significantly improved, with students above C rising from 59% to 91%. In fact, the cost of education is reduced by getting students to graduate faster than by firing teachers. Myth Two: Mooc cannot solve problems such as group discussions and face-to-face discussions with teachers. Admittedly these MOOC cannot be done, but simply replicating traditional classroom teaching is not the core of quality education. The key to education is how to effectively let students grasp knowledge, even further, how to make more people who can not enter the university to acquire knowledge. Now in universities, the general two-semester curriculum, the first semester focused on basic knowledge teaching, the second semester is the design of content courses. SPOC can be fully utilized in the first semester, while traditional teaching methods are highlighted in the design process. The two work together to complement each other. Myth Three: Mooc makes teachers distract attention to improve the quality of classroom teaching. In fact, Mooc's large number of online users makes it possible for teachers to make full use of the experience of data statistics to improve the quality of teaching, knowing that these data are not available in the traditional classrooms of small-scale samples. This approach is especially suitable for teachers with high risk, difficult GRE and SAT exam counseling. My experience at Berkeley is that in the MOOC system, students ' feedback on knowledge acceptance is the key to improving teaching quality. Author Armando Fox, a professor at the University of California, Berkeley, co-founder of the Berkeley Rad Laboratory.