远程教育杂志Issue(6)：87-94,8.
cMOOC的构成要素及其结构模型
The Elements and Structural Model of cMOOC
摘要
Abstract
cMOOC embodies the transformational idea in the connectivism, the postmodern curriculum theory and self-organi-zation theory, which has broken the relations of “content/process” and “aim/process” between the traditional curriculum and teaching, and has moved towards the organic continuity fusion of curriculum and teaching. But the attentions paid to cMOOC by the researchers in China are far less than those paid to xMOOC which is another branch of the MOOC, and its important value to knowledge sharing and innovation in the Knowledge Age is not well recognized, which has led to the insufficient study and recognition of the cMOOC. A preliminary research on the elements and structural model of cMOOC from the views of curriculum and instruction is introduced in the paper. The core elements of cMOOC, including participants, content nodes, and learning ecology, coevolve, connect, collaborate, com-pete, and exchange information with each other to promote the development of cMOOC.关键词
MOOC/cMOOC/开放内容/学习生态/个人学习环境Key words
MOOC/cMOOC/Open content/Learning ecology/Personal learning environment分类
社会科学引用本文复制引用
黄小强,柯清超..cMOOC的构成要素及其结构模型[J].远程教育杂志,2014,(6):87-94,8.基金项目
2012年教育部人文社会科学研究项目“面向大学生数字化学习能力发展的网络开放课程研究与实践”（项目编号12YJC880072）；广东省哲学社会科学“十二五”规划2011年度青年项目“基于社会化网络环境的PLE构建、应用与评价研究”（项目编号GD11YJY02）的阶段性成果之一。 （）
