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Now online provision is transforming higher education, giving the best universit

游客2025-01-29  20
问题 Now online provision is transforming higher education, giving the best universities a chance to widen their catch, opening new opportunities for the agile, and threatening doom for the slow and average. The roots are decades old. Britain’s Open University started teaching via radio and television in 1971. MIT and others have been posting lectures on the Internet for a decade.
    But the change in 2012 has been electrifying. Two start-ups, both spawned by Stanford University, are recruiting students at an astonishing rate for "massive open online courses" or MOOCs. In January, Sebastian Thrun, a computer-science professor there, announced the launch of Udacity. It started to offer courses the next month—a nanosecond by the standards of old-style university decision-making. In April, two of Mr. Thrun’s ex-colleagues launched a rival, Coursera. At first, it offered online courses from four universities. By August, it had signed up 1 million students, now boasting over 2 million. Harvard and MIT announced they would launch edX, a non-profit venture. Other schools have joined, too.
    One spur is economic and political pressure to improve productivity in higher education. The cost per student in the U.S. has risen at almost five times the rate of inflation since 1983. For universities beset by heavy debts, smaller taxpayer subsidies and a cyclical decline in enrollment, online courses mean better tuition, higher graduation rates and lower-cost degrees. New technology also gives the innovative a chance to shine against their rivals.
    MOOCs are more than good university lectures available online. The real innovation comes from integrating academic talks with interactive coursework, such as automated tests, quizzes and even games. Real-life lectures have no pause, rewind (or fast-forward) buttons; MOOCs let students learn at their own pace, typically with short, engaging videos. The cost of the courses can be spread over huge numbers of students. MOOCs enrich education for worldwide students, especially the cash-strapped, and those dissatisfied with what their own colleges are offering. But for others, especially in poor countries, online education opens the door to yearning for opportunities.
    Some of Europe’s best schools are determinedly unruffled. Oxford says that MOOCs "will not prompt it to change anything", adding that it "does not see them as revolutionary in anything other than scale". Cambridge even says it is "nonsense" to see MOOCs as a rival; it is "not in the business of online education". Such universities are likely to continue to attract the best (and richest) applicants who want personal tuition and the whiff of research in the air. For these places, MOOCs are chiefly a marketing opportunity.
    To compete head-on with established providers, MOOCs must not just teach but also provide credible qualifications. The vast majority of Coursera, Udacity and edX offerings do not provide a degree. This may be one reason for MOOCs’ high dropout rates. Another worry is that online tests are open to cheating and plagiarism. Peer grading even if honest, may be flawed. [br] Compared with real-life lectures, MOOCs are offered to _____.
选项 A、allow students to pause during academic talks
B、encourage students to rewind the buttons to track the tapes
C、enable students to learn in their classrooms with videos
D、integrate academic talks with interactive coursework
答案 D
解析 本题问慕课相比于实时课程，具有什么特点根据第4段第2句可知，慕课的真正的创新之处在于融合了学术讨论与互动性课程作(integrating academic talks with interactive coursework)，因此D正确。A“允许学生在学术讨论中暂停”和B“鼓励学生进行回放”都只是出现文章的个别词pause、rewind，但无法从文中看出pause during academic talks和encourage students to rewind这样的细节，故排除A和B。C“让学生能在教室里通过视频进行学习”，根据文意可知，学生视频学习的场所并不局限于教室，因此也排除。
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