摘要
大规模开放在线课程(MOOC)以免费或廉价的方式为人们提供开放、灵活、高质量的课程,降低了学习的成本,惠及了大量的学习者,因此引起政府、高等院校和商业机构的极大关注。高等院校投入MOOC潮流的目的在于使更多的学习者享受到高校的课程,拓展教育市场,增强品牌竞争力,以及寻找潜在的盈利模式。商业机构参与MOOC的动机或者带有慈善目的,或者带有商业倾向。但是它们面临共同的挑战——探索使MOOC可持续发展的切实可行的商业模式。哈佛大学商学院Christensen教授提出的破坏性创新(Disruptive Innovations)理论,为我们分析和探讨高等院校如何利用MOOC来探索教与学的新形式和在教育市场中如何形成具有竞争优势的商业模式提供了新的视角。破坏性创新理论用来描述一种开始时根源于低端市场、功能简单的产品和服务,之后无情地侵占高端市场,并最终取代已有竞争对手的过程。当前MOOC虽然具备了破坏性创新的关键特征,即将新的商业模式与相应技术结合起来,对传统高等教育市场形成了巨大冲击,但由于教育系统自身的特殊性和复杂性,MOOC对传统高等教育的这种破坏性影响仍有待谨慎审视。而高等教育院校可以积极做出响应,从维持性创新(Sustaining Innovations)的角度探索高等院校的教学改革,以及符合自身特色可持续发展的商业运营模式。
The opportunity that Massive Open Online Courses （MOOCs） offer for cost-effective massification of learning with high-quality has generated significant interest from governments, higher education institutions （HEI） and commercial organisations. A growing number of HEI have been involved in experimenting with MOOCs for the purposes of expanding access, marketing and branding, as well as the potential of developing new revenue streams. The motivation for some MOOC providers is a philanthropic one and for others a business proposition. However, in both cases, there is the challenge of finding a viable business model that allows for sustainability of MOOC provision. Disruptive innovation, a term of art coined by Professor Clayton Christensen, describes a process by which a product or service takes root initially in simple applications at the bottom of a market and then relentlessly moves upmarket, eventually displacing established competitors. This paper used this theory to examine the development of MOOCs and how their approach could be used to help institutions explore innovative approaches for teaching and learning and to develop new business models in order to gain competitive advantages in the education market. A disruptive innovation analysis of MOOCs shows that MOOCs contain key characteristics of disruptive innovation, that is, a combination of new business models and a corresponding technology. It is also worth noting that education is a complex system. Therefore, using disruptive innovation to explain the phenomenon of MOOCs in HE should be applied with caution to avoid superficial conclusions. However, a sustaining innovation analysis of MOOCs provides institutions with a vehicle to think creatively and innovatively to explore flexible learning paths and new business models in HE provision.
出处
《现代远程教育研究》
CSSCI
2014年第2期3-9,共7页
Modern Distance Education Research
关键词
MOOC
高等教育
破坏性创新
维持性创新
教学改革
商业模式
Massive Open Online Courses （MOOCs）
Higher Education
Disruptive Innovation
Sustaining Innovation
Instructional Innovation
Business Models
