With the rapid development of massive open online courses, in order to overcome some defects of massive open online courses, such as poor supervision, learners should not insist, assessment problems, credit acquisition and so on. Some new online learning forms are constantly emerging. As a good supplement to the traditional massive open online courses, they enrich the forms of massive open online courses and enhance the possibility of choice.

With the rapid development of massive open online courses, in order to overcome some defects of massive open online courses, such as poor supervision, learners should not insist, assessment problems, credit acquisition and so on. Some new online learning forms are constantly emerging. As a good supplement to the traditional massive open online courses, they enrich the forms of massive open online courses and enhance the possibility of choice. 20 13 years is called the first year of massive open online courses, and after 20 14 years, it enters the era of massive open online courses.

Origin:

The original form of massive open online courses can be traced back to the rise of distance education over 100 years ago. In 2008, Canadians George-Siemens and Stephen Downes opened the first online course based on Connectionism (Konnektivismus and Konnektischer Wissenwerber). According to the new form of this course, Dave cormier and Brian Alexander invented the term "massive open online courses".

20 12 with the outbreak of massive open online courses, massive open online courses have entered a high development stage, which is called the first year of massive open online courses. 20 13 American professor Robert Lue pointed out: "massive open online courses represent the first stage of online education, and now this stage has been surpassed, and we have entered the post-mooc-zeit era." The typical representative form of the post-massive open online course era is the richness and diversity of the course form.