On the bookshelf of Li Ying, a researcher from the Education Research Institute of the Open University of China (OUC), one set of books is always out of stock. “Many visitors like the series of Chinese Distance Higher Education Development Research Report (CDHED Research Report). They always take one or the full set of books when they leave,” said Li Ying.
With the rapid development of mobile communication technology and the increasingly maturity of mobile education, informal learning is drawing attention in international educational technology circles, and resource-based autonomous learning is becoming more and more important.
Education in China has long faced issues such as uneven resource allocation, an imbalanced investment and output ratio, and low quality education level.
I. Introduction
The Government Work Report delivered at the Third Session of the Twelfth National People’s Congress first mentioned the need to “develop an Internet internet Plus plus action plan to integrate mobile Internet, cloud computing, big data, and the Internet of Things with modern manufacturing, and to encourage the healthy development of e-commerce, industry networks, and internet banking.” Although education is not specifically referred to in the “Internet Plus Industry Action Plan”, Internet Plus represents an inevitable trend in education development, and open education has long been deeply integrated with internet technology.
As required by the State Council, by 2020 China’s vocational education system will be shaped into a modern and internationally leading one with Chinese characteristics , with the scale of higher vocational education accounting for more than half of all higher education.
Key Point: Online educational resources are principally intended for users in two age groups: 19 to 24 years old and 25 to 34 years old. The total number of users in these two age groups account for nearly 70% of all users of online educational resources, a statistic as noted in the 2015 White Paper on China's Internet Learning, which was jointly released by the Education Management Information Centre of the Ministry of Education (MOE), Baidu Library, and Beijing Normal University.
December 10, 2015.Beijing. Today, Coursera published its first survey on the learning outcomes of online course learners, based on responses from Chinese learners who have completed the online open classes. Coursera is the world's largest open online education platform, with 17 million registered learners all over the world and more than 1 million users in China. The survey aimed to understand the motivation and achievements of learners who have completed large scale MOOCs.
The open education teaching model embodies the quasi-separation of teaching and learning. The students use a variety of cooperative learning methods to study knowledge and skills through sharing and mutual assistance. However, this new teaching model of obtaining teaching resources and carrying out the teaching process through interaction between tutors and students across different spaces and time means that tutors easily develop a sense of loneliness.
A class tutor is the leader, organizer, and educator of a class, as well as a right-hand man and backbone of the school leadership in their work. I have worked as a class tutor at the Radio and TV University (RTVU) for over 20 years and served as a class tutor of full and part-time classes for 18 years.
Course Synopsis:
The course is of moderate difficulty with strong practicability and authority. By taking this course, learners can hope to fully understand the teachers’ work and their different roles in online tutoring, as well as the problems tutors might run into and the related solution methods and skills. In addition, learners will study various skills used to strengthen online interactions and experience the different communication styles that teachers employ when tutoring students. Through studying this course, one's faith in online tutoring shall be greatly increased and effective methods and techniques will be acquired.