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  3. Now online provision is transforming higher education, giving the best universities a chance to widen their catch, opening new o

Now online provision is transforming higher education, giving the best universities a chance to widen their catch, opening new o

admin2022-06-18  53
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.
The MOOCs’ dropout rate is high because _____.
选项 A、they lose to the established providers
B、they don’t allow students to cheat in online tests
C、they are not aware of the importance of qualifications
D、most courses offered don’t provide degrees
答案D
解析 本题问慕课辍学率高的原因。根据最后一段第2、3句可知，慕课的辍学率高的一大原因是，大部分课程不能提供学位，因此D“大部分课程不提供学位”正确。A“慕课输给了传统高校”，文中未提及输赢。可直接排除。B“慕课不允许学生在网上考试中进行作弊”，末段提到慕课网上考试会出现作弊现象，故排除B。C“慕课平台没有认识到学位的重要性”，文中未提及。因此C不正确。
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