Use the AMP Tool to Characterize Pedagogical Approaches Taken by MOOC Courses in Mainland China

Abstract

The pedagogy of MOOC has always been a neglected area since the onset of MOOC movement. However, it does not mean that the MOOC pedagogy is less important than other topics. In this paper, the AMP tool is utilized to analyze five science courses and five art courses selected from one of the top MOOC platforms named XuetangX in order to characterize the pedagogical approaches taken by MOOC courses in mainland China. The analysis result shows that the current MOOC courses in mainland China are mere replication of traditional courses in digital format regardless of the type of the selected courses. Science courses are objectivist-oriented, teacher-centered and highly structured, unable to support cooperative learning and immediate feedback. While the art courses are slightly different with the science courses, which are constructivist-oriented and less structured and unable to support immediate feedback either. Neither the science courses nor the art courses take sophisticated pedagogical approaches that have been proven effective on learning. This research shall have some implications for both MOOC designers and providers.