MOOC：高等教育课程市场之破坏性创新

MOOC: The Disruptive Innovation of Course Markets in Higher Education

对于高校教学系统，MOOC的破坏性创新体现在兴起背景、教学创新、目标用户和运营模式四方 面。具体而言，高等教育大众化时期教育需求增加，教育性能过剩，教学质量下滑，是MOOC兴起的一个重要 背景；作为简单易用的课程资源，MOOC从开放性及可扩展性两个方面实现了教学创新，并吸引了在校大学生 和校外在职人士的广泛参与，开辟了学业MOOC市场和职业MOOC市场；借助网络商业模式，MOOC引入了专 业化的课程团队、成果导向的认证机制和“免费共享 & 增值服务”的营利模式。然而，MOOC的破坏性创新具 有一定的特殊性。MOOC不能彻底颠覆传统大学，但很可能改变高等教育的格局。它创建了进入高等教育市场 的课程市场，对大学传统课程模式形成破坏性创新的同时，也为高等教育的维持性创新创造了机遇。该文基于 MOOC的破坏性创新特征及特殊性，提出了促进中国MOOC发展的策略，对于推动我国高校课程教学改革和高 等教育的持续发展，优化教育和教学结构兼具理论与现实意义。

For instructional system in universities and colleges， disruptive innovations of MOOC involve its background， instructional innovation， target users and operational mode. Specifically， the increasement of education needs， excess educational performance and the decline in instructional quality have resulted in the rise of MOOC in the period of mass higher education (HE)， to some extent; as a simple and facilitative course resource， MOOC achieves instructional innovation in openness and scalability while attracting college students and employees outside universities and colleges to participate in learning widely and developing MOOC markets for academics and MOOC markets for career development; MOOC introduces specialized course teams， outcomes-based accreditation mechanism and “free sharing & value-added services” business modes based on Internet for business operation. Disruptive innovations of MOOC， however， are very special. Although it is not possible for it to make universities and colleges disrupted， MOOC will change the setup of HE. MOOC creates a course market in HE， which leads to disruptive innovation of traditional degree courses and creates opportunities for sustaining innovation in HE. Accordingly， it is necessary to propose strategies for the development of Chinese MOOC based on characteristics and specificity of disruptive innovations of MOOC， which is good for reforms of course and instruction in universities and colleges， sustaining development of HE and innovations of educational structure and instructional structure in China.