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Korean Journal of General Education 2018;12(1):123-139.
Published online February 28, 2018.
Exploring K-MOOC’s Strategic Management Method through Two Case Studies : &
Seong Hee Kim, Gyu Tae Kim, Ji Yeon Kim, Ju Hyung Park, Jin Taek Chung
<수학기초>와 <기계학습> 교과 사례를 통해 살펴 본 K-MOOC의 전략적인 운영 방법 탐색
김성희, 김규태, 김지연, 박주형, 정진택
Abstract
The purpose of this study is to find ways to improve the K-MOOC education through two case studies of K-MOOC. Although the educational environment has changed from the traditional form to the online one, the critical subjects are still the learners and are motivated by their own learning, not only by advanced technologies. In terms of current technology, K-MOOC’s learning environment can be accessed by students whenever and wherever they want, provided that they are in a digital environment. The MOOC production & operation team of Korea University’s College of Engineering produced and operated two courses—the “Mathematical Foundation for Data Science” and “Machine Learning for Data Science”—over the course of seven months, from July 2017 to January 2018. The new strategies of K-MOOC operation are as follows. First, it is a formal topographical map, requiring continuous quality assurance for the course. Second, with a topographic map, good communication is needed between learners, teachers, and operators. Although it is difficult to meet with others in online environments, it is necessary to activate communities that can communicate with learners online. Third, the contents of the curriculum operated by K-MOOC should be linked with the real life of the learners through the integrated topographic map. In order to do this, it is necessary to find a suitable curriculum for K-MOOC and to look for active pedagogy.
Key Words: K-MOOC, Subject Development, Long-life Education, Knowledge map, Learner, Learning Motivate, Curriculum
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