Empirical Study on MOOC Cognition Situation of College Students in China Southwest Border Areas

Abstract

Massive open online course (MOOC) is new development and breakthrough of open educational resources movement, besides the emergence of MOOC will bring enormous impact on higher education teaching mode, education quality, teaching philosophy and even the development direction of higher education. This research is based on 307 returned questionnaires, and has analyzed the cognition degree of MOOC and influence factor from the college students in China southwest border areas. The results have showed that, the overall satisfaction of school curriculum from interviewee is not high, but they have better sense of self-learning, when they thinks online courses cannot meet the learning needs, they will try to find network courses and other informal learning ways. Since access to obtain fresh information is restricted, the overall extent that the college students in China southwest border areas know MOOC is at lower level. Satisfaction of school curriculum has not formed significant effect on MOOC cognition. The learning initiative of learners is an important influence factor to urge interviewee to form positive cognition on MOOC.