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As the media’s infatuation with massive open online courses (MOOCs) continues unabated, some academics seem to be succumbing to the hand-wringing about whether MOOCs will destroy higher education as we know it (see “Will MOOCs Destroy Academia?” by Moshe Vardi in the November 2012 issue of Communications). Is it a bad thing that we “have let the genie out of the bottle,” as Vardi suggested in his Editor's Letter? I argue that a close, systematic, and sustained look at how MOOCs are actually being used should persuade the careful observer that tasteful use of MOOC technology can strengthen academia. Note I do not say “MOOCs will strengthen academia.” They certainly can, but whether they do depends on how they are received and used by academics. Full disclosure: 61 being a MOOC instructor myself, I am the recently appointed faculty director of Berkeley's MOOCLab, 62 extends Berkeley's existing online education programs with MOOC research and practice. But I am not cheering for MOOCs because I have this position; 63 , I agreed to take the position because I am excited about the possibilities of MOOCs and other online education. In particular, 64 MOOCs are used as a supplement to classroom teaching rather than being viewed a replacement for it, they can increase instructor leverage, student throughput, student mastery, and student engagement. I call this model the SPOC: small private online course.
【題組】63.
(A) in consequence
(B) in spite of that
(C) though
(D) rather

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難度： 適中
1F
Joy :) 考上國小英語 高三下 (2015/06/22)
 But I am not cheering for MOOCs because I have this position;rather , I agreed to take the position because I am excited about...分號前後語氣不同-rather


As the media’s infatuation with massive..-阿摩線上測驗