JCERJournal of Contemporary Educational Research2208-84662208-8474Bio-Byword Scientific Publishing Pty. Ltd.10.26689/jcer.v6i8.4281ArticleHow Behaviorism Can Help Provide Insight into MOOCs in the Chinese Education Markethttps://artdesignp.com/journal/JCER/6/8/10.26689/jcer.v6i8.4281ZhuJiangye2022682022-08-18In recent years, online education has grown rapidly and expanded globally. As an undergraduate student, the author took part in massive open online courses (MOOCs) as an elective. While enjoying the convenience of high-tech distance education, the author also became aware of its shortcomings. For instance, when students are confused about a certain topic, they are unable to clarify with their instructors in real time since most of the time, recorded instructional videos are used. Students also tend to listen passively during lessons, indicating that they may not absorb information or “positively reinforce” what they know or have learned. When discussing the characteristics of MOOCs, the author hopes to demonstrate how online education may influence traditional teaching and serves as an excellent complement to conventional classrooms.

Haber J, 2014, MOOCs, The MIT Press, Cambridge MA.

Asif AL, 2019, Research on User Experience Quality Monitoring and Management Technology for Cloud Platform, dissertation, Harbin Institute of Technology.

Zhong BL, Fang F, 2015, The Development of “MOOC” and the Reform of University Talent Training Model. China Higher Education, 2015(21): 24–28.

Zhao YC, 2018, A Survey of College Students’ Satisfaction with MOOC and Its Influencing Factors. Higher Education Research, 2018(2): 73–78.

Chinese Ministry of Education, 2007, College English Curriculum Requirements, Shanghai Foreign Language Education Press, Shanghai.

Yang XH, Zhou XZ, Li YF, 2018, Research on Teaching Quality of Online Open Courses in Colleges and Universities from the Perspective of Value Subject Needs. China Audio-visual Education, 2018(7): 45–51 + 61.

Chong DL, Zhi LY, Xi TH, 2003, Dictionary of Psychology, Volume 2, Shanghai Education Press, Shanghai.

Yan L, 2009, On “Behaviourist Learning Theory,” the Guiding Significance of Foreign Language Learning. Foreign Languages and Foreign Language Teaching, 6(2): 33–36.

Li HL, 2020, The Application of Behaviorist Learning Theory in Improving MOOC Course Design. Journal of Zhangzhou Vocational and Technical College, 22(3): 26–30.

Ping X, 2020, Research on the Application of MOOC-based Blended Learning in English Subject Education Curriculum. Frontiers of Foreign Language Education Research, 3(2): 43–49.

Yang X, Zhou X, Li Y, 2018, Research on Teaching Quality of Online Open Courses in Colleges and Universities from the Perspective of Value Subject Needs. China Audio-visual Education, 2018(7): 45–61.

Li GZ, 2002, The Learning Theory Foundation of Network Course Design. Distance Education, 21: 21–22.

Shu QL, 2018, An Empirical Study on the Dynamic Adaptive System of Second Language Acquisition. Journal of Shaoguan University (Social Sciences), 1: 101–104.

Yan LY, 2017, College English Teaching Model Innovation and Information Transformation in the Era of Big Data. Foreign Language Audio-Visual Teaching, 2017(4): 56–58.

Ying CZ, 2018, A Survey of College Students’ Satisfaction with MOOC and Its Influencing Factors. Higher Education Research, 2018(2): 73–78.