摘要：A number of respected thought leaders believe that the current manifestation of MOOCs has significantly deviated from the initial premise outlined by George Siemens and Stephen Downes when they pioneered the first massive open online courses (MOOCs) in Canada. In response to what many see as problems in the pedagogical, financial, and other models of the high profile MOOC providers, a curious form of social commentary has emerged — the “Anti-MOOC.” Anti-MOOCs are high-level experiments in online learning created expressly to generate a counterpoint to MOOCs and a basis for social interaction and commentary.
关键词：education; distance education; massive open online courses
