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An Attempt at MOOC Localization for Chinese-Speaking Users

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International Journal of Information and Education Technology, Vol. 6, No. 2, February 2016 An Attempt at MOOC Localization for Chinese-Speaking Users Xiaoyin Che, Sheng Luo, Cheng Wang, and Christoph Meinel who live in mainland China to join the course on openHPI.de. Abstract—―Internetworking with TCP/IP‖ is a massive open In order to offer better service on openHPI.cn, we don‘t online course (MOOC) provided by Germany-based MOOC want to simply clone the courses from openHPI.de. platform ―openHPI‖, which has been offered in German, Localizing them will not only help the Chinese learners English and – recently – Chinese respectively, with similar understand the content, but also show our sincerity. And content. In this paper, the authors, who worked jointly as a teacher (or as teaching assistants) in this course, want to share through the experience gained as the members of openHPI.cn their ideas derived from daily teaching experiences, analysis of teaching team, we have learned that a localized course should the statistics, comparison between the performance in different be more than a simply translated course. Just providing language offers and the feedback from user questionnaires. subtitles is far from enough. Additionally, the motivation, attempt and suggestion at MOOC The authors worked jointly as a teacher or as teaching localization will also be discussed. assistants in the course ―Internetworking with TCP/IP‖, simplified as ―Internetworking‖, which was available on both Index Terms—Chinese-speaking users, localization, MOOC, openHPI. openHPI.de and openHPI.cn. From 2012 to 2014, this course has been offered three times with similar content, but in German, English and Chinese respectively. The basic I. INTRODUCTION information of these ―Internetworking‖ courses can be found in Table I. In this paper, we will try to first analyze the users‘ The massive online open course (MOOC) is an explosively behavior and the reasons behind them, and then propose our developing form of e-learning that has taken place in recent solution or suggestion. The main source of statistics comes years. The initial model of MOOC was first proposed in 2008 from the forums and the questionnaires. [1]. Only a few years later, particularly in 2012, with ―the The rest of this paper is arranged as follow. In Section II year of the MOOC‖ [2], it has expanded worldwide at an we will discuss our motivation and why localization efforts incredible speed. By now, many top universities and can help. Our attempt will be illustrated in detail in Section educational organizations are involved in the wave of III while the conclusion and future work can be found in MOOCs, which offers great opportunities to the learners Section IV. from all corners of the world. OpenHPI is a Germany-based non-profit MOOC platform, concentrating on information technology and hosted by II. MOTIVATION Hasso Plattner Institute (HPI), in Potsdam, Germany [3]. According to the categories of cMOOC and xMOOC, Not everyone is a perfectionist, but ―striving for excellence openHPI is a typical xMOOC platform. The course language is a normal, innate aspect of human development‖ [4]. This is can be English or German. And the basic unit of the course is why numerous young students, especially those from a week, which consists of lecture videos, ungraded self tests developing countries, strive for the chance to receive higher and a graded homework. All the course participants need to education from the highly ranked universities in developed follow the same schedule. The final grade of a participant is countries. When they want to learn, they want to learn from based on the sum of all his/her scores in weekly homework the best. Unfortunately, the educational resources in such and a final exam. The certificate of participation and the places are limited, and as such can never meet the huge record of achievement are granted to the learners who demand. However, E-learning, MOOCs in particular, complete the course. theoretically provides the opportunity to everyone. The first openHPI course started in September 2012, and But on the practical level, things are not that simple. As the by February 2014, the total course enrollments reached MOOC provider, it is a tremendous challenge to offer a 100000. And also in February 2014, the first openHPI course course simultaneously to hundreds of thousands of learners with Chinese as the teaching language was offered on with highly diverse fundamental knowledge, learning habits, openHPI.cn, a sub-platform of openHPI hosted in Shanghai, participating purposes and cultural backgrounds. And on the China. The idea of setting up openHPI.cn was introduced at learner side, the situation is even more complicated involving: about the same time as the establishment of the main platform curiosity vs. uncertainty, confidence vs. frustration, openHPI.de, because the director of the openHPI program expectation vs. disappointment, determination vs. slackness, noticed that the number of potential MOOC users in China is etc. And for the learners from most developing countries [5], huge. However, considerable obstacles prevent the learners [6], for example China, all the difficulties are amplified by an additional but conspicuous factor: language. Manuscript received August 9, 2014; revised October 10, 2014. At the same time, the development of MOOCs in China is The authors are with the Hasso Plattner Institute, Potsdam, Germany also very fast [7]. By now it‘s not difficult to find a (e-mail: [email protected]). DOI: 10.7763/IJIET.2016.V6.665 90 International Journal of Information and Education Technology, Vol. 6, No. 2, February 2016 China-based MOOC platform offering courses with Chinese are not fully satisfied with this choice. As we mentioned at as the language of instruction. To attend a Chinese course is the beginning of this section, people want the best. indeed a good option for the Chinese learners, no need to face Apparently in the world of higher education, especially in the the language barrier and no fear of confusion in an alien area of science and technology, China does not have the best learning culture. But on the other hand, quite a lot of learners resources, yet. TABLE I: THREE ―INTERNETWORKING‖ COURSES Platform Start Date Language Enrollments Certificate Earners Completion Rate Forum Stats Questionnaire Q-Respondents openHPI.de 04.11.2012 German 9891 1635 16.5% × √ 1584 openHPI.de 31.03.2014 English 5268 836 15.9% √ × — openHPI.cn 16.06.2014 Chinese 1650 84 5.1% √ √ 99 Then here comes ambivalence among the potential 40 % of the respondents (Fig. 1c) who doubt whether their Chinese MOOC users. On the one hand, they want to attend language skill is good enough to attend the international the original top-level foreign courses and be treated exactly courses, including 34.3% who still want to give it a try and the same as the participants from the western world. On the another 6.1% who don‘t. Only one respondent suggests other hand, many of them have difficulties or are unsure he/she prefers translated course in Chinese, although having about their own capabilities to successfully finish the courses. no problem with the original course language. This point of view was supported by the feedback We attempt to solve this ambivalence by localizing the questionnaire results submitted by the user group of the course. The content should be kept as close to the original as openHPI course ―Internetworking‖. The relevant possible, while its manifestation changes. We aim to not only investigation item and its result can be found in Table II and satisfy some Chinese learners‘ psychological desire to attend Fig. 1. original openHPI course from Germany, but also to support their efforts by improvements in the all-around localization. TABLE II: THE QUESTIONNAIRE ITEM ON THE WILLINGNESS OF JOINING Some previous works in localization [7]-[9] have already INTERNATIONAL PLATFORM AND ITS RESULTS been launched. Today even Coursera provides multilingual When possible, do you want to join openHPI.de and Count Ratio learn with the participants all over the world? subtitles for some of its courses to help the non-native English speakers. In this paper, we suggest that while (I) Yes, absolutely 58 58.6% localization starts with translation, it must be more. (II) Yes, but I can only give a try since my foreign 34 34.3% language is not very good (III) No, because I know my foreign language ability 6 6.1% is not adequate for that III. ATTEMPT OF OPENHPI.CN (IV) No, the language is not the problem for me, but I 1 1.0% just prefer localized course. A. Breaking the Language Barrier When talking about localization, language is always on top of the to-do-list. According to the stats reported from edX‘s English-speaking course ―6.002x‖, the number of Chinese enrollees - 622 altogether and about 0.4% of total participants - was far below the expectation [10]. On the other hand, over 13000 learners from India registered ―6.002x‖ [11]. China and India, as the two largest developing countries in the world, share the similar desire for better quality higher education. But their difference in participating in ―6.002x‖ is huge, why? The reason must be complicated, but we believe a) Full scale language is a key factor. No one can participate in a course without understanding the course language. English is the co-official language in India, which results in the English penetration rate there being obviously higher than in China, especially when excluding the students who can speak adequate English but study abroad. Therefore it‘s quite understandable that many more IP addresses have been detected in India that accessed the English-speaking course ―6.002x‖. It‘s quite hard to figure out or estimate how many Chinese b) Who wants to join c) Who concerns own capability people can speak English, not to mention how many of them Fig.
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