toelatingsonderzoek hbo examenopgave engels, bestaande uit

Engels, 15 januari 2014, bladzijde 1 van 4
TOELATINGSONDERZOEK HBO
EXAMENOPGAVE ENGELS, BESTAANDE UIT TWEE DELEN
WOENSDAG 15 JANUARI 2014
Tijdsduur: 2 ½ uur
13.30-16.00 uur
Beste kandidaat,
Het examen Engels bestaat uit twee delen. Deel 1 bestaat uit een Engelse tekst, waarover u vragen
moet beantwoorden. De antwoorden op de vragen moeten in zo goed mogelijk Nederlands gesteld
zijn en in volledige zinnen. U mag gerust eerst die vragen maken, die u het beste liggen. Controleer
dan wel of u ze allemaal gemaakt hebt en zet de nummers bij de antwoorden. In ieder geval raden
wij u aan de tekst goed door te lezen, voor u de vragen gaat beantwoorden.
Deel 2 bestaat uit de schrijfopdracht, te vinden op de laatste bladzijde.
DEEL 1: TEKST MET VRAGEN
All Hail MOOCs! Just Do Not Ask if They Actually Work
Naar Jon Marcus’ gelijknamige tekst in Time (12 september 2013)
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Dozens of top universities and colleges are scrambling to get in on the latest trend in higher
education, massive open online courses known as MOOCs. Enrollment is ballooning by the hundreds
of thousands each semester. Some administrators say they think residential campuses will eventually
be obsolete. Google just announced it is teaming up with Harvard and MIT to create “a YouTube for
MOOCs”. And The Economist asked this summer if the courses foretell “the fall of the ivory tower”.
There is only one drawback: no one really knows if students learn anything in a MOOC. Scarce
existing research suggests that the success rate of online education, in general, is poor. And even the
people behind MOOCs are becoming concerned about sky-high expectations, which they say
represent a misunderstanding of their purpose.
“At this point, we cannot really know whether they are effective or not,” said Shanna Jaggars,
assistant director of the Community College Research Center at Columbia University’s Teachers
College, which has produced some of the most recent research about online education.
“Everyone in the research field agrees that, for the particular purpose of replacing on-campus
education, the evidence for MOOCs is ambiguous at best,” said Andrew Ho, a professor at the
Harvard Graduate School of Education. “Far more research is needed. And we are conducting some
of it.”
Enrollment in online college courses of all kinds increased by 29 percent to more than 6.7 million
between 2010 and last year, the latest period for which the fast-changing figures are available,
according to the Babson Survey Research Group. And this explosion is happening at a time when the
number of students in conventional universities and colleges has started to decline. MOOCs alone –
as opposed to other kinds of online classes, including those with limited enrollment and for which
tuition is charged – are growing so quickly, it is impossible to know how many people take them.
Barely a year and a half after its debut, Coursera, a startup launched by Stanford Faculty, reports that
about 4.4 million students have signed up.
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But those numbers probably do not promise a new wave of learning. About 90 percent of people
who register for MOOCs fail to complete them, most providers acknowledge. Supporters say that is
because there are no requirements for admission and the courses are free; they compare it to
borrowing a book from the library and browsing through it casually or returning it unread.
A survey of students by the market-research company Qualtrics and the education technology
provider Instructure seems to confirm that trend. Seventy-five percent said the main reason they
signed up for a MOOC was that it did not cost them anything, while 29 percent of those who dropped
out said they got too busy to continue, and 20 percent said they lost interest.
To study what happens when students get credits for online courses, Teachers College looked at
online courses at some community colleges that were not MOOCs – since tuition was charged and
credit given – but were like them in other ways. The results were not encouraging. Thirty-two
percent of the students in online courses quit before finishing, compared with 19 percent of
classmates in conventional classrooms. Online students were also less likely to get at least a C, less
likely to return for the subsequent semester, and ultimately less likely to graduate.
In July, San Jose State University suspended its experiment with offering MOOCs for credits after
only half of credit-seeking students who took the online courses passed, compared to three-quarters
of those who took the traditional versions.
While their scale is unprecedented, the underlying way that MOOCs are taught is not really new,
Jaggars and others said. It is very, very old – a system in which professors lecture to huge numbers of
students with whom they seldom, if ever, interact. “In general, students do not do as well in online
courses as they do in conventional courses,” said Jaggars. “A lot of that has to do with the
engagement. There is just less of it in online courses.”
None of the evidence has slowed the MOOC craze. Seventy-seven percent of academic leaders
already think that online education is as good or better than face-to-face classes, and 69 percent say
that it is essential to their long-term strategy, the Babson group found (though the administrators
also conceded that only 30 percent of their faculty agreed). And legislators in several states are
pushing to speed up the shift to MOOCs for college credit, which they see as a way to expand access
to higher education while reducing costs.
John McCardell, vice chancellor of Sewanee: The University of the South, is one of the skeptics. He
points out that the American Council on Education has recommended only 10 MOOCs for credit, and
even those recommendations are merely advisory. Quoting poetry he said he studied in an oldfashioned brick-and-mortar classroom years ago, McCardell invoked Alexander Pope’s advice: “Be
not the first by whom the new are tried, nor yet the last to lay the old aside.”
“That might be a useful thought to keep in mind,” McCardell said, “as the world seems to be
rushing recklessly to embrace this latest pedagogical fad.”
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DE VRAGEN
Aanwijzing: lees eerst alle vragen een keer achter elkaar door. Dit voorkomt dat antwoorden
terechtkomen bij vragen waar ze niet thuishoren. Uw antwoorden moeten gebaseerd zijn op wat in
de tekst staat; het gaat hier dus niet om uw eigen mening.
Vraag 1
How high has recent enrollment been for massive open online courses (MOOCs)?
Vraag 2
What is the problem that universities have encountered with MOOCs?
Vraag 3
MOOCs are not generating the success many expected.
a. What does the research show concerning the success rate of online
education?
b. What do those behind MOOCs say about the high expectations?
Vraag 4
What does Shanna Jaggars of Columbia say about the effectiveness of MOOCs?
Vraag 5
“For the particular purpose of replacing on-campus education, the evidence for MOOCs is ambiguous
at best,” says Andrew Ho of Harvard.
a. According to him, what is needed before we can say something more definitive about the
success of MOOCs?
b. Is his university involved in this activity?
Vraag 6
Explain the comparison made between how many sign up for a MOOC and borrowing a book from
the library.
Vraag 7
The results of the study by Teachers College about for-credit online courses are discouraging. What
are the two results given in the text?
Vraag 8
Why did San Jose State University suspend its experiment with MOOCs for credit?
Vraag 9
Have the negative findings slowed the interest in MOOCs?
Vraag 10
What is John McCardell suggesting about what is “new” and what is “old” In Alexander Pope’s
advice?
Engels, 14 januari 2014, bladzijde 4 van 4
DEEL 2: SCHRIJFOPDRACHT
Geef in goed Engels en in volledige zinnen antwoord op de volgende vraag: ‘Welke rol zou het hoger
onderwijs moeten vervullen?’ Met deze opdracht wordt niet uw mening getoetst, maar de wijze
waarop u deze in het Engels formuleert en met argumenten onderbouwt. U kunt hierbij uiteraard
gebruik maken van uw eigen ervaringen en kennis. Zorg er wel voor dat het stuk 150-200 woorden
telt. Gebruikt u minder dan 150 woorden, dan wordt deze opdracht niet nagekeken en als
onvoldoende beschouwd.

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