[1]黄 璐,裴新宁,朱莹希.在线课程内容质量评价指标体系新探——基于学习者体验和知识付费的视角[J].远程教育杂志,2020,(01):104-112.[doi:10.15881/j.cnki.cn33-1304/g4.2020.01.011]
 Huang Lu,Pei Xinning,Zhu Yingxi.A New Study on the Evaluation Index System for Content Quality of Online Course:A Perspective from Learner Experience and Knowledge Payment[J].Distance Education Journal,2020,(01):104-112.[doi:10.15881/j.cnki.cn33-1304/g4.2020.01.011]
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在线课程内容质量评价指标体系新探——基于学习者体验和知识付费的视角()
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《远程教育杂志》[ISSN:1006-6977/CN:61-1281/TN]

卷:
期数:
2020年01期
页码:
104-112
栏目:
学术视点
出版日期:
2020-01-07

文章信息/Info

Title:
A New Study on the Evaluation Index System for Content Quality of Online Course:A Perspective from Learner Experience and Knowledge Payment
作者:
黄 璐; 裴新宁; 朱莹希
1.华东师范大学 教师教育学院,上海 200062;2.浙江树人大学 基础学院,浙江杭州 310015;3.上海交通大学 在线教育中心,上海 200240
Author(s):
Huang Lu; Pei Xinning; Zhu Yingxi
1.College of Teacher Education, East China Normal University, Shanghai 200062;2. College of Basic Science, Zhejiang Shuren University, HangZhou Zhejiang 310015;3. Online Education Center, Shanghai Jiao Tong University, Shanghai 200240
关键词:
在线课程内容质量学习者体验知识付费在线教育MOOCs
Keywords:
Online Course Content Quality Learner experience Knowledge Payment Online Education MOOCs
分类号:
G420
DOI:
10.15881/j.cnki.cn33-1304/g4.2020.01.011
文献标志码:
A
摘要:
在线课程由于偏向复制传统学校课程,缺乏创新而受到各界质疑,“症结何在”“如何消解”众说纷纭。为此,在审思“智能互联时代”学习者主权理念下,在线课程以“体验为王”作为需求牵引;在“共享经济时代”付费学习模式下,在线课程以“内容为王”作为核心价值。在此基础上,提出“满足学习者内容体验的在线课程内容质量评价”是在线课程质量评价的新视角。对在线课程内容质量概念进行界定,从课程、互联网、开发三个维度理论遴选出在线课程内容质量评价关键指标后,运用量化研究方法进行实证遴选。首先,采用问卷调查,收集了419名学习者关于在线课程内容质量评价的意见,运用模糊综合评价法分析各评价指标的隶属度,再运用SPSS 23.0分析指标的相关性、鉴别力,以剔除重复或交叉程度较大的指标和变异系数低的指标,最后,对评价指标体系的信度与效度进行检验。最终构建出包括专业度、稀缺度和规范度3个一级指标,适切性、一致性、科学性等18个二级指标的在线课程内容质量评价体系。建议在线课程建设应了解学习者的“知识性需求”,满足学习者对“内容”的体验。
Abstract:
Online courses have been criticized for their tendency to copy traditional school courses and for being lack of innovation. Thus, recognizing the importance of learner sovereignty in the "smart connected era",should regard “learning experience” as the key demand; in the paid learning model of “sharing economic era”, “content” is the core value of online course. Based on these, we propose a new perspective for online courses evaluation, "the quality evaluation of online courses in the meet of learners’ experience of content”. This paper defines the concept of online course content quality, and selects the key indicators of online course content quality evaluation from three dimensions: curriculum, Internet and development. We use quantitative research method to make empirical selection. Firstly, use the questionnaire survey to collect 419 learners’ opinions about online course content quality evaluation, then analyze the membership degree of each index by Fuzzy Comprehensive Evaluation, followed by analyzing the relevance and discrimination by SPSS 23.0, in order to eliminate duplicate, highly crossed and of low variable coefficient indexes, and lastly test the reliability and validity of the evaluation system. Finally, an online course content quality evaluation system is built, including three first-level indicators: professionalism, scarcity and standardization; 18 second-level indicators, such as appropriateness, consistency and scientificity, etc. It is suggested that the online courses development should fully understand learners’ "knowledge needs" and satisfy learners’ experience for "content".

备注/Memo

备注/Memo:
基金项目:本文系教育部人文社会科学研究青年基金项目“MOOCs质量评价体系及保障模型研究”(项目编号:16YJC880019)的研究成果。
更新日期/Last Update: 1900-01-01