以“开放度——时间”视角分析慕课质量模型  

“Openness-Time” Framework as a New Perspective to Evaluate the Quality of MOOCs

作　　者：杨楠[1] 王嘉颖[1] 李童 YANG Nan;WANG Jia-ying;LI Tong(Institute of Higher Education,Beijing Academy of Educational Sciences,Beijing,China,100045;Faculty of Information Technology,Beijing University of Technology,Beijing,China,100124)

机构地区：[1]北京教育科学研究院高等教育科学研究所,北京100045 [2]北京工业大学信息学部,北京100124

出　　处：《现代教育技术》2019年第4期108-113,共6页Modern Educational Technology

基　　金：北京市教育科学"十三五"2017年度青年专项课题"大数据背景下的慕课质量评价研究"(项目编号:CCHA17146)的阶段性研究成果

摘　　要：受高辍学率的影响,慕课质量备受质疑。文章首先基于高等教育中质量内涵的复杂性和质量评价所处的阶段,提出了"开放度—时间"质量分析框架;随后,文章运用该框架对在线教育领域内有较大影响力的四个慕课质量模型进行了比较分析。结果表明:四个慕课质量模型(即OpenupED质量标签、7Cs设计框架、Five-Pillars在线教育质量、探究社区在线教学框架)均关注"转变"这一质量内涵,体现了教学质量中最核心的利益相关者——教师与学生的价值取向。期望文章的研究对于后续慕课质量评价能提供一定的方向。The quality of MOOCs is questionable due to its high dropout rate. The article firstly proposes an “openness-time” quality analysis framework based on the complexity of quality conceptions and stages of quality evaluation in higher education. Secondly, the framework is used to compare four quality models of e-learning and MOOCs. Results show that all four models focus on the conception of “quality as transformation”, which reflects core stakeholders’ value of the teaching quality - teachers and students. It is expected that the research of the article will provide a certain direction for the quality evaluation of the subsequent classes.

关 键 词：慕课 质量评价 质量模型 

分 类 号：G40-057[文化科学—教育学原理]