中国MOOCs证书授予及学分认定调查研究

A Survey of MOOCs Accreditation and Certification in China

2012 年以来，MOOCs 一直被期望能够推动高等教育体系的全面变革，而学分认定是其中的关键， 教育部也发文鼓励创新MOOCs 学分认定机制。本研究利用内容分析法、问卷调查法和文献研究法，对我国当前 MOOCs 的证书授予、高校MOOCs 学分认定进行了调研。根据研究结果，本研究提出了MOOCs 学分认定的七项 建议，包括:鼓励对MOOCs 进行学分认定;强化高校在学分认定中的主体地位;处理好高校自身能力发展与 MOOCs 学分认定的平衡;保持学分质量的一元化;发展第三方学分评估机构;建立基于大数据的在线教育质量 评价体系;将MOOCs 学分认定纳入终身学习成果认证体系等。

Since its boom in 2012， MOOCs have generated high expectation as being able to promote the higher education reform. MOOC accreditation becomes the key as documented in MOE China. Using content analysis， questionnaire and literature review， this study tried to understand the status of MOOCs credits recognition in China. The paper investigated how the MOOCs award certificates work and how universities recognize MOOCs certificates as credits. In addition， the paper analyzed different MOOCs credits recognition types. The results show that most of MOOCs are mainly for attracting learners and improving institutional reputation. Few of them can give credits to learners. Different platforms have quite different forms of Certifications， which means diverse modes of MOOCs in China. The ways of certifications have significant correlations with the objective evaluation including test and exam， and have little correlations with subject homework. Although MOOCs have spread among universities， few of the universities have policies on the MOOCS credits recognition. When referred to credits recognition， the concept of MOOCs often changes into online education， especially structured online education by universities. Credits are mostly offered to students in campuses， and there're no credits offered to social learners by the institutions of the government. Based on the results of this study， this paper made the following seven recommendations for MOOCs credit recognition in China: first， encouraging universities to recognize MOOCs credits; second， respecting the universities爷authority for MOOCs credits recognition; third， balancing the recognition of MOOCs credits and the development of universities staff; fourth， keeping one standard for both online and regular on-campus credits; fifth， establishing third-party institutions for credits evaluation; sixth， constructing a quality evaluation system for online education based on big data; and lastly， enclosing MOOCs credits into the government credits banks.