中国MOOCs课程设计调查研究

A Survey of MOOC Course Design in China

中国MOOCs 在过去几年得到前所未有的发展，尤其是学堂在线、华文慕课、好大学在线等一批 MOOCs 平台的崛起，给中国高等教育的变革注入了新鲜血液。但其狂热背后，MOOCs 的本质是什么? 归根结 底，MOOCs 的本源是在线学习，是教育的一种形式。本研究始于这样一个问题:中国MOOCs 的课程设计是否有 效促进了学习? 为解决这一问题，本研究选取国内有代表性的14 个平台上的1388 门课程进行分析，最终抽取 622 门可以获得全部信息的课程作为样本，从学习路径、学习目标、学习评价、学习活动和学习资源五方面进行 分析。研究发现，中国MOOCs 整体上采用“观看微课程+测验+在线讨论冶的学习路径，不太重视学习目标的设 计，学习评价大多采用单一的“测验冶形式，“微课程冶是主要的学习资源，不注重学习目标、学习评价、学习活动 和学习资源的内在关联性。为更有效地促进学习，提高完成率，研究建议设计多策略的学习路径、SMART 学习 目标、多元化评价方式、脚手架式的学习活动和有效的微课程。

MOOCs in China has seen an unprecedented development in the past few years. The emergence of Xuetang Online， Chinese MOOCs， CNMOOC and a number of far-reaching MOOCs platform has injected fresh blood in the transformation of higher education in China. Behind the fanaticism toward MOOCs; however， it is necessary to reflect the nature of MOOCs. In its essence， MOOCs is just one form of online learning. To make it successful， course design provides a systematic approach. The study began a question: Does course design of Chinese MOOCs effectively promote learning? To answer this question， this study used survey method and selected 1388 domestic representative courses from 14 platforms for a full data analysis. Finally， 622 courses that have all needed information were selected as research samples. Five research aspects including the learning path， learning objectives， learning assessment， learning activities and resources were included in the analysis. The study found that Chinese MOOCs mostly use ＂ micro course videos + online discussions + test＂ learning paths. Less emphasis was on the design of learning objectives. And learning evaluation was mostly in the single form of ＂ test＂ . As far as the key learning activities of ＂ online discussion＂ and ＂ micro-course＂ as the main learning resources， the inherent relevance among learning objectives， learning assessment， learning activities and learning resources was ignored. To more effectively promote learning and increase completion rates， the research suggests designs of learning paths with multiple strategies， SMART learning objectives， diversified evaluation methods， scaffold-like learning activities and effective micro courses. This study， however， only examined curriculum design patterns of MOOCs in China from the perspective of the design process， and did not go into the details of the various elements of the design process. In future， further analysis are needed on learning paths， learning objectives， learning assessment， learning activities and learning resources. Also needed are， in-depth investigations into the micro curriculum， insight into the design of micro curriculum， its theoretical basis， development methods， and application mode. Constructivism and Unicom doctrine can be used as a guide to curriculum design or framework for the design of the pyramid of MOOCs curriculum design practice to design and development of learner-centered， ＂ useful， interesting and effective＂ MOOCs. With the implementation of the ＂ Internet+＂ plan of action， mobile technology， big data， networking， cloud computing， affective computing and robotics， and other new technologies， application for curriculum design of MOOCs in China will become increasingly effective， and produce more and more profound influence on teaching and learning.