大规模私有型在线课程建设模式及其质量保障机制——以国家开放大学网络课程建设过程为例

Construction mode and quality assurance of massive private online courses:The case of the Open University of China

作为以MOOC(Massive Open Online Course,大规模开放在线课程)为基础发展而来的一种新型在线课程和教学模式,MPOC(Massive Private Online Course,大规模私有型在线课程)不仅能为学习者提供有针对性的教学和及时的服务,而且满足了教育机构赢利的目的,成为在线教育教学方式转型的方向之一。与MOOC相比,MPOC的私有、大规模、分班、缴费、有教学团队支持等特点可支撑国家开放大学教学模式,满足其教学需求,实现其人才培养目标,因此国家开放大学选择MPOC开展网上教学并提供支持服务。本文在梳理MPOC的特点和分析国内外在线课程质量影响因素的基础上,从MPOC质量观出发建构了以团队建设、技术支持、管理机制为支撑,以课程设计与开发、课程运营为核心的5个维度15个质量因素的MPOC质量模型,并基于质量模型总结和归纳了国家开放大学协同工作机制下覆盖课程申报、开发、运营三个阶段的MPOC建设的特点、工作机制、建设流程和质量保证机制。同时,文章从课程开发周期、师生满意度、学习行为数据、教学效果几方面分析了国家开放大学在MPOC建设中取得的成效,进一步印证了基于MPOC质量模型的课程建设模式、质量保证机制能充分保障MPOC建设质量和教学效果。

Massive Private Online Courses(MPOCs), as a new form of online courses and instruction, developed from Massive Open Online Courses(MOOCs), with both individualized instruction and timely service, have become a development trend of online education, a profitable operation for educational institutions. The Open University of China(OUC) adopts MPOCs for its course delivery and learner support due to their massive and private access, grouping facilities, payment functions and teaching team support. Drawing from existing online course quality indexes, the authors construct an MPOC quality model covering five main dimensions, instructional team, technology, administration mechanism, course design and development, and course delivery, and depict the work flow of OUC MPOCs covering design, development, delivery, quality assurance mechanism, etc. The authors also analyze the achievements of OUC in terms of development cycle, learner and teacher satisfaction, learning behavior data, learning outcomes and learner pass rate, hence verifying the MPOC quality model.