基于用户满意度的慕课质量评价研究——以人工智能专业为例

The Quality Evaluation of MOOC Based on Users’Satisfaction——Taking AI specialty as an example

随着互联网技术的广泛应用,在线教育发展迅速,而慕课作为在线教育的一种形态,其免费性、开放性、大规模等特点有助于优质教育资源的共建共享。近年来,我国高校相继开设人工智能专业,为了弥补人工智能专业传统人才培养方式的不足,人工智能专业慕课建设迅速开始启动。为此,可以尝试通过对B大学人工智能专业慕课的现状、优势、劣势等问题进行探究,以期在一定程度上总结出我国人工智能专业慕课建设与应用的特征和规律。首先,以《教育信息化技术标准CELTS-22─网络课程评价规范》为理论依据,构建人工智能专业慕课质量评价指标体系。然后,将使用过该大学人工智能专业慕课的学习者设定为调研对象,随机抽样后共得145份有效问卷。最后,基于SPSS18.0对数据样本进行处理,形成结果:第一,人工智能专业慕课可能在是否提供课程目标以及课程目标设置的适切性方面还存在不确定性;第二,用户对于课程内容的合理性较为满意,但在内容组织安排与智能推送等方面还需完善;第三,证书发放、学习追踪、考核评价以及导航定向等方面上还有改进空间;第四,人工智能专业慕课的资源粒度不够细化,主题可再分性显著,拓展资源的严谨性与前沿性还需进一步完善。根据以上研究结果,可以提出人工智能专业慕课的改进策略:一要优化课程目标,适应学习者认知水平差异,注重目标与学习者间的匹配,针对不同的学习者提供不同层次的课程,并将立德树人理念贯穿其中,强化人工智能伦理教育,树立学生高尚的道德责任感;二要加强团队协作,发挥集体的力量来合理安排课程内容,明确慕课建设模块,做到既“各司其职”又交流协作;三要加大对慕课的经费投入力度,优化慕课的运营模式,改善用户的满意度和体验感;四要扩展资源内容,细化资源粒度切割,在坚持系统性原则的前提下,将理论抽象的知识点科学分割成小段录制的微课视频。

With the wide application of Internet technology,online education develops rapidly.As a form of online education,moocs are free,open and large-scale,which contribute to the co-construction and sharing of high-quality educational resources.In recent years,colleges and universities in China have opened the Artificial Intelligence major one after another.To make up for the deficiency of the traditional talent training method of Artificial Intelligence major,the construction of Artificial Intelligence MOOC has also started rapidly.Therefore,we try to explore the current situation,advantages and disadvantages of AI MOOC in B University to summarize the characteristics and laws of the construction and application of AI MOOC in China to a certain extent.First of all,the evaluation index system of MOOC quality of AI specialty is constructed on the basis of CELTS-22-evaluation standard of online courses.Then,the students who have used the AI specialty MOOC of the university are set as the research objects,and 145 valid questionnaires are obtained after random sampling.Finally,the data samples are processed based on SPSS18.0,and the results show that:1)AIMOOC in the case university may still be uncertain in terms of whether to provide course objectives and the suitability of course objectives;2)users are satisfied with the rationality of the course content,while it needs to be improved in terms of content organization and intelligent push method;3)there is room for improvement in the aspects of certificate issuance,learning tracking,assessment and navigation orientation;and 4)the resource granularity of AI MOOC in the case university is not detailed enough,and the theme can be reclassified significantly,so the prudence and frontier of expanding resources need to be further improved.According to the above research results,the strategies proposed are as follows.First,a clear teaching goal is needed.It is necessary to adapt to the learners'cognitive level differences,pay attention to the goal and the match among the learners and supply different level courses according to different learners.Besides,moral and civic virtue concept should be intersected the whole teaching process to strengthen intelligence ethics education and develop students'noble moral responsibility.Second,it is suggested to strengthen the teamwork and give full play to the collective strength to reasonably arrange the course content.In the process,it is advisable to make clear the construction module to achieve both"each performs his own duties"and collaboration.Third,the investment in MOOC should be increased to optimize the operation mode of MOOC and improve users'satisfaction and experience.Fourth,it is suggested to expand the content of resources,refine resource granularity cutting.The abstract knowledge points of theories can be cut into small segments of recorded mini videos with the principle of systematization.