Research On The Quality Evaluation Index System Of Online Courses In Chinese Colleges And Universities

Objective:This research compares the quality evaluation standards of online courses at home and abroad,constructs the quality evaluation index system of online courses in Chinese colleges and universities by using scientific research methods,and assigns the weights of indicators.It provides a guarantee basis for the construction and quality evaluation of online courses.Method : 1.In this research,the online courses quality evaluation standards or guidelines widely used at home and abroad were searched through literature research.Using the Beredi’s comparative research to compare the evaluation standards or guidelines obtained from the screening.2.Experts in the field of online education and student representatives were selected to conduct the focus group interview,in order to deeply discuss and communicate the issues related to the content and importance of indicators,as well as suggestions and opinions on the index system.Combined with the results of comparative research and interviews,the index system was initially established.Fourteen experts in the field of online education were selected for two rounds of Delphi expert consultation.Analyze statistically the enthusiasm,concentration,coordination and authority of expert opinions,and summarize and sort out the expert opinions.The indicators were revised according to the revision principles.The evaluation index system were determined.3.The AHP was used to assign the weight of each indicator.Conduct index weight questionnaire surveys for experts,use Yaahp software to input questionnaire data,calculate expert evaluation results,construct index pairwise comparison judgment matrix,test matrix consistency,and obtain the weight values of indicators at all levels.Results:1.This research selected 6 foreign standards and 4 domestic standards.Through comparative research,it was found that foreign standards emphasized course activities and interactions between learners,which truly reflected the student-centered teaching philosophy in terms of course construction.While domestic standards focused on the design of course content and activities from the perspective of teachers,and paid insufficient attention to students and other course stakeholders,so that the evaluation indicators were not comprehensive enough.2.Combining with the results of comparative research and interview,the evaluation index system was preliminarily established.In the first round of expert consultation,a total of 14 questionnaires were issued,the positive coefficient of experts was 85.7%,the authority of expert opinions was all greater than 0.7.The results of expert consultation were reliable.The average of the indicator importance was all greater than 4,and the coefficient of variation was less than 0.25 except for the indicator "easy access to technical services".This indicator was deleted according to the principle of index modification,and the corresponding indicator was combined,deleted,added or modified according to the modification opinions of experts.In the second round of expert consultation,the positive coefficient of experts was 87.5%.The average of the indicator importance was between 4.43-5,and the coefficient of variation was between 0-0.16,Kendall’s W coefficient was statistically significant.The expert evaluation results have a high degree of recognition and coordination,and results of the research are reliable.Finally,the quality evaluation index system of online courses in Chinese colleges and universities is determined,including 6 first-level indicators and 18 second-level indicators.3.The effective recovery rate of the index weight questionnaire was 100%.The consistency ratio of all judgment matrices was less than 0.1,so the matrices were consistent.The weight values of indicators at all levels were calculated,and the proportion of Learning Activity and Learning Objective was higher,which was 0.250 and 0.236 respectively.Conclusion:1.This research found that existing evaluation standards in China were insufficient in guiding curriculum development and construction,mainly focusing on teacher’s teaching and failing to meet the individual learning needs of students to a certain extent.Moreover,there was a lack of a nationally unified quality evaluation standard of online courses for higher education.2.The research constructs the quality evaluation index system of online courses in Chinese colleges and universities,including course guide,learning objective,assessment,learning resource,learning activitie,technology and presentation 6 first-level indicators and course introduction,objective design,assessment form,teaching material,activity mode,and course technology 18 second-level indicators.3.As the most important indicators,Learning Activity and Learning Objective should be truly reflected in the development and construction of online courses.