Construction And Application Of MOOC Evaluation Index System

MOOC is the abbreviation for Massive Open Online Course,also known as MOOC.Since the birth of MOOC,countries around the world have joined the MOOC camp and built countless MOOCs.MOOC has updated educational concepts and optimized educational methods,and its online and open characteristics meet the learning needs of a large population,effectively promoting educational reform.However,the high dropout rate,insufficient communication and interaction,and single teaching mode of MOOC have also led to a large number of doubts about the quality of MOOC,making it difficult to promote credit certification.In order to improve the quality of MOOC,some scholars have constructed a MOOC evaluation index system,but there are still the following problems in this area of research: currently,there are relatively few studies specifically focused on MOOC evaluation;The evaluation index system is mostly designed for a certain major,and most of it is proposed from the perspective of learners,which is too single;Many studies use speculative methods to perform top-down deduction,or obtain surface information through questionnaire surveys,which cannot provide vivid and specific information,inevitably leading to an unreasonable MOOC evaluation index system;Some studies have only constructed an evaluation index system and have not extensively developed an evaluation model using multiple evaluation methods.In order to address the above issues,based on the existing curriculum evaluation,this study first used interview methods to conduct interviews with MOOC builders,MOOC teachers,and MOOC learners;Secondly,Grounded theory is used to code the interview text,and a preliminary MOOC evaluation index system is formulated;Then,the Delphi method method was used to consult experts,and finally a MOOC evaluation index system was constructed,including four first level indicators,16 second level indicators,and 64 third level indicators,including curriculum content and resources,teaching team and support,teaching methods and activities,and teaching interaction and effect.On this basis,the group G2 method was used to determine the weight;Finally,an evaluation model was constructed using the grey comprehensive evaluation method,and this evaluation model was applied to the MOOC platform of Chinese universities for the course "Modern Educational Technology".In the v1 course,it was found that the course details were clear and resources were updated quickly,with a focus on examining learners’ teaching design and other abilities;But the teacher’s body language is slightly monotonous,the background in the video and the aesthetics of the courseware are insufficient,and after clicking on some resource links,the resources seen are garbled.The teaching philosophy of the v2 course is good,emphasizing the cultivation of learners’ thinking abilities.The teaching methods are diverse,and there is relatively more interaction between learners;But the team members only have one main lecturer and no teaching assistants,and the schedule of class hours is not clear and specific,and the number of class opening notifications is limited.In the v3 course,both the video background and the courseware background are relatively concise and beautiful;However,there is no information on learning plans,course characteristics,course subjects,etc.,and no certificates are provided.Teachers rarely inspire learners’ thinking and cannot stimulate learners’ thinking.The course only has associate professors,no professors or teaching masters,and there are few teaching assistants.Finally,the paper makes suggestions from five aspects: changing the course structure,refining the course details,refining the course video,enriching the types of resources,optimizing the course team,improving the quality of teachers,changing teaching concepts,strengthening teaching design,enhancing teaching interaction,and improving learning effects,in order to make certain contributions to MOOC evaluation.