Curriculum Analysis Based on Chinese University MOOC Platform
Volume 7, Issue 3, May 2018, Pages: 68-74
Received: Aug. 24, 2018;
Accepted: Sep. 12, 2018;
Published: Oct. 9, 2018
Views 881 Downloads 71
Zhang Decheng, School of Information Engineering, Yancheng Teachers University, Yancheng, China
Chen Jinxin, School of Information Engineering, Yancheng Teachers University, Yancheng, China
Follow on us
With the rapid development of network technology, it is inevitable that educational resources will be online and open. Since the first year of the 2012 US massive open online courses (MOOC), many countries have been committed to quality MOOC courses. As one of the three major university MOOC platforms, the Chinese university MOOC platform has been attracting the excellent courses of famous universities in mainland China and Taiwan after four years of development since its opening in 2014. This paper uses the literature method, data statistics method, content analysis method and other research methods to analyze the colleges and universities, course types, courses and contents, teaching methods, number of students selected, etc. of the Chinese university MOOC platform, and summarizes the characteristics of free resource sharing, micro-course design, learning behavior control, and interaction. It points out that there are fewer special courses in the famous schools, the repetition of courses, the lack of practical courses, the fragmentation of knowledge points, the single form of micro-courses, and the lack of depth and breadth of discussion. The article puts forward some suggestions for the school of MOOC curriculum development, the teachers who started the course, and the MOOC platform of the Chinese university. Suggestions for schools are: optimizing MOOC courses, improving course quality, strengthening practical curriculum development, multi-school collaboration and other proposals; the recommendations for MOOC course teachers are: reorganizing knowledge systems, strengthening practical applications, and improving picture quality big data analysis of students' learning behaviors and other suggestions; suggestions for Chinese university MOOC platform are: expanding platform functions, coordinating curriculum construction, big data sharing, etc. Article is intended to cause schools, teachers, and the importance of MOOC platform management curriculum development, improve the quality of MOOC courses to stimulate learner motivation through MOOC course of study, enhance the comprehensive literacy learners, play high-quality MOOC courses promote fairness in education.
Chinese University MOOC, Course Type, Teaching Content, Analysis, Suggestion
To cite this article
Curriculum Analysis Based on Chinese University MOOC Platform, Education Journal.
Vol. 7, No. 3,
2018, pp. 68-74.
Copyright © 2018 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/
) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Mc Auley. A, Stewart. B, Siemens. G & Cormier. D (2010). The MOOC Model for Digital Practice [DB/OL]. [2013 -04 -16]. http://www.e -learnspace.org/Articles/MOOC_Final.pdf.
Cai Wenqi, Wang Qiong. 2012: The first year of MOOC [J]. China Education Network. 2013, (4): 5~12.
Zeng Xiaojie, ZHANG Hui. The National Strategy for the Development of MOOC in France: An Analysis of " France UniversitéNumérique "[J]. International and Comparative Edcation. General No336. 2018(1):78-87.
Zhang Zhixin, He Ai-xia, Wang Jia-ni, Liu Jing. The Characteristics of the Curriculum System of MOOC in the University of Melbourne and Its Enlightenment to Education in China [J]. Adult Education. Total No. 372. 2018（1）：78-81.
Huang Ruhua. Introduction to the topic "Information Literacy Education and MOOC" [J]. Book and Information. 2014(6):1.
Wang Yonggu, Zhang Qing. MOOC: Characteristics and Learning Mechanism [J]. Educational Research. General, No. 416.2014(9):112-120,133.
Li Puhua，Xue Hongli，ZHAO Yutao. Analysis of Blended Learning Based on MOOC from the Multi-Agent Perspective [J]. Journal of Higher Education Management. Vol. 10 No. 6 2016(11): 88-92,124.
Gao Jian, Zhao Xui-rui, etc. Study on the learning evaluation system of MOOC [J]. College Physics. Vol. 36 2017(12):50-53,61.
Love Course. "Love Course" Network China University MOOC Platform Online [DB/OL]. http://www.icourses.cn/gjjpkc/sy/yw/20140508/t_10215.html. 2014-05-08.
Wu Jinhui. Comparative Analysis of the Main MOOC Courses in China [J]. University Book Work. 2015(1): 11-14, 40.
Qiu Weihua. Mechanism of Credit Award for MOOC in Higher Education Market [J] Open Education Research. Vol. 23, No. 2. 2017(04): 64-74.
Jiao Jianli. Five Practices of E-teaching Literacy [DB/OL]. http://www.icourse163.org/course/icourse-1001965008.
Zheng Xiaojun. Re-examination of the Misunderstanding of the Development of Micro-Class [J]. Research on Modern Distance Education. 2016 (2):61-66, 97.
Albert Bandura.Social Learning Theory[M]. Chen Xinyin, Li Bozhen translation. Beijing: Renmin University of China Press, 2015, p. 18.
Tian Zongwen. Anatomy and clinical[DB/OL]. https://www.icourse163.org/course/WHU-24007.
Li Yinglan. Analysis of Typical Problems in University Physics - Vibration, Wave and Optics.[DB/OL]. https://www.icourse163.org/course/BIT-1001604004.