MOOC Quality Assessment For ISchools

With the rapid development of MOOC,the inevitable shortcomings of MOOC are also exposed.The high dropout rate of learners and the low completion rate of the course have attracted the attention of many scholars.Many institutions and scholars at home and abroad have started research on the quality of MOOC.However,most of the current evaluation criteria evaluate MOOC quality from a single perspective,such as curriculum builders,MOOC managers,and learning experiencers.At the same time,the development of MOOC is bound to affect the field of library and information,and the iSchools organization is the vane of many colleges and universities in the field of library and information,but scholars in the field of graphics have not conducted research on MOOC evaluation.Leading to the opening of various schools in China,MOOC needs to learn from other areas of MOOC theory and practice research.Therefore,this study attempts to construct a MOOC quality assessment model from multiple perspectives,and evaluates the quality of MOOCs offered by iSchools in order to provide reference and reference for the establishment of MOOCs in China's graphic schools.This paper first introduces the background of this research,defines the scope of the research,and analyzes and summarizes the entire research process.Then,the MOOC quality assessment model and evaluation practice are mainly divided into three steps: the first step is to analyze the relevant online course quality standards and MOOC course evaluation standards at home and abroad,and summarize the factors affecting the quality of MOOC;the second step is Based on the theory of total quality management and education evaluation,the MOOC quality assessment model is initially constructed according to the construction principle.The MOOC quality assessment index is further revised and improved through the Delphi method,and the MOOC quality assessment model and MOOC are finally established.Quality assessment indicator weights.This model is mainly constructed from three dimensions,including construction quality,content quality,service quality,and the secondary indicators corresponding to construction quality are platform function,page design and technical support.The secondary indicators corresponding to content quality include teaching content.,teaching team and teaching strategies.The secondary indicators corresponding to service qualityare course services,teaching services,and platform services.The MOOC quality assessment indicators have a total of 25 three-level indicators.In the third step,a comprehensive survey was conducted on the opening of the MOOC in the iSchools.Only8 institutions have opened the relevant MOOCs through the survey,and the MOOCs of the 8 institutions are briefly introduced.Then,a questionnaire survey was conducted on the users who studied these MOOCs,and the problems of the MOOCs in the eight institutions were analyzed from the user survey data.The overall quality of these MOOCs is still good,but there are still some inevitable problems in the service,such as MOOC interface design,course evaluation,personalized recommendation and so on.However,the feasibility and operability of the MOOC quality assessment model are also tested for these MOOC quality assessment practices,and some development suggestions for improving the quality of MOOC are proposed.Finally,this study is summarized,pointing out the shortcomings in the research and the research prospects.Although there are some shortcomings in the evaluation model and evaluation practice,such as the incomplete indicators and the in-depth evaluation practice,it is hoped to provide reference for the MOOC construction in the future,so that the evaluation model can be improved in practice.