Online learning is different from the traditional classroom learning mode, so the traditional curriculum evaluation criteria cannot be directly used in it. At present, foreign countries have attached great importance to the evaluation of online learning, and conducted in-depth research on the construction of online courses, online learning tools and environment.
The following are three valuable evaluation criteria:
1, e-learning certification standard (online learning certification standard)
"E-learning certification standard" is a certification standard formulated by the famous professional Committee of instructional design and application, mainly by Dr. Lynette Gillis. The measurement experts of Southern Illinois University in the United States use the Angoff method (one of the most reliable standard reference methods to determine qualifications, because it is based on the comprehensive judgment of proposition experts. Experts are required to review each project and determine the scoring probability of each index. The average of these probabilities is multiplied by the total number of items, and the result is the lowest score. The final qualified line is based on this comprehensive judgment and the calculation of average standard error. Finally, various analysis and reliability indexes are calculated for each score. ) to assist in the formulation of grading standards, and passed the test and finalized at the end of July 20001year. This draft standard evaluates online learning from three aspects: usability, technology and teaching. Usability includes eight sub-items, which are mainly aimed at the convenience of users' online learning, such as navigation, interface, help, prompt information and audio-visual quality of material content. The technology includes six sub-items, and the technical indexes of network courseware installation and operation are put forward. Pedagogy accounts for the largest proportion in this standard. From the perspective of instructional design, the sub-item 18 is put forward in terms of objectives, contents, strategies, media and evaluation.
2. Teaching evaluation framework of virtual learning environment.
This report was jointly completed by Sandy Britain and Oleg Liber of bangor university, England. The report introduces two different models from the perspective of evaluation strategy. One is the dialogue framework proposed by Laurillard, which mainly takes the interaction between teachers and students, between students and between students and the environment through the media as the evaluation object, and examines the advantages and disadvantages of a virtual environment from the interaction of various learning tools provided. This report analyzes the characteristics of WebCT (a writing tool for creating online courses) and Virtual- University (a comprehensive learning environment based on client-server to simulate campus style) from the perspective of linear conversation process, and analyzes TopClass (an online learning environment based on learning material units, which can easily import and export courses) from the perspective of conversation principle. And track and record students' learning situation) and COSE (a learning environment developed by Staffordshire University based on practical constructivism teaching theory) are compared in four aspects: communication performance, flexibility performance, interaction performance and feedback performance. The other is the cybernetic model, which is mainly based on the visual system model in Stafford Bill's Management Cybernetics and transformed into a model applied in the field of education. This paper analyzes Cometor (a web-based network software developed by Hudersfield University to promote discussion and collaborative learning), Librarian (an online tool that provides modular management functions for students and learning activities with hierarchical tree model) and Learning Landscapes (a Java application developed by the University of Wales-Bangor, UK, which supports online interaction, discussion, creation and management of learning plans between teachers and students).
3, "quality online" (online learning quality)
Internet-based distance learning evaluation standard jointly issued by American Institute of Higher Education Policy and BlackBoard Company. The standard includes seven aspects: architecture, curriculum development, teaching/learning, curriculum structure, student support system, teacher support system and evaluation system, which is subdivided into 24 necessary core sub-indicators and 265,438+0 optional sub-indicators. At the same time, a case of evaluating online courses in six universities by using this standard is given.
In addition, although some documents do not put forward comprehensive evaluation criteria, they provide specific case studies of online course evaluation, and there are many valuable strategies for reference.