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The Research on Open Online Courses in China - Content Analysis of High Impact Factor Journals (2002-2013)

机译：中国开放式在线课程研究 - 高影响因素期刊的内容分析（2002-2013）

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摘要

Massive open online courses (MOOCs) have rapidly developed in instructional reform in higher education, even though, compared with some developed nations, studies on open education started later in China. The findings of the related research may contribute to Chinese instructional reform in higher education. Thus, it is necessary to investigate the status quo of open courses by analyzing the content of the collected high impact academic papers from China Knowledge Resource Integrated Database (CNKI) in terms of features of literatures and studies. The results demonstrate that (1) open courses are mainly addressed by the scholars of higher education or educational technology in top universities; (2) categories of application and evaluation are seldom concerned while most studies focuses on design, development and management; (3) the majority of study of open courses has applied qualitative methods such as historical comparison, case analysis and theoretical deduction meanwhile some quantitative methods are used in the minority of these studies. These findings suggest increasing homogeneity of researchers and research methods which results in non-insightful views presently. Therefore, it is significant to improve future research in terms of theory, construction, application and evaluation, management and methodology.
机译：大规模开放的在线课程（MOOCS）在高等教育中的教学改革中迅速发展，即使与一些发达国家相比，开放教育的研究在中国延迟开始。相关研究的调查结果可能有助于中国高等教育的教学改革。因此，在文献和研究的特征方面，有必要通过分析来自中国知识资源综合数据库（CNKI）的收集的高影响学术论文的内容来调查开放课程的现状。结果表明，（1）开放式课程主要由高校学者的高等教育或教育技术中的学者们解决; （2）申请和评估类别很少有关，而大多数研究则侧重于设计，开发和管理; （3）广泛课程的大多数研究具有应用定性方法，如历史比较，案例分析和理论扣除，同时在这些研究的少数群体中使用了一些定量方法。这些调查结果表明研究人员和研究方法的均匀性提高，这些方法目前导致非富有识别的观点。因此，在理论，建设，应用和评估，管理和方法方面提高未来研究是很重要的。

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