| 线上教学质量双面性：
对照组检验与学生偏好评价的不同结果 |
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| 引用本文： | 方士心,陆 一,陈 嘉.线上教学质量双面性：
对照组检验与学生偏好评价的不同结果[J].复旦教育论坛,2020,18(6):55-62. |
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| 作者姓名： | 方士心 陆 一 陈 嘉 |
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| 作者单位： | 复旦大学 高等教育研究所 |
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| 基金项目： | 国家社会科学基金“十三五”规划课题“中国大学通识教育建设成效分类评估研究”（CIA190274） |
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| 摘 要： | 对于大规模的高等教育在线教学质量评价众说纷纭。已有的研究调查发现本科学生大体上更偏好线下教学。然而，学生的偏好只反映了其主观意愿的一面。利用“中国高水平大学课程教与学追踪调查”（CUCE）数据库，得到中国三所顶尖大学的同一批课程疫情前的6264份线下教学样本及2020年春季学期的4451份线上教学样本，构成授课内容与教师均相同的对照组。统计分析显示，在课堂体验、学业投入和课程满意度三方面，学生的主观偏好均倾向于线下教学。线上线下对照组比较分析却发现，线上教学在这三方面的教学效果显著高于线下教学，效应值均低于0.04。学生主观偏好与对照组比较两种评价路径得出不同的质量评价结果。由于应急情况下师生为线上教学付出大量投入，在有限程度上提升了教学质量，但教学效率可能偏低。低效应值也表明课程质量不取决于线上或线下教学形式。常态下在线教学的质量还有待进一步检验。
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| 关 键 词： | 线上课程 课程评价 学业投入 课程满意度 课堂体验 |
The Dual Nature of Online Education Quality:
Conflicting Results between Students' Self-report and Online-Offline Comparison |
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| FANG Shixin,LU Yi,CHEN Jia.The Dual Nature of Online Education Quality:
Conflicting Results between Students' Self-report and Online-Offline Comparison[J].Fudan Education Forum,2020,18(6):55-62. |
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| Authors: | FANG Shixin LU Yi CHEN Jia |
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| Institution: | Institute of Higher Education, Fudan University |
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| Abstract: | There are mixed conclusions on the evaluation of large-scale online education quality. Most previous research found that college students preferred face-to-face teaching in their self-reports. However, students'' preferences only reflect the subjective aspects of course evaluation. The current study examined the online education quality with the data of three top-tier universities from the Chinese University Course Evaluation (CUCE) dataset. We compared 6264 pre-epidemic face-to-face and 4451 online general education course evaluation samples in the 2020 spring semester, which shared the same course content and teachers. Supporting previous literature, results of students'' self-reports showed that most students preferred face-to-face education in three dimensions: course experience, academic engagement, and course satisfaction. However, the online-offline group comparison results demonstrated that online education had a significantly higher rating in these three dimensions than offline with effect sizes smaller than 0.04. Self-report preference and online-offline group comparison showed conflicting results. A possible explanation is that teachers and students had higher levels of involvement in online courses due to the emergency social background under the pandemic, so the course quality has improved, but to a limited extent. The low effect size indicated that course quality might not be mainly affected by online or face-to-face teaching mode in reality. Future research should focus on the evaluation of online education quality under regular academic conditions. |
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| Keywords: | online education course evaluation academic engagement course experience course satisfaction |
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