CAJ | 학술논문

斯隆联盟连续十一年发布美国在线教育调查报告显示，高校在线教育保持稳定发展的态势，表现为：在线课程注册学生数持续增长，在线教育质量逐渐被院校主管认同，大多数院校将在线教育作为长期发展战略，半数以上院校提供在线学位；高校在线教育实践体现出了性质、规模和层次方面的差异性；在线教育发展的主要障碍是：在线课程学生的低保持率，学生需要有较强的自律能力，教师缺乏对在线教育的认同与投入，用人单位对在线教育缺乏认可等。MOOCs 等热点事件对在线教育有积极的推动作用，但左右不了在线教育整体发展态势，也不能解决其面临的主要障碍。在线教育发展需要站在数字化知识经济时代人才培养转型的高度，从整体上认识其重要性；热点事件经过短暂的“扰动”之后最终将回归到整体发展轨道；各类院校应尊重在线教育规律，结合自身目标和特点选择不同发展道路；中国在线教育需要更加全面系统深入的跟踪研究。
사륭련맹련속십일년발포미국재선교육조사보고현시，고교재선교육보지은정발전적태세，표현위：재선과정주책학생수지속증장，재선교육질량축점피원교주관인동，대다수원교장재선교육작위장기발전전략，반수이상원교제공재선학위；고교재선교육실천체현출료성질、규모화층차방면적차이성；재선교육발전적주요장애시：재선과정학생적저보지솔，학생수요유교강적자률능력，교사결핍대재선교육적인동여투입，용인단위대재선교육결핍인가등。MOOCs 등열점사건대재선교육유적겁적추동작용，단좌우불료재선교육정체발전태세，야불능해결기면림적주요장애。재선교육발전수요참재수자화지식경제시대인재배양전형적고도，종정체상인식기중요성；열점사건경과단잠적“우동”지후최종장회귀도정체발전궤도；각류원교응존중재선교육규률，결합자신목표화특점선택불동발전도로；중국재선교육수요경가전면계통심입적근종연구。
Surveys conducted by the Sloan Consortium revealed that online education in the United States has maintained a stable development in the past eleven consecutive years.As shown in the report series,online enrollments have increased at rates far in excess of the overall rates of higher education;the majority of academic leaders rated learning outcomes in online education as the same as or superior to those in face-to-face instruction;most higher education institutions reported online education was critical to their long-term strategy;more than half of the institutions have offered online degrees.At the same time,different institutions (in size,level,and class)held different views towards online in-struction.The main obstacles to the development of online education are still there:lack of faculty ac-ceptance,need for more discipline on the part of online students,lower retention rates,and lack of rec-ognition of online education by employers.Although hot spots like MOOCs may be viewed as a catalyst for further integration of technology with education,they could neither change the development trend, nor overcome the obstacles to online education.The analysis results of this study indicate that the na-ture and trajectory of online education should be understood from the holistic perspective of education transition in the digital knowledge-economy era.Those hot spots would be positioned eventually in the systems of online courses and online education after making short-time “disturbance”.Higher education institutions need to develop objectives and trajectories for online educations based on their own require-ments and characteristics.In addition,online education in China needs to be investigated with long-term tracking studies.