Instructional design and teaching effectiveness of SPOCs in Chinese higher education

Abstract

This study aims to explore the current instructional design and teaching effectiveness of blended learning in the Chinese higher education system from both the student and instructor’s perspective. The instructional design and teaching effectiveness of five SPOCs (Small Private Online Courses) offered in the 2016–2017 Spring Semester by Tsinghua University were investigated. Methods employed to collect data included handing out the Chinese adapted SEEQ questionnaires to students and interviewing 1 teacher and 4 teaching assistants. Results revealed that (1) for all courses, the final grades consisted of online participation and performance, face-to-face learning and performance, assignment and examination. However, different courses weighted each part differently: examination scores were weighted more heavily for science courses than arts or history courses. (2) Courses with shorter offline discussions sessions resulted in higher participation in online discussions; students were more satisfied when instructors actively participated in discussions. (3) In general, students experienced high satisfaction in learning value, instructor enthusiasm and organization and breadth of coverage.