The Chinese National Top Level Courses Project



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Directions for future research


This thesis has given a detailed account of how the Top Level Courses Project is organized, and what purposes it is intended to serve. I have not made any attempt to evaluate whether the project is successful in attaining any of these goals. Although there have been criticisms of the project raised in the Chinese literature, and some evaluation performed, there is a great need for rigorously designed studies designed to test some of the central assumptions. I believe that the four purposes introduced in chapter two could help in that process. As it is, several papers have attempted to evaluate the project without first specifying which purpose it believed the program served.

One could design an experiment to measure the impact of teachers who go through the process of having their courses selected as Top Level Courses, and the entire department. Do they become better teachers? Do the courses improve? Does it have an inspirational effect on the entire department? Further, one could look at professors at other institutions who consult material from courses similar to their own. Does it inspire them to improve their own courses, or do they acquire new ideas and content that they can use in their teaching? It is also possible to look at student use of the resources, and whether they are able to learn effectively, but it should be kept in mind that this was never one of the main purposes of the project (although it seems to have become slightly more prioritized as the project develops).

There is also a wide-open space for comparative educators and higher education specialists within the open education research sphere. Currently, most of the research is conducted by educational technologists, but there are many very fruitful venues for comparative and historical studies. This thesis has been an attempt at using Chinese higher education history and current context to explain the development of an Open Educational Resources project that ended up very differently from the global OpenCourseWare model. Another approach would be to use these open materials as data in a comparative curriculum project. There are a few examples of this from China, where China Open Resources for Education facilitated 148 comparative studies comparing MIT curriculum with the curriculum at Chinese universities (CORE 2007).

Two specific examples are Li et al. (2007), who conducted a narrow study of 14 Top Level biology courses and 22 MIT OpenCourseWare biology courses, and found that Top Level Courses are largely based on unidirectional classroom instruction, whereas MIT courses emphasize student interaction. And Liu Kefu (2006) used OpenCourseWare to do a comparative study of classics courses in the United States. Given the wide variety of materials available, this could fruitfully be extended to other areas.


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1 Open Education 2008, Logan, Utah
Connexions Conference 2009, Houston, Texas; Hewlett Grantee’s Meeting 2009, Monterey, California; Open Education 2009, Vancouver, British Columbia; Hewlett Grantee’s Meeting 2010, New Haven, Connecticut.

2 For example Larry Cooperman. 2008. “Erosion of the Cornerstone of the OER Movement: The Problem of Reuse”. Open Education Conference 2008, April 23-27. Dalian, China, and Allyn J. Radford. 2009. “Enhancing the value of OERs through interoperability and adaptability of content, data and infrastructure”. OpenCourseWare Consortium Global 2009, April 21-24. Monterrey, Mexico.


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