Abstract:
On 10th October 2017, the leaders of 5+1 open universities in China, including the Open University of China, Beijing Open University, Jiangsu Open University, Guangdong Open University, Yunnan Open University, and Shanghai Open University gathered in Shanghai to discuss “the progress and achievements of open university construction.”
In June 2016, the Ministry of Education (MOE) announced the first group of shared courses titled “National High-Quality Course Resources,” which included 160 courses from universities like Peking University.
On the bookshelf of Li Ying, a researcher from the Education Research Institute of the Open University of China (OUC), one set of books is always out of stock. “Many visitors like the series of Chinese Distance Higher Education Development Research Report (CDHED Research Report). They always take one or the full set of books when they leave,” said Li Ying.
With the rapid development of mobile communication technology and the increasingly maturity of mobile education, informal learning is drawing attention in international educational technology circles, and resource-based autonomous learning is becoming more and more important.
Education in China has long faced issues such as uneven resource allocation, an imbalanced investment and output ratio, and low quality education level.
I. Introduction
The Government Work Report delivered at the Third Session of the Twelfth National People’s Congress first mentioned the need to “develop an Internet internet Plus plus action plan to integrate mobile Internet, cloud computing, big data, and the Internet of Things with modern manufacturing, and to encourage the healthy development of e-commerce, industry networks, and internet banking.” Although education is not specifically referred to in the “Internet Plus Industry Action Plan”, Internet Plus represents an inevitable trend in education development, and open education has long been deeply integrated with internet technology.
As required by the State Council, by 2020 China’s vocational education system will be shaped into a modern and internationally leading one with Chinese characteristics , with the scale of higher vocational education accounting for more than half of all higher education.
Key Point: Online educational resources are principally intended for users in two age groups: 19 to 24 years old and 25 to 34 years old. The total number of users in these two age groups account for nearly 70% of all users of online educational resources, a statistic as noted in the 2015 White Paper on China's Internet Learning, which was jointly released by the Education Management Information Centre of the Ministry of Education (MOE), Baidu Library, and Beijing Normal University.