As the use of the MOOCs(Massive Open Online Courses) is widened and diversified, MOOCs contribute to transforming a paradigm of open lifelong learning systems as well as playing a role in innovating higher education systems. In Korea, since K-MOOC was initiated in 2015, it has been achieved quantitative growth through the participation of many universities. In this respect, this study intends to contribute to the qualitative growth of K-MOOCs by developing a quality assurance tool in K-MOOC platform, In particular, the quality assurance tool will be developed as a checklist with importance scales on the indicators to help decision making by reflecting the context of K-MOOC projects driven by Korean government.
To achieve the research objective, first of all, previous studies related to the quality assurance in both online contents development and the global MOOCs were analyzed, and the categories and indicators for the quality assurance of K-MOOC were induced. To measure and judge the priority scales on those, 10 experts were recruited and conducted AHP(Analytic Hierarchy Process). After the judgement level were validated, 8 experts data which were proved to be consistent were included. The results show that the checklist for the quality assurance of K-MOOC consists of 4 categories and 20 indicators. Among 20 indicators, contents is the most crucial area for quality assurance of K-MOOC course, representing the priority such as relevant contents(1st), clear course objective(2nd), proper learning strategies(3rd), interests(4th), clear course structure(5th). This study has an implication on building a foundation on K-MOOC quality improvements by providing a quality assurance tool. It can also contribute to utilizing the tool as an effectiveness evaluation framework as well as in decision making process through the priority scale when decisions needs to be traded off.