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Massive open online courses (MOOCs) have rapidly developed in instructional reform in higher education, even though, compared with some developed nations, studies on open education started later in China. The findings of the related research may contribute to Chinese instructional reform in higher education. Thus, it is necessary to investigate the status quo of open courses by analyzing the content of the collected high impact academic papers from China Knowledge Resource Integrated Database (CNKI) in terms of features of literatures and studies. The results demonstrate that (1) open courses are mainly addressed by the scholars of higher education or educational technology in top universities; (2) categories of application and evaluation are seldom concerned while most studies focuses on design, development and management; (3) the majority of study of open courses has applied qualitative methods such as historical comparison, case analysis and theoretical deduction meanwhile some quantitative methods are used in the minority of these studies. These findings suggest increasing homogeneity of researchers and research methods which results in noninsightful views presently. Therefore, it is significant to improve future research in terms of theory, construction, application and evaluation, management and methodology. KEYWORD: Open Courses; Status; Content Analysis; Outlook International Conference on Social Science, Education Management and Sports Education (SSEMSE 2015) © 2015. The authors Published by Atlantis Press 1143 uses Excel to make a comprehensive analysis in order to reveal related problems.

The Research on Open Online Courses in China Content Analysis of High Impact Factor Journals (2002-2013)