Keywords

1 Introduction

Online education, also known as distance education, online learning, is defined as the use of information technology and Internet technology for content dissemination and rapid learning methods. In 2015, the state-supported higher education online education development [1], its core lies in the use of public service platform, the high-quality teaching resources information integration, formed mainly with disciplines for the wider audience in the form of education. Online education will break through the existing teaching mode of higher education, promote the new teaching management system, form a new teaching form, and expand the ability and means of teaching management. In online education, the classroom model and the method of communication between students and teachers turn from offline to the whole or part of the line. Network teaching, teachers are faced with more accurate content of teaching, subdivision, teaching form, self and openness combination, the teaching team needs increased, teaching experience and the past will have a big difference and other issues. The evaluation indexes of teachers and students are converted into curriculum click rate, online time length, courseware and question and answer update rate. Compared with the traditional teaching mode, online education system design needs to meet the needs of all interested parties, which not only satisfies the basic requirements of system operation, but also mobilizes all kinds of initiatives to form a virtuous cycle development of online education.

2 Online Education Background and Current Status

Online education to meet the personal development and diversification of lifelong learning, the design of online education must network around the electronic environment which includes communication technology and computer technology, computer technology, artificial intelligence, network technology and multimedia technology, Online education system design includes elements such as online education content, management environment responsible for learning process and network-based community composed by learners, content developers and experts. From MIT’s online course open plan (OCW) in 2001 to the 2012 large-scale online open course (MOOC), it is popular all over the world. Many universities have done many researches on curriculum design, development and implementation. Document [2] examines the current situation of online education in China. In the analysis of existing problems, it is mentioned that interaction is not strong enough to reflect the central position of learners, but not enough attention to vertical market. It is suggested that strategies should be put forward separately from macro policy level and micro teaching methods. The study [3] of Japanese online education development present situation, pointed out that Japan’s demand for online education courses must be as close as possible to the classroom teaching form, such as to ensure long, teacher-student communication, assessment report, in order to incorporate education existing laws and regulations, which makes online education setting limits. Garrison [4], a Canadian scholar, found that online education is very easy to give students a lack of social presence, cognitive Presence and teaching presence. Dr. SQE’s [5] online education in the United States in the process of cultivation, set the executive sponsor, jointly undertake the guidance of online education, duty is to stimulate students’ learning motivation, to guide students to determine the degree thesis, helping students to obtain facilities, data, objects of investigation and other external conditions needed for research. Compared to the large-scale MOOC education, some scholars have put forward a small range of online education curriculum [6,7,8]. SPOC small-scale restrictive access online courses mainly for students on college campuses, SPOC originated from teachers’ dissatisfaction with the existing teaching materials and teaching methods. This model redefines the role of teachers and innovates the teaching model. Let the teachers return to the campus more, stimulate the teachers’ enthusiasm for teaching and the vitality of the class. Kang [9], a Chinese scholar, analyzed the idea and practice of SPOC, and made a further exploration for the practice of online education.

Online education started earlier in Chinese training industry, through the method of the teaching methods, increase teachers number, training time and place to make relatively more flexible, reduces the cost of teaching. Online courses expand the teaching space and high-quality resource income group, are easy to achieve the personal development of different students. At present, online courses are not new courses or subjects. Under the auspices of the keynote teacher, the offline professional courses will be transformed online, which will supplement the school curriculum. The results show that the effectiveness of online courses is not high, in which teaching has a direct impact on social existence and cognitive existence [10]. The integration of online courses in Colleges and universities has obstacles in the course selection, the development mechanism and the adaptability of the new teaching model [11]. One way teaching video, teaching method single design link, interactive link and free question link, the lack of education guidance. Due to the factors of selection mechanism, interaction between teachers and students are more inclined to “Acquaintances” (with the school teachers and students) interaction, and will be through the third party communication mode; course update frequency is not high, increasing the workload of teachers, enthusiasm is not high.

3 Online Education in Colleges and Universities

Colleges and universities have more professional advantages of online education content design, and the network platform can help colleges and universities to increase the students, and is no longer limited by the time and place of learning. The most important group of online education in Colleges and universities is university teachers, learners and management organizers. There is a great difference between the three needs in the same system, but at the same time, they are closely related. This distinction between the various needs of users, design effective, in order to explore the feasible methods for the sustainable development of colleges and universities online education, to achieve convergence with the national education system, promote the University of foreign brand effect, to improve the teaching quality of the school, reduce the cost of teaching.

3.1 Orientation of Online Education Design in Colleges and Universities

As an open educational system, The online course in Colleges and universities is not only a simple way to transplant offline courses, but also an integrated service information system with content as the core, pooling of open resources and joint interaction. In this system, students will obtain resources they want; teachers will obtain a Career platform to enhance the popularity of influence to expand the impact through providing learning resources; system administrators will get more and more people participate in the quality course group. A good university online course is a comprehensive service system with a wide range of services that takes the discipline system as the center, including the discipline team, the teaching assistance team and the stable, safe network environment, which can provide valuable content for three parties. The design of the system, whether in personal growth, career planning or organizational structure, should be hierarchically and orderly designed, so that the system can enter a virtuous circle steadily and stably.

With the development of online education, the content of courses is becoming richer and richer, and the forms of expression are becoming more and more diverse. It is urgent to sort out the needs of users, the interfaces among users, and the extension mechanism. It is possible to gather high-quality curriculum resources, high-quality network resources and talent pool information resources in colleges and universities through the hierarchy design of online course system platform from the perspective of demand hierarchy. This trend conforms to the characteristics of contemporary science and technology, in the context of the integration of information network innovation, the final professional research results, through offline courses and online courses beneficial combination, faster display to the majority of scholars, thus creating a new way of learning and a good learning experience.

3.2 Teacher Design Orientation in Online Education System

A large number of online education research, from the perspective of solving curriculum settings, mobilizing students’ enthusiasm and obtaining social recognition, has little direct orientation for teachers. The MOOC model pays more attention to the academic achievement of teachers, and the SPOC model turns to arouse the teachers’ enthusiasm for teaching. The online education system is similar to the longer developing virtual network community, and the role of teachers in the system is similar to the network resource uploads in the community, and the teaching content, the answer design and the assessment design in the online education course are all provided and founded by the teachers. It is the identity of the opinion leader. The study of the effective positioning incentive mechanism established by the network resource uploads can be used as a reference for the design and positioning of the online education system teachers.

The intrinsic strength of individual growth and development is motivation, and the most commonly used framework for classifying motivations of virtual community is the difference between internal and external motivation (von Krogh et a1. 2012) based on self-determination (SDT) (Deci and Ryan 1985). This demand from low to high level according to the ascending order, only low levels of demand satisfaction, a higher level of demand will appear, will show its incentive effect [12]. Literature [13] has studied that content providers turn from external motivation to internal motivation, which is manifested in the way of incentive from tangible money compensation to intangible reputation and self-satisfaction, while reputation motivation has a strong effect on internal motivation. The incentive design of online content providers is mainly based on the development process of online community based on user generated content. It mainly depends on the active participation of members of the community rather than the labor of the employed employee, and does not directly consider the incentive design of content providers [14]. In traditional hierarchical social network, single resource transaction involves only the transfer of ownership of virtual currency between the two parties, and does not involve the reward of the communication path and the importer, which results in the contribution of the facilitator and the original publisher [15]. Once the content publisher loses its enthusiasm, it will lead to a shrinking state of the topic in the community or the content of the community as a whole.

The literature [16] research indicates that the needs of leaders in the network community are focused on social needs and self-fulfillment needs. In the current online education, teachers do not voluntarily establish social needs through online education systems, and then realize self-respect and self-worth. Therefore, online education system, combining design and evaluation system of teachers, teachers’ social occupation will encourage teachers to integrate the system, the system’s attitude to internal motivation, the voluntary adoption of online education system to build social demand, in order to achieve self-value goal.

The demand and motivation of teachers’ online education directly determine the role of teachers in the system, and motivation and necessity are the crux of University Teachers’ ideological problems. The problem of catching the needs and motives solves the driving force and incentives of University Teachers’ ideological problems. Motivation is made up of the needs of different levels, and the demand for online education teachers should be expansible. Hoppock’s “Job Satisfaction” first proposed the concept of job satisfaction [17], the design of online education system needs to satisfy teachers’ satisfaction with environmental factors in two aspects of psychology and physiology. This subjective response is able to meet teachers’ needs and enhance teachers’ career planning with the deepening of online education. According to the research results such as Guo [18], we calculated the online education propagation path, calculated the key nodes, introduced the teachers into the incentive mechanism, and encouraged the teachers to strengthen the design of each node. Online education system can add multiple roles to teachers’ team in designing orientation, focusing on academic achievements, especially in teaching achievement. The system provides dynamic and open incentive mechanism for different motivational teachers in design.

3.3 The Online Course Model

Mixed Teaching Mode.

Mixed teaching mode refers to the course part of the online completion of the course, part of the line to complete, this way to achieve more free time and place to learn part of the basic knowledge, and then focus on the classroom teaching complement each other to form a timely understanding of learning results, The way of learning, similar to Khan Academy “flip classroom” [19]. This model relies on the current curriculum system of colleges and universities, is the transfer of offline courses and teaching methods of the supplement, usually in the form of recording and broadcasting, through the number of clicks and replies to record learners learning trajectory, teachers in the course of recording, In the classroom to organize questions, case studies and other Q & A activities and joint test.

This model is a transitional form, the advantage is to achieve part of the freedom of learning and access to online learning network advantages, and the current university management model has a good fit, the learners have a better supervision and guidance role. The lack of learners is limited by the activities of the underline course, still based on the students.

Complete Online Teaching Mode.

Completely online teaching mode refers to the completion of the online learning from the course of organization, learning and effect testing, is the online course design trend. The management system of this design pattern is very different from that of the current university, learning threshold will be set a lot of broad, the number of learners increased significantly, learning more emphasis on consciousness, There are some contradictions between the network of universal freedom and the relative mandatory university; Teachers to pay the contents of the online course content iterative update speed, a large number of online Q & A interactive discussion, their own knowledge structure learning development; The managers need to re-evaluate the teaching management and evaluation system of both sides of the teaching.

4 Hierarchy Design Elements of Online Education

By referring to Maslow’s hierarchy of needs [20] and referring to Donald. A. Norman’s research results on human brain activity levels [21], this paper presents a hierarchical description of user needs in online education. (Figure 1 the elements of online education). It needs to be explained that the hierarchy division of online education is not strictly related to the division of the two levels, and the demand here is more inclined to the significance of online education for users.

Fig. 1.
figure 1

The elements of online education

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American psychologist Clayton Alderfer revised Malos’s theory of demand and proposed ERG theory [22]. ERG theory believes that the more the lower level of demand is more satisfied, the more people desire higher levels of demand. Weil and Moore [23] believe that a person’s position in a hierarchy determines his needs and behavior, and a level of demand corresponds to a demand category [24]. Therefore, online education design corresponds to teachers, elective students, network platforms and other objects. Online education design needs to meet teachers’ esteem needs and self-actualization needs, and we need to satisfy students’ active participation and highly recognized social practice system.

From the result evaluation method of hierarchical design, the research [25] shows that the demand hierarchy should be divided in the design research stage, and the demand collection is comprehensively targeted, which can clearly get the constraint relationship of the demand results. The relevance of all aspects of the system has been established by the use of hierarchical needs is convenient for the effective evaluation of the design system [26].

4.1 Design for Physical Level Basic Requirements

In the online education system, the physical level includes the hardware and software needed to ensure that the basic operation of the online course. The hardware includes the video camera, microphone, whiteboard and projector needed for recording video, the network needed for the transmission and reception of the course, the security and stability platform, the computer, the mobile phone and so on. The software includes all kinds of video editing tools, live tools, and the course contents offered by University teachers.

All kinds of video editing tools can provide more specific expression effect: to emphasize the role of animation content vivid, online data analysis and information visualization applications makes the intuitionistic expression and outstanding problems of the whole and the part, the part and the part comparison. The curriculum content is the core content of online education in physical layer different from other design requirements, course introduction clear preliminary knowledge requirements and teaching arrangements, help learners do the preparatory work before class; the course catalog clearly introduces course sections and content; the video specific content on the expression of the node class requirements; to complete the course of rules. The course contents determine the essence, purpose and final effect of online education.

4.2 Design for Respect and Security Psychological Level

Because of online education to meet the class location, time diversity, self-arrangement more flexibility, among the relevant parties of the online education system, the platform managers and learners are active parties. Platform managers and learners are in a state of being active in asking for courses and looking for courses to learn. In order to adapt to the online education, university teachers have many new contents, and they have nothing to do with the profession, except for rearranging the professional content, so it belongs to the passive completion. From the development of online education, online education to truly enter into a virtuous cycle, only teachers become active, play a guiding role in actively promoting the online education, so online education hierarchy design, design team of teachers, and in dynamic operation, attract teachers from entering into active passive participation and development consciousness.

As an initiative, learners have a clear purpose in finding courses: Or for the completion of academic requirements (required courses) or personal interests (optional courses). The design requirements for learners are: The course search is quick and the path is clear. It can be related to the school course selecting system, Once you choose, find the course directly; The recording process is true and the submitted work is safe and reliable; After the end of the study, the effectiveness of the feedback in a timely manner, and personal learning management system records butt. Platform managers provide stable and safe operation environment, provide guarantee for online education operation, and improve the enterprise influence of platform.

As the present passive side, the teacher has a huge workload and offers content for the core of online education. The pre-work includes the rearranging of the teaching content, the recording, the online quiz, the job feedback, the post-teaching evaluation, and the updating of the online course. And offline class lesson preparation is very different, for this change, need to be equipped with a teacher team to focus on teacher-centered, teamwork, division of labor to complete the online course work. The team can include lecturers, assistant teachers, student affairs managers, network technicians and so on. The assistant teachers may include supplementary and auxiliary personnel, such as the executive sponsor [5].

4.3 Design for Self-development Requirements

Maslow believes that self-realization is “on their own power and things always try to complete, so that they continue to tend to perfect” [27]. Although learners have the initiative to find classes and classes will, but the effect of class needs a long time to get in order to get. Very often, the experience of happiness is greater than the product itself [28]. Online education is more free than classroom education, the state high (entry rates) into low (completion rate) out easily formed, continuing to enhance the stickiness of the system design is to help the learner completed the course and achieved good learning experience effective way to self-realization. Juty suggests that web stickness is the ability of the site to retain online users and extend their per stay time [29]. In the evaluation system based on user experience, pleasure, participation, acceptance, retention rate and task completion are used as evaluation parameters [27]. With the number of learners take a great leap forward, the online educational exchange platform has become an open communication circle across time zones, trans regional and inter media, In addition to the high quality of the teaching content, the stickness design also uses the online curriculum exchange platform to provide learners with professional insights and discussions. Design a number of judgment points for speech, such as the frequency of speech, the correctness of the argument, the creativity of ideas, the humor of words, and so on. Professional cases can enter the teaching content of teachers and get professional recognition.

The reason why college teachers are divided into “passive side” is that, in addition to the increase in the workload of curriculum preparation, most of the work is not related to professional progress and personal development of teachers. The integration of online education and teacher professional development and teacher evaluation system can attract university teachers and change teachers from passive to active exploration and development. Online education platform as a teacher team of the official website, can show the research results, research progress of teaching real-time updates, from the beginning of a course, the construction of online course system based on subject characteristics, forming the discipline professional guide window. The introduction of discipline experts forum, strengthen the docking with other professional platform, and cross line teaching research cross fusion, improve the teaching team evaluation mechanism of each post. The development of related fields in higher education should also be included in dynamic system design, such as the establishment of digital publishing center, the provision of digital teaching materials for teachers, etc. [30]. The teacher team “achieves the harmony, integrity and freedom of subjective feelings through the process of self-actualization” [31].

5 Application Value of Hierarchy Design of Online Education

With the development of science and technology and the change of the mode of information transfer, online education has gradually become a strong complement to the offline education, which has made changes in teaching forms at all levels, including colleges and universities. Many online education platforms are emerging, educational resources sharing, attracting more teachers and students both sides involved. The addition of colleges and universities promotes the quality of teaching resources. Among them, the participation of college teachers is an important guarantee for the online education in Colleges and universities.

The hierarchy design of online education in Colleges and universities analyzes the status of online education, and constructs the Win-win space between online education platform and participants. The system provides learning resources, personnel resources, platform for teachers’ research results and research achievement transformation, and associated with career planning. At the same time, the interaction platform of learners will derive a topic circle with different themes and different directions, and form an interactive relationship of sharing, discussion and collaboration to promote the construction and development of the platform.

Big data from online education system, can integrate the demand for more personalized, accurate collection and processing recommendation, user information, mining potential users, build authentic personal network system more personalized development.

6 Conclusion

With the development of network environment and information technology, great changes have taken place in the traditional mode of teaching and learning. More and more social groups are concerned about online education. In this paper, the basic requirements, psychological safety needs and self-development needs of different groups in online education system are discussed, and the design factors are put forward. Especially, the “passive side” university teachers, due to the importance of online education, it is necessary to focus on the positioning design of the system, so as to transform the teachers in online education from “passive party” to “active party” as soon as possible.