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<p>With the development of information technology, Massive Open Online Course (MOOC) has had a profound impact on the traditional college English teaching model with its rich learning content, innovative learning forms, and open learning resources. However, it itself has the shortcomings of an incomplete management system, difficulty in achieving credit recognition, serious resource waste, and a vague platform development path. Therefore, adopting a simple replacement approach is not feasible. Integrating traditional teaching models with MOOC teaching models is essential. By developing a distinctive English curriculum system, utilizing flipped classroom teaching methods, adapting to information-based online teaching models, and fostering positive learning concepts, MOOC can fully leverage its advantages under the guidance of traditional teaching models. This integration allows both models to complement each other’s strengths and weaknesses, thereby enhancing the reform of college English curriculum teaching. The evaluation of college English teaching quality based on MOOC involves Multi-Attribute Group Decision Making (MAGDM). Currently, methods such as Exponential TODIM (ExpTODIM) and MABAC are employed to implement MAGDM. Interval-valued intuitionistic fuzzy sets (IVIFSs) are used to represent fuzzy information during the evaluation of college English teaching quality based on MOOC. This study introduces the interval-valued intuitionistic fuzzy ExpTODIM–MABAC (IVIFN–ExpTODIM–MABAC) approach for MAGDM under IVIFSs. Finally, a numerical example for college English teaching quality evaluation based on MOOC is provided to validate the IVIFN–ExpTODIM–MABAC approach. The major contributions of this study are as follows: (<InternalRef RefID="Equ1">1</InternalRef>) The ExpTODIM–MABAC method was extended to incorporate IVIFSs along with Entropy model; (<InternalRef RefID="Equ2">2</InternalRef>) Entropy is used to determine the weights under IVIFSs; (<InternalRef RefID="Equ3">3</InternalRef>) The IVIFN–ExpTODIM–MABAC approach is proposed for MAGDM under IVIFSs; (<InternalRef RefID="Equ4">4</InternalRef>) numerical example and various comparative analyses for college English teaching quality evaluation based on MOOC are conducted to validate the IVIFN–ExpTODIM–MABAC approach.</p>

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Enhanced IVIFN–ExpTODIM–MABAC Technique for Multi-attribute Group Decision-Making and Applications to College English Teaching Quality Evaluation Under Interval-Valued Intuitionistic Fuzzy Sets

  • 期刊论文

  • 发表日期：

    2025年1月7日

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  • Guojing Yang

摘要

With the development of information technology, Massive Open Online Course (MOOC) has had a profound impact on the traditional college English teaching model with its rich learning content, innovative learning forms, and open learning resources. However, it itself has the shortcomings of an incomplete management system, difficulty in achieving credit recognition, serious resource waste, and a vague platform development path. Therefore, adopting a simple replacement approach is not feasible. Integrating traditional teaching models with MOOC teaching models is essential. By developing a distinctive English curriculum system, utilizing flipped classroom teaching methods, adapting to information-based online teaching models, and fostering positive learning concepts, MOOC can fully leverage its advantages under the guidance of traditional teaching models. This integration allows both models to complement each other’s strengths and weaknesses, thereby enhancing the reform of college English curriculum teaching. The evaluation of college English teaching quality based on MOOC involves Multi-Attribute Group Decision Making (MAGDM). Currently, methods such as Exponential TODIM (ExpTODIM) and MABAC are employed to implement MAGDM. Interval-valued intuitionistic fuzzy sets (IVIFSs) are used to represent fuzzy information during the evaluation of college English teaching quality based on MOOC. This study introduces the interval-valued intuitionistic fuzzy ExpTODIM–MABAC (IVIFN–ExpTODIM–MABAC) approach for MAGDM under IVIFSs. Finally, a numerical example for college English teaching quality evaluation based on MOOC is provided to validate the IVIFN–ExpTODIM–MABAC approach. The major contributions of this study are as follows: (1) The ExpTODIM–MABAC method was extended to incorporate IVIFSs along with Entropy model; (2) Entropy is used to determine the weights under IVIFSs; (3) The IVIFN–ExpTODIM–MABAC approach is proposed for MAGDM under IVIFSs; (4) numerical example and various comparative analyses for college English teaching quality evaluation based on MOOC are conducted to validate the IVIFN–ExpTODIM–MABAC approach.