The aim of this study is to validate MOOC-based curriculum in higher education in Iran. The research method is mixed and of exploratory type. Method of grounded theory is used in the qualitative section and the Validation Test Pattern among the faculties and PhD students of Tehran's Universities is considered in the quantitative part. The statistical population of the qualitative section include 14 experts in educational technology and the quantitative section include 214 members of the faculties and PhD students of Tehran's Universities who were chosen by Stratified random sampling. To collect data, we used semi-structured interview in the qualitative section and scholar's questionnaire in the quantitative part. Results show that there are 28 general issues in paradigmatic model is obtained which included Terms of cause, Central phenomenon, Underlying conditions, Confounding conditions, Strategies and Implications that reflected effective factor in MOOC-based Curricula in higher education.
Information and communication technologies (ICT) are a diverse set of technological tools and resources used for creating, storing, managing and communicatinginformation. For educational purposes, ICT can be used to support teaching and learning as well as research activities including collaborative learning and inquiry. One of the main applications of ICT in higher education is curriculum development based on these new technologies. This research is concentrated on the obstacles, facilitators, and the risks of using these technologies in curriculum development in higher education. The main purpose of this research is to answer to the question that in which fields and to what extent there are obstacles, facilitators and the risks in using ICT in curriculum development at university level? This research has been done at the National University of Iran, the second largest university in the country; the research population consists of university academics and students. A questionnaire has been administrated for gathering the data. The main results are reported based on the following 1. The possible domains of using ICT in curriculum decision making in higher education 2. Obstacles of using ICT in curriculum development at university level 3. Facilitating factors and essential supports needed for application of ICT in curriculum development of higher education 4. Advantages and disadvantages of using ICT for curricular activities at university level.
Teaching is a complex job, involving classroom management, lesson’s preparation and organization of teaching and learning process, creating and keeping a certain climate, evaluation and feedback. there is consensus on what composes good teaching while teachers have a vital role to any endeavor to grow education. Of course it is very important that not all teachers are effective .The role of the teacher as the exclusive holder of expert knowledge is being worn away by communication technologies. As the social framework of society is changing, the educative role of teachers becomes more complex. Teachers are one of the important foundations of all educational systems. In many countries, extensive programs like maintaining and building good teachers have turned into a fundamental strategy. In fact, teachers' roles and functions are relatively similar in most countries. Usually, teachers are expected to possess all the scientific and technical merits, to dominate course contents and apply appropriate methods and techniques for training, in order to be an appropriate model to educate the youngsters. This paper shows how stakeholders identify the strengths and deficiencies of teachers’ professional development (TPD) with respect to in-service training and according to ten components of Akker Spider Web Model. The aims of this paper are to define evaluation, elaborate educational system in Iran, clarify teacher education, describe effectiveness teachers’ professional development, explain teaching, state the necessity of evaluation, discuss the necessity of teachers’ training and describe of ten components of Akker Model.
Curriculum studies in primary and secondary education has a long history and tradition and it is quite normal to have a wide and diverse literature and various thinking camps in curriculum field. There is a very different story in curriculum debates in further and higher education. As a fundamental component of higher education, curricula have always received a fair amount of attention in practice. Postsecondary institutions have been forced to deal with curricula in order to survive. That is to say what is really missing is theorizing and conceptualizing the curriculum decision making in this sub specialist area of HE. For this reason, this paper has focused on designing a model for study of curriculum in higher education based on phenomenological approach that can be called Experiential Curriculum model (what student experience or what actually they learn based on their unique backgrounds, abilities, interests and so on). 'Despite a few related works, little efforthas been done about "theorizing" and explanation of lived curriculum. Lived or experiential curriculum has not, to date; been fully explored, unraveled, and interrogated. In addition, the relative lack of theorizing within lived curriculum has produced, perhaps, a false impression of consensus, ignoring the conflicts and contested nature embedded within the variety of ways we live in the curriculum. The paper will discuss the components based on a case study at Shahid Beheshti univeristy, Iran Keywords-Curriculum, lived curriculum, teaching and learning in ICT
The purpose of this study was to explore and delineate the curriculum of global citizenship education in elementary schools of Iran's educational system and to develop an exploratory model. In this exploratory research, based on the grounded theory, semi-structured interviews were conducted with 34 active members in the field of global citizenship. The themes and sub-themes of the curriculum of global citizenship education and their associations were explored within three steps of open, axial, and selective coding. To generalize the results of the qualitative phase and to validate the resulting model, a questionnaire was designed and completed by 387 elementary school teachers in Tehran, Iran. The analysis process in the qualitative phase included twelve themes of attention to necessity, goals, content, teacher’s role, teaching-learning methods, evaluation, time, location, materials and resources, organizational factors, implicit learning, and program outcomes. In the quantitative phase, the hypotheses derived from the qualitative analysis were confirmed. Finally, according to the findings and the results, some guidelines are provided for implementing the program.
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