شناسایی عناصر و شاخص‌ها و اعتباریابی الگوی جامع برنامه‌درسی آنلاین

عباس رزاقی; مصطفی قادری; کامبیز پوشنه; علیرضا عصاره

Authors

Abbas Razaghi PhD student, Education and Counseling Department, Central Tehran Branch, Islamic Azad University, Tehran, Iran Author https://orcid.org/0000-0002-5129-8113
Mostafa Ghaderi Associate Professor, Department of Curriculum Studies, Allameh Tabatabai University, Tehran, Iran. Author https://orcid.org/0000-0002-6173-1822
Kambiz Poushaneh Assistant Professor, Education and Counseling Department, Central Tehran Branch, Islamic Azad University, Tehran, Iran Author https://orcid.org/0009-0000-6175-1367
Alireza Assareh Professor, Department of Psychology and Educational Sciences, Shahid Rajaee Tarbiat University, Tehran, Iran. Author https://orcid.org/0000-0003-9147-2316

Keywords:

Curriculum, online curriculum, Online education, Student, teacher, Learning Environment

Abstract

Purpose: Today, due to the growth of information and communication technology, the importance of using online curriculum has increased. Therefore, the purpose of this study was to identifying the elements and indicators and validation of the comprehensive online curriculum pattern.Methodology: This was an applied study from type of qualitative that was done with the synthesis research method. In the current research, among the researches related to the research area number of 75 cases were selected with a purposeful method and taking notes on them was done in order to achieve a suitable summary about the comprehensive online curriculum pattern. Also, 32 experts were used to check the validation of the mentioned model, which they commented on the importance of each of the 31 questions about the validity of the comprehensive online curriculum pattern. Finally, the data were analyzed by synthesis research and fuzzy Delphi methods.Findings: The findings of synthesis research showed that for the online curriculum was identified 174 indicators in 13 elements including goals (with 10 indicators), student (with 12 indicators), teacher (with 14 indicators), content (with 15 indicators), support (with 12 indicators), grouping (with 17 indicators), presence (with 11 indicators), technology (with 11 indicators), time (with 11 indicators), learning environment (with 12 indicators), interaction (with 23 indicators), materials and resources (with 8 indicators) and evaluation (with 18 indicators). The findings of the fuzzy Delphi in the second round showed that out of 31 questions about the validation of the comprehensive online curriculum pattern the said model had adequate validity.Conclusion: The comprehensive and valid online curriculum pattern of this study can be used by experts and curriculum planners to improve online education.