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Journals / Turkish Online Journal of Distance Education / 2018 / Cilt: 19 - Sayı: 3

MOOC-Based Curriculum Model Validation in Higher Education in Iran

Esmaeil JAFARI
Kourosh Fathi VAJARGAH
Mahboobeh AREFI
Morteza REZAEIZADEH
Pages
112–127
Publication Date
2018-07-18
DOI
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

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.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The aim of this study is to validate MOOC-based curriculum in higher education in Iran.
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Key Findings & Data: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.
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Conclusion & Impact: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.
🔬Design:Survey & Empirical Study
📍Scope:Comprehensive Sample
⚙️Variables:Higher education · MOOC-based curricula · data-based approach

Abstract

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.

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Cite This Article

JAFARI, E., VAJARGAH, K. F., AREFI, M., REZAEIZADEH, M. (2018). MOOC-Based Curriculum Model Validation in Higher Education in Iran. Turkish Online Journal of Distance Education, Cilt: 19 - Sayı: 3, 112–127. https://ajindex.com/articles/139928

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