MOOC-Based Curriculum Model Validation in Higher Education in Iran

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.

Teachers’ Perception About MOOCs and ICT During the COVID-19 Pandemic

“…• Hypothesis 1 (H1): The organization of the school activities in MOOCs positively influences the motivation of the students Various authors (e.g., Jafari et al, 2018;Ji, 2016;Paton et al, 2018) mention that MOOCs allow the creation of new educational spaces in order to facilitate the active role of the students during the learning process. Therefore, the hypothesis about MOOCs and the participation of the students is:…”

“…The incorporation of MOOCs in the field of computing facilitated the development of digital skills, realization of the school activities from any place and communication between teachers and students during the learning process (Jafari et al, 2018;Ji, 2016;Paton et al, 2018). In the Fundamentals of Computers course, the consultation of the audiovisual contents in MOOCs increased the enthusiasm of the students, facilitated the learning process about computing, allowed the autonomy of the participants and improved the academic performance (Ji, 2016).…”

Identifying the Essentials of Corporate MOOCs’ Application to the Leading Organizations

“…Promotion of learners' critical thinking [46][47], Development of multifaceted thinking [45], Development of entrepreneurial thinking [45], Acquisition of strategic thinking through MOOC training [48], Enhancement of the power of rational analysis [45],…”

“…Changing the traditional paradigm of education to the new one [56], Provision of high-quality services [82], Improvement of the educational quality of organizations [42], Promotion of innovation in organizations [83], Unlimited reward tank [84], Quick Updating information [18,58,48], Provision of g a safe learning environment [16], Acquisition of up-to-date ideas [85], Democratizing of education [86], Provision of a variety of ways to support learning activities [77],…”

“…Increasing competitiveness [80], Gaining continuous knowledge of technology to acquire a competitive advantage [82], Maintaining position in competitive conditions [80], Gaining continuous knowledge of technology to achieve higher status and credibility [82], being coordinated with business strategies [42][43][44][45][46][47][48][49][50][51][52][53][54], Ability to enter the global competitive market , Development of commercial marketing channels [54], Being efficient in business and branding [87], Provision of the company's educational services to a global audience [54],…”