@2024 Afarand., IRAN

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ISSN: 2228-5468    Education Strategies in Medical Sciences 2014;7(1):63-68

Background
… [1-3]. Curriculum have to be strongly brought into consideration in E-learning system since producing and managing proper education content in E-learning is crucial [4]. Curriculum is one of the most important effective factors on educational systems [5], and they have to be changed according to new conditions, but no fundamental change in the universities’ curricula have been applied [6, 7]. E-learning needs new educational methods alongside new technologies. In this kind of education, the student as a responsible person for learning or as a consumer of the services plays the most important role [8]. … [9] In problem- based learning, the first stage is to determine the learning needs and the learning aims [10]; and there are some conducted researches on this issue, that show that problem- based learning and curriculum enhance the students’ understanding of matters and empowers them in formulating problems [11, 12]. Nowadays, problem- based approach is discussed as a training philosophy [6]. Two effective factors to plan the curriculum for virtual universities are capabilities of IT and learner-centered learning theories [13]. Due to the absence of measurements or tools, and unknown variables, or lack of theoretical or guiding theory, exploration, which is a qualitative research, will be useful [14, 15]. … [16] In addition, combined research method can fill gaps of the quantitative and qualitative method, as well as it can propose evidences about a problem which are more comprehensive [17]. The present research has been conducted in “model designing” and “the model validation”, in which the model was designed for E-learning centers, using quantitative and qualitative researches concerning problem-based curriculum.
Previous Studies
Non-declared
Aim(s)
The aim of the study was to design the desired model for problem-based curriculum for E-universities, and validation of this model.
Research type
Method of the study is combined exploratory-quantitative. Phenomenology qualitative method and theoretical analysis were used to design a model in order to obtain desired facts and information.
Research society, place and time
All the 117 faculty members of educational centers with E-courses, in Tehran city were studied during 2012-13.
Sampling method and number
First part: Model designing 18 informationists (experts) were selected, using purposive non-probability sampling method (snowball or chain kind); and they participated in interviews. Interviews with faculty members were continued up to saturation. Second part: Validation of the model Study Field (background-survey) was used to collect data.
Used devices&materials
In order to design the model, at first, semi-structured interview and the documents available in both inside and outside of Iran were used.‏ Van Manen phenomenological approach [18] was employed to understand content of library texts, to assess the results of semi-structured interviews and content analysis, and obtained data from interviews were classified as open coding and axial coding, using content analysis. … [19-22] Then, a researcher-made questionnaire was used through Delphi method. Content validity of the questionnaire was confirmed by 3 experts; and its reliability was confirmed through Kronbach’s Alpha method, concerning “objective curriculum”, “content”, “tools and infrastructure”, “educator” , “learner”, “learning methods”, “space”, “time”, “structure and evaluation”, “‏space” , “foundations”, and “strategy” factors. Second part (model validation): In order to complete theoretical study, library study and web searching (searching books and papers) as well as Persian and non-Persian case studies were performed. In the survey part, experts’ viewpoints were applied to test and correct the model,, and determine the weight of each indicator. To ensure the coding validity, , categories constructed and named by the researcher and were revised through T test with Fuzzy and by MAXqda software. (Data reliability was confirmed.) Validity of the reconstruction of reality was used to determine validity of the results, and it was confirmed for accuracy and completeness. Fuzzy factor analysis, based on Fuzzy set theory, was applied to data analysis for the quantitative part. A two-stage model for analysis the factors and indices of problem- based curriculum in E-learning centers was designed at Matlab software and by Fuzzy inference system, field entailment method, and with triangular membership functions also. At the first stage, each of the twelve factors was assessed based on primary indices. For each of the twelve factor of the curriculum, one subsystem was used according to the rule 5^k (k is the number of indices), in order to assess each components of the twelve factors. Outputs of this stage were considered the inputs of the second stage. At the second stage, the problem- based curriculum produced from the twelve factors was inferred, according to 5^12 rule as the final index. These data were analyzed in the Maple software, SPSS, and MAXqda with Fuzzy T test, in order to confirm data validity.
Findings by Text
First part (model designing) At the open coding, problem-based E-curriculum factors might be classified in 114 sub-categories and 12 axial categories including “aims”, “environment”, “tools and infrastructure”, “educator” , “learner”, “learning methods”, “space (environment)”, “time”, “foundations”, “structure”, “evaluation”, and “strategy”. Second part (model validation): All the provided indices in terms of importance were identified as Moderate to low by experts, except “the content should be noted as a system based on discovery, regulation, and combination of information” (from the “content” factor components ), “students’ interaction and cooperation on social and cultural context in the learning environment” (from the “learner” factor components of ), “an environment based on complex issues and topics” (from the “space” (environment) factor components), and “using the encouraging literatures in learning” (from the of “strategy” factor components); and the rest identified the related elements highly and very highly . The quantitative part confirmed the qualitative part results.
Main comparison to the similar studies
Non-declared
Suggestions
Using this approach, educational planners will provide reflection, meditation, and self-assessment for learners, and they enhance students’ competency for decision-making, as understanding the lived experiences of students empowers the effectiveness of every curriculum
Limitations
Non-declared
Conclusions
The desired model for problem- based curriculum for E-learning centers of state universities in Tehran, is composed of twelve factors including “aims”, “environment”, “tools and infrastructure”, “educator” , “learner”, “learning methods”, “space (environment)”, “time”, “foundations”, “structure”, “evaluation”, and “strategy”. All the twelve factors in the problem- based curriculum are highly and very highly necessary in E-learning.‏
Acknowledgments
The researcher feels grateful to all the lecturers and managers of the E-learning centers, who aid him to conduct the research.
Conflict of interest
Non-declared
Ethical Permissions
Consents were received from the participants, during interview performances.
Funding Sources
The present paper is based on a Ph.D. thesis.

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