علی عنایتی نوین فر

The main purpose of this study was to design a virtual curriculum model based on collaborative learning at the virtual religious universities. The study was a qualitative research according to the data-based theory. The research participants included experts and professors of the virtual curriculum at the Quran and Hadith University, al-Mustafa International University, and Imam Khomeini Education and Research Institute, who were selected using purposeful sampling method. Through criterion-based sampling method, 31 people of them were selected for interview. Data were analyzed through three open, axial, and selective coding stages that finally identified 145 open codes, 82 axial codes, and 7 selective codes, which showed that the existing curricula of these universities paid little attention to interaction and participation. According to the proposed model, using the collaborative learning approach, the elements of virtual curriculum, including content, learning activities, and evaluation methods, were designed in a way that that the teachers, through interactive and collaborative methods, could increase the students’ interactions with a variety of contents, with other students,  and with the teachers themselves, individually and in groups. Developing interactions among students through a collaborative approach could help establish the research community and improve the quality of students’ learning experiences.

The purpose of the present research was to extract the effective components of the virtual curriculum in order to achieve common points in previous research and present a framework for implementing virtual curriculum with collaborative approach. The research method is qualitative and based on the synthesis strategy. The statistical population consist of the resources related to the purpose of the research. In total, out of 112 researches, 49 samples were selected purposefully, and the effective components of the curriculum of virtual universities extracted and, by analyzing them a framework for presentation of virtual curriculum in virtual universities was presented. The results of the analysis show that the most important components are effective components include participation components, input components, evaluation, logic and infrastructure. In the following, the effective components of the virtual curriculum based on the participatory approach and not the identification factor which included the component of the participation return, group composition, technology component, job assignments, group roles, processes and training, time, group skill instruction, are learners' prior knowledge and incentives were surveyed and described.

The process of students’ major selection can be influenced due to time and place situations. In this article some influential factors in major selections were investigated. The purpose of his study was to evaluate effective factors in students’ major selection at educational sciences and engineering colleges in University of Tehran. A descriptive survey design method was chosen for this study. Statistical population included all students at educational sciences and engineering colleges in University of Tehran. Using stratified sampling method، 414 individuals were randomly selected. A 44 items researcher made survey instrument was developed to measure students views on major selection factors. Questionnaire’s content validity was evaluated by experts and its reliability was examined through exploratory factor analysis. The reliability of questionnaire via Chronbach''s Alpha found to be. 89 Data were analyzed through Mann–Whitney، Friedman and single-sample t tests. Single-sample t-test results indicated that economic (3. 99) and individual (3. 07) factors had above average impact among engineering students، but social factors (2. 18)، entrance examination (2. 37) and the institutional /education (2. 74) had below average effects. Findings indicated that economic factors had less impact on education sciences’ students (2. 63)، but national entrance examination had above average effects on students’ major selection (3. 82). Social factors (3. 02)، institutional/educational (3. 09) and personal (2. 91) had a moderate effect. The results of factor analysis indentified five factors for engineering students: economical، personal، institutional/educational، entrance exam and social-cultural respectively. Factors identified for educational sciences’ students were: entrance exam، institutional، social-cultural، personal and economical in that order. Furthermore، a significant difference was observed between the two groups in five main factors.

The main purpose of this research was to evaluate the quality of educational services of the training center of Payam Noor University of Hamedan. By using the SETVQUAL model, the research data on the quality of educational services in two aspects of perception and expectation were collected from 300 randomly-selected students of Payam Noor University of Hamedan. Data collection was conducted through a questionnaire that had been developed by the researcher using five factors extracted from factor analysis. Analysis of obtained data shows that students, perceptions of the quality of education services are at low level and with high levels of expectations, and also perception and expectation gap mean of students of the quality of model is negative and significant in the educational services in all aspects of SERVQUAL t-test with a level of 0.05. The highest gap has been found in the empathy aspect (-2.806) and then, there were aspects of confidence (-2.437), guarantee (-2.32), tangibles (-2.217). The lowest gap was found in accountability aspect (-2.072). In fact, results reveals that students are not satisfied with the quality of educational services of above – mentioned university and these services do not grant the expectations of the students.