مقالات رزومه دکتر اسماعیل جعفری

Lack of physical presence in electronic environments is a challenge that includes effects such as the isolation of learners from the instructor and peers, a decreasing in academic satisfaction, and an increasing in school dropouts. A review of recent studies shows that the status of Shahid Beheshti University's e-learning center is not appropriate in terms of the sense of presence; therefore, it is necessary to considering the importance of examining the sense of presence and identifying the aforementioned challenges in order to reduce its adverse effects.

The present study is aimed of providing a model of the sense of presence in the learning management system of e-learning center’s Shahid Beheshti University.

This was a survey-based research. In the first phase, the statistical population included all professors and students of the e-learning center of Shahid Beheshti University and IT specialists in education, who were chosen through judgmental sampling method. In the second phase, the statistical population was the professors and specialists of e-learning courses and PHD candidates who were chosen through convenience sampling method. To collect data, it is used a researcher-made questionnaire tool which its validity was (85%) and its reliability was calculated through calculating Cronbach's alpha coefficient (0.90). At first, the data were analyzed through the one-sample t-test and then, used the AMOS software in the second step.

The results showed the average variables of sense of presence (2.416), educational presence (2.663), emotional presence (2.256), cognitive presence (2.263), learning presence (2.472), physical presence (2.340), autonomous presence (2.444) and aesthetic presence (2.319) obtained from the expected average (3) are lower; Therefore, according to the obtained t value and according to the significance level (p< 0.05), the average state of the sense of presence and its dimensions were significantly different from the expected average and were lower than expected. Also, in the second part, the confirmatory factor analysis showed that the identified dimensions included enough factor loading to anticipate the sense of presence in the LMS of Shahid Beheshti University. It didn’t remove the components that included factor loading higher than 0.70 and a significant level equal to p< 0/05 in the total model. Also, the indexes (GFI, NFI, CFI, IFI) with higher value than (0.085) showed that the developed model that related to sense of presence is appropriate in the E-learning environment. The value of RMSEA (0.083) showed the appropriate model Fit. In general, the results of indexes showed the appropriateness of the model.

Based on the results of this study, the average state of the sense of presence and its dimensions has a significant difference from the expected average and is lower than expected. This model showed that it can be a suitable model for creating a sense of presence and progress in electronic education. Also, conductiing the more studies with larger sample size could be helpful.

The analysis of higher education is considered as an important historical research and it has been discussed in most countries, but in Afghanistan, it seems that higher education has been less analyzed. Therefore, this research was conducted to analyze the evolution of higher education in Afghanistan. The study used a qualitative research method with a historical lens. The researcher tried to use documents related to historical periods, available resolutions, and in-depth semi-structured interviews with key experts in the field of higher education using a "targeted approach" based on the pattern of qualitative interviews and theoretical saturation, with 14 people and show the evolution of higher education with an analytical perspective. The results of the findings show the evolution of Afghanistan's higher education in five periods of pragmatism, Isolation and exclusivity, stagnation, and transformation. The fifth period, which is the ritualization of universities based on Islamic teachings, begins after 2021. Higher education has had different orientations since 1932-2021. The common feature of these orientations in most periods has been ideological orientations.

Today, teachers need a set of broader and more complex qualifications than before. In order for e-learning to be successful, front-line teachers must employ the necessary technological knowledge and effective pedagogical strategies to use ICT in the classroom. Also, to accompany young learners in the development of digital competences, it is necessary that their teachers have the necessary digital literacy and competence in the first place. Therefore, digital competence is one of the key competences for teachers. For this reason, the aim of the present study was to evaluate the status of digital educational competencies of teachers based on the European Union framework.

The current research design was quantitative and the participants in the research were 182 teachers from all over the country from 20 provinces and 46 different cities. To evaluate the digital educational competencies of teachers, a virtual workshop entitled "Teacher; On the way to digitalization" was held. After introducing and explaining each competence, the teacher provided the question related to the competence to the participants through the link of Google form, so that the questionnaire could be completed in this way. The questionnaire included 3 general competencies and 10 sub-competencies. Each competency had three levels: Novice and Explorer, Expert and Integrator, and Leader and Pioneer. In fact, the teacher evaluated him/herself based on these three levels of each competency.

The results showed that the competence status of teachers' digital resources in the field of managing, protecting and sharing digital resources and creating and modifying digital resources was at the level of "novice and explorer" and "integrator and expert", respectively. In relation to teaching and learning competence, except self-regulated learning competence, which was at the "novice and explorer" level, other competences were at the "integrator and expert" level. Competence of "assessment strategies" and "analyzing evidence" was also at the level of "novice and explorer". Regarding other competencies, no significant relationship between levels was observed. Also, no significant relationship was found between demographic components (occupation, age, gender, and province) and competencies.

In the current research, in addition to familiarizing the teachers with this framework and the types of digital competencies they need in the teaching profession, the evaluation of the digital competencies of the participants was also considered. Since the evaluation was done along with the training, it can be said with more confidence that the obtained data was more accurate. Also, evaluating teachers' digital competencies based on a spectrum or progression model helps to better and more accurately evaluate teachers and develop their digital competencies. In this case, training will be need-based and personalized in some way. Also, investigating the relationship between demographic components and the state of competencies leads to a more accurate understanding of the current situation of teachers in the country. In general, the results of using this self-evaluation can be used to adjust training courses and empower teachers and help teachers' educational preparation. One of the suggestions of this research for future researchers is to consider the evaluation of other competencies of the DigCompEdu framework. In the current research, the main focus was on basic competencies, that is, digital resources, teaching and learning, and assessment.

The purpose of this study was to identify the behavioral components related to effective teaching from the students' point of view. For this purpose, critical incident technique has been used as a research method. The location of the research was Tehran and the participants of the research included 50 students of educational sciences of Tehran state universities who were selected through purposeful sampling and random sampling method. Based on the analysis of research findings, 7 main behavioral components of effective teaching were identified, which included choosing a teaching and training strategy, job discipline, fairness and justice, communication and interaction with students, preparation and having a lesson plan, dedication Time to students outside the classroom and classroom management and control. Finally, it is recommended that paying attention to these behavioral components and using them in the development and improvement of teachers' competencies, evaluation of teaching effectiveness, recruitment and hiring of uuniversity professors will be a way forward.

This Study aims to look into the evolution and revision of higher education curricula Post September 11, 2001. The study used a qualitative research method with an historical lens. The investigator shows the evolution of reviewing higher education curricula in 21st century from an analytical perspective. The study uses archival analysis primarily research publications and  documents related to higher education curricula available online and printed in digital sources.The finding show that the higher education curriculum in Afghanistan has gone through different phases. The data suggest that the curriculum experience show a transition from a relatively irregular curriculum planning system before September 11 to a centralized curriculum system post September 11 leading towards opinion polls and the delegation of some autonomy for curriculum to prestigious universities.The study found that 165 majors were identified that needed to be reviewed;among them, the curriculum of 71 fields of study have been revised to date

The purpose of the research is to identify the position of information technology and innovation in the Undergraduate Biology Curriculum at Kabul Education University. This research was conducted with a qualitative approach and exploratory Grounded theory method in the spring of 1401. To collect data, a semi-structured interview tool was used with two groups of biology professors and students who participated in 19. To analyze the data, the systematic approach of Strauss and Corbin was used. Findings show that three important components include (the position of technology and innovation in the beauty of nature and environmental protection, the position of information technology and innovation in human and animal genetics and plant, the position of information technology and innovation in virtual education and augmented reality) were identified. The findings indicate that information technology and innovation in the field of biology are facing a deficiency of modern tools for conducting advanced experiments and using teaching-learning activities. To reduce the challenges, the officials and policymakers of information technology and innovation should pay attention to equipping modern laboratory materials and tools, building the capacity of human resources, and being aware of innovations.

This research was conducted with the aim of identifying and presenting the performance management model in universities and public higher education institutions of the country.

The method of conducting the current research is exploratory, and in terms of approach, it is mixed (quantitative-qualitative), it is considered mixed research. At the beginning of the work, in the qualitative part based on conducting semi-structured exploratory interviews with experts, dimensions and components were identified, and in the quantitative part, data was collected using a questionnaire. The participants in the qualitative part included 15 experts in the field of academic management and faculty members who were selected using a non-probability sampling method. In the quantitative part, the statistical population included managers and faculty members of higher education universities affiliated with the Ministry of Science, Research, and Technology, including 141 universities, which were sampled using the multi-stage cluster sampling method to determine the sample size from the table Morgan was used and 338 people were obtained. Due to the two parts of the research (qualitative and quantitative), the validity and reliability of the research tools were also discussed in two parts, so in the qualitative part, capability criteria (Goba and Lincoln, 2000) were used to measure the validity of qualitative data. From the point of view of validity, transferability, reliability, and verifiability, it was approved. Also, to calculate the reliability in this section, 5 interviews were selected as a sample and then each of them was re-conducted and coded at a specific time interval, Then the specified codes were compared with each other at the time intervals. The test-retest reliability of the conducted interviews was calculated to be 0.86, which shows the reliability of coding. In the quantitative part, content validity methods, convergent validity, and divergent validity tests were used to measure validity, and Cronbach's alpha coefficient was used to measure reliability. Also, the method of data analysis in the qualitative part, using the theme analysis method, and in the quantitative part, the information in the questionnaires was coded and analyzed using statistical software Spss and Smart PLS, in two descriptive and inferential parts. In addition, the level of significance in all research hypotheses (0.5) has been considered.

The findings obtained from qualitative data analysis showed that the performance management model of universities and higher education institutions in the individual dimension has (3 main dimensions and 6 secondary dimensions) the job dimension has (2 main dimensions and 5 sub-dimensions) and organizational dimension with (2 main dimensions and 8 sub-dimensions) can explain performance management dimensions in universities and higher education institutions well. Besides, based on the quantitative results, among the 3 basic themes (independent variable) of the research model, the impact of the organizational dimension on individual performance has the highest variance of 0.729, followed by the job dimension on the individual with a variance of 0.571.

The main purpose of present study was to investigate the state of technology in leadership from leaders’ and followers’ point of view. This study in purpose was applied and from methodology point of view was based on mixture of exploratory-sequential (qualitative-quantitative). The community of the study were educational experts and principals of governmental girl’s elementary schools in Tehran. The qualitative sampling method was purposeful and criterion-oriented, and 9 people were selected; and in the quantitative stage, the sample size was estimated to be 369 people based on the "Cochran" formula, of which 340 people were the final sample using the stratified and cluster sampling method. The data collection tool in the qualitative part was a semi-structured interview, whose reliability was confirmed by the agreement coefficient (75%). The data was collected in the quantitative section using a researcher-made questionnaire, the reliability of which was estimated with Cronbach's alpha coefficient of 0.95. In the qualitative data analysis part of this research, grounded theory coding method based on Strauss and Corbin's approach was used, and in the quantitative stage, one-sample t, independent groups t, and analysis of variance were used. The findings of this research showed that technology has been able to have a positive effect on the activities of leaders and by identifying their most important challenges when using technology and the effective factors of virtual teams, leaders and followers can greatly better use technologies and increase their efficiency during daily activities.

To identify challenging concepts and determine their difficulty level in the content of specialized courses in the biology curriculum of Kabul Education University.

This research was conducted in terms of practical purpose, in terms of information with a quantitative approach and in terms of data collection, descriptive-survey method. The statistical population of this research included 10 professors and 136 students (72 girls and 64 boys), which was conducted in the spring of 1401. A structured researcher questionnaire was used to collect data. After collecting the data, it was analyzed in 2 levels of descriptive statistics including tables and frequency of concepts and inferential statistics for normality using the Kolmogorov-Smirnov test and in the non-parametric method using the two-tailed significance level test.

In the descriptive analysis, the content of specialized biology courses was recognized by receiving 53.03 percent of challenging answers compared to 46.97 percent of comprehensible answers. Among the hundred concepts, 10 concepts have been recognized as challenging by the professors.

The findings using the test of the significance level of a sequence indicate that 18 concepts with a 95% confidence interval have a significant difference with the number 3 (higher difficulty level), 21 concepts (moderate difficulty) and other concepts within the comprehensible level.

With an awareness of the era that entails the day-to-day changes, the organizations must constantly keep up with technology and technological changes and implement them to survive and achieve the best possible results. One of these changes is making decision about the implementation of massive open online courses (MOOCs) in digital learning area at the workplaces, which is regarded as a complicated issue. Awareness of and informing about the effectiveness of educational services of this type of technology, as one of the manifestations of virtual education, is not inconclusive in choosing this path due to the key role of MOOCs as a potential educational strategy in organizations and companies in developed and developing countries. The purpose of this research was thus to identify the technological pedagogical functions of MOOCs to employees in the workplace.

This basic research was conducted using a qualitative research synthesis technique. The corpus included documents (books, research and review articles, dissertations and Internet resources) retrieved by searching the authentic Persian (Islamic World Citation Database (ISC), Magiran, Noor Database (Noormags), CIVILICA Institute for Humanities and Cultural Studies, Barakat Knowledge Network System, Iran Scientific Information Database (GANJ) and Iranian Research Institute for Information Science and Technology (IranDoc) and Latin web databases (ProQuest, Springer, Scopus, Science Direct, and also Google Scholar search engine) retrieved from 183 sources using a criterion sampling method (From corporate MOOCs 2014 to 2022). A total of 45 samples were selected. Theoretical saturation of themes was reached by the 32th sample. In order to collect data, the library research method was used. The collected data were then analyzed using a thematic analysis technique that is used in qualitative research studies. Finally, to validate the proposed model, a total of six experts in different fields, such as curriculum and educational planning, educational technology, and electronic learning were selected using a purposive sampling method. The researcher-made questionnaire for content validation of conceptual model was then sent for them. The final model was approved after modifications.

Based on the findings of this research, three main components were obtained. The first group was the educational process with six sub-components (Educational targeting of courses, Contents of training courses, Various professional learning methods, Professional educational activities, Educational resources of the courses, and performance evaluation); the second group was the supporting part with five sub-components (training coverage of staff, Educational support, Educational expenses, Educational stimuli, and capabilities of the educational method); and the third group was the operational part with three sub-components (Educational areas, Complementary skills training, and Creating professional soft skills).

This study showed the probable consequences of educational functions of MOOC in the workplace. The beneficiaries, including organizations, companies, and employees, can reliably employ these functions in their education system by paying more attention to them because it can be said that most organizations in Iran seem to be still unaware of its potential educational benefits. In a world where with the rapid development of technology, being online is considered a necessity both personally and professionally in Iranian organizations, and the today's workforce is expected to be highly skilled and to continuously improve their skills based on the today's global standards, they can acquire these new skills through life-long learning, i.e. MOOCs, in an advanced digital environment.

The purpose of this study is to investigate the role of emerging applications in the flipped classroom. The approach used in this research was a qualitative approach and the method of studying thematic content analysis (TCA). Therefore, in this study, using purposive sampling method and semi-structured interview tool, 13 experts and teachers of educational institutions were interviewed. The results showed that applications to enhance and facilitate educational interactions form five categories of communication enhancement applications, interactive-graphic applications, audiovisual facilitating applications, text-digital information applications and educational evaluation applications can be used in flipped classrooms. Based on the research results, the benefits of using these applications can be divided into two categories: educational functions of emerging applications and interactive functions of emerging applications. Barriers to the use of emerging applications in flipped classrooms can also be divided into two categories: technical barriers of emerging applications and human barriers of emerging applications.

Academic dishonesty is a common problem in higher education, which has become more widespread with the outbreak of coronavirus. To tackle the problem, it seems necessary to identify specific areas and forms that cause dishonesty. In this regard, in this study, the reasons (motives) of students in medical universities and forms of academic dishonesty were scrutinized.

 The research approach was qualitative. Accordingly, semi-structured interviews were conducted with 23 samples from two groups of faculty members and students during the academic years 2020 and 2021, and the interviews were conducted till theoretical saturation. Thematic content analysis method was used to analyze the qualitative data.

 The results revealed that students' reasons for moving towards academic dishonesty in the midst of the crisis can be divided into three categories: individual factors, social pressure, and academic issues. Besides, the forms of academic dishonesty were manifested in three forms of cheat, cooperation, and plagiarism.

 Relieving the pressures of family, social, academic, and cultural life as well as workload and other individual activities to reduce cheat and the phenomenon of academic dishonesty in medical universities requires the adoption of appropriate preventive strategies and policies, including the formation of values and guidelines.

Teaching and learning is one of the main activities of universities and institutes of higher education, which takes place either in formal environments or with non-formal education. In order to present an innovative approach in academic teaching and learning, the present study sought to introduce a design model for blended teaching. The pedagogical model that is called "Flipped Inquiry-Based Technological Learning" or Fibtel.

In terms of purpose, this study was applied and in terms of how to collect the data needed to answer the two research questions, it is classified in exploratory mixed method designs. A systematic review and inductive content analysis of 59 articles with Q1 and Q2 scientific validity, a purposeful survey of the views of 30 higher education specialists, and an interactive management (IM) session with the purposeful presence of 13 experts were used to identify the Fibtel driving forces and their sub-elements. In order to interpretive-structural modelling (ISM) of the mentioned drives, data related to the views of 22 purposefully selected specialists were collected through a structural self-interaction matrix questionnaire and analyzed through cross-impact matrix multiplication applied to classification (MICMAC) technique. The statistical samples of the study were selected through the favorable informants’ method. In addition, interpretive validity has been used to increase the accuracy and agreement between the findings.

The results showed that the Fibtel interpretive-structural model with three levels of interaction has 9 causal driving forces and 76 sub-elements, which are generally constructivism type; Includes: learning context, instructional plan designing, technological requirements, learners' competencies, learning content and resources, facilitation, learning activities, interaction opportunities and learning assessment and feedback. With the exception of the one-way interaction of learning context driver, the interaction mechanism of other driving forces is two-way and linkage. This type of interaction mechanism suggests: 1. The organizational context and culture in Iranian university settings is very important and it influential on other factors affecting learning. Therefore, without modifying and changing the organizational context and culture, changes in other factors that affect on learning promotion will not have much effect practically. 2. To make major changes to the academic classroom system, there is not need to design extensive programs or a variety of technologies; Rather, it is necessary to identify and find the critical, sensitive and determine points of students' learning (drivers and their elements). Then, by applying a small and intelligent change in the interaction between each of them, steer academic learning and research toward greater change.

The present study seeks to identify the strengths, weaknesses, opportunities and threats of augmented reality technology for higher education curriculum. This research is of qualitative type and the phenomenological approach were employed. In this study, using purposive sampling method and semi-structured interview tools, 14 samples from three groups (educational technology specialists, curriculum specialists and experienced managers) who participated in the study were interviewed. The thematic analysis method was used to analyze the data. The results revealed that the most important strengths include the immersion and simulation in the learning environment, diversity and flexibility in the curriculum and visualization of educational phenomena and event, while the most important weaknesses include the ignoring interpersonal interactions, inability to interactively manipulate designed environment, and lack of monitoring and control over learning activities. The most important opportunities could be mentioned as innovation and creativity in the field of curriculum, the application of practical areas of curriculum knowledge and the reinforcement of scientific knowledge in the field of curriculum, and the most important threats include the dependence on technology, external risks and teachers' missions being diminished.

The purpose of this study was to measuring the effectiveness of chemistry augmented reality software on students' learning with a focus on the concept of catalysts. the statistical population was all ninth grade students in Tehran. In order to determine the sample size from the multi-stage random cluster sampling method, class A of the ninth grade of Mesbah Alam School in District 3 was selected. Students' learning was then assessed based on Bloom's cognitive pyramid at six levels using a fixed group and a pre-test and post-test design. The results showed that the use of augmented reality in six levels of learning by Bloom increased the learning rate of students. This increase in the last two levels of Bloom's classification, which includes evaluation (pre-test 3.43 and post-test 4.56) and creation (pre-test 3.40 and post-test 4.60), is greater than the other four levels of knowledge (pre-test 4.50 and post-test 4.90), Learning (pre-test 4.13 and post-test 4.83), application (pre-test 3.76 and post-test 4.43) and analysis (pre-test 3.96 and post-test 4.56). Therefore, augmented reality as a new technology can be used to enhance students' learning at higher cognitive levels in chemistry and its use is recommended.

In order to determine the outcome and evaluate the effectiveness of training programs in the NAJA, it is necessary to evaluate its behavioral performance in order to correct possible deviations on the program objectives. The best way to perform an indigenous evaluation is measuring the changes have occurred in the behavioral indicators and psychological empowerment of employees after the training course. Accordingly, this study, with three questions and research hypotheses, sought to design and implement a process of evaluating behavioral effectiveness by identifying and formulating indicators of "behavioral effectiveness" and "psychological empowerment" based on Kirkpatrick and Spreitzer theory. In terms of purpose, this research is research and development type, and in terms of how to collect the data it is classified in exploratory mixed method designs. In addition, three research methods of systematic review of scientific resources, content analysis of semi-structured interviews and survey of three post-event attitude questionnaires were used in two statistical samples with 360 people in each of them. After determining the indicators and their cross-sectional survey in the statistical cluster, the results confirmed all research hypotheses and showed that from the point of view of employees and managers, FSTs had significant behavioral effectiveness in three components of knowledge behavior, attitude behavior and skill behavior. These trainings had a good effect on the psychological empowerment of employees, which also increase managers' satisfaction and organizational productivity.

Nowadays, virtual education has become one of the most important applications of information and communication technologies in the world and extensive activities have been started in this field. This can be one of the favorite options to fill the educational gaps, in the unavailability of face to face education and eventually leading to the promotion of educational justice for people in rural and remote areas. The aim of this study was determing whether those who were the target audience for this form of education have perceived it as a fair experience. To be more precise, which part of this type of education has led to a feeling of justice in these individuals and which part has led to a significant feeling of injustice in their experiences. In short, the aim of this study was to investigate the experiences of virtual students of Tehran’s comprehensive universities of the state of educational justice in virtual education in order to determine its aspects and dimensions.

This study was conducted as a qualitative research using the phenomenology method. One of the suitable cases to apply the phenomenological method is providing an answer to the following question:  Is there any need to further clarify a specific phenomenon?  The state of justice in virtual education has not yet been properly studied in any research; therefore, the researchers in the present study selected the above approach to study this issue. Based on its goal, in this study, standard sampling was used among virtual students who have experienced virtual courses of Tehran Comprehensive Universities (Amirkabir University, Shahid Beheshti University, Iran University of Science and Technology, K. N. Toosi University of Technology and Tehran University) and met the criteria for being included in this study. The sampling process continued until the data were saturated in 32 interviews. A semi-structured interview was used for data collection. The interviews were analyzed using the Smith method. In order to confirm the validity and accuracy of the research, the reliability and verifiability of the data were examined. To ensure validity, the findings of this study were presented to the participants and they expressed their views to the researcher on the correspondence of the findings with their experiences; moreover, collaborative reflection on the emerged themes was conducted by the researcher. The researchers ensured the validity of this research by maintaining the documentation at all stages of the study. Due to ethical considerations, before starting the interview, the participants were informed of the goals and importance of the research and participated in the research with informed consent. Participants were also assured that their identity would be kept confidential during and after the study.

The main question of this research was: What experiences do students have regarding justice and injustice in virtual education? In analyzing the interviews, the main concepts were extracted from the sentences expressed by the participants and were represented in a reduced conceptual form, resulting in 153 descriptive codes. In the next step, by reflecting on the descriptive codes, overlapping, similar, and related codes were identified. These concepts were integrated in the form of 20 interpretive codes based on commonalities, similarities and semantic overlaps. Finally, in the last step, the interpretive codes were reduced to 7 explanatory codes: students' equity with different characteristics (geographical condition, job status, and learning competence), students' equality in their interaction with professors (equality despite  differences in appearance features and cultures), lack of real interactions (short and fragile interactions), content problems (non-practical content, lack of supervision in content development and lack of codified and specific planning in presenting courses), organizational misconceptions toward virtual students (having capitalistic attitude to students and not paying attention to students' real abilities), inequality in the use of facilities and costs (high educational costs and inequality in the use of facilities), and inequality in  providing educational services (lack of appropriate organizational behavior patterns suitable for virtual teaching, low staff number to meet the educational needs of students, high number of students in classrooms and the use of inappropriate teachers for teaching).

Justice and its realization has always been one of the main slogans in the field of education. Participants in the present study have sometimes focused on communication and sometimes focused on the facilities provided in the training process. If we take a general look at the themes obtained, we can divide them into two spectrums of justice and injustice although more examples have been found in the section on injustice. Another main conclusion that is drawn from the present study is the predominant link between the instances of justice and the inherent characteristics of virtual education and the predominant link between the instances of injustice in the way  the virtual teaching is managed and lack of facilities appropriate for this form of education. Finally, it should be noted that due to the increasing use of virtual education and its fundamental difference from face-to-face education, ethical issues also appear differently in its process which require accurate recognition and study. 

The present research endeavors to present an exploratory model for the tendency of young researchers to study and work abroad applying a grounded method and qualitative approach. The required data were collected through in-depth interviews and then analyzed using Glaser method. The 16 participants selected for the interviews were chosen using purposeful sampling. The results of the research identified 67 indicators, 12 concepts, and 6 categories from the interviews which were fit into paradigm model including economic conditions as  the central phenomenon, domestic problems and destination country attractions as the causal conditions, problems in the destination country as the intervening conditions, the immigration process occurrences as  the strategies, and personal benefit and social forfeitures as the consequences, making up the basic tenets of this model.

Not only has MOOC been able to reach a valuable place in the world of teaching and learning as an online educational tool, but it has also been recognized as a wave of thought that has attracted the attention of many writers and researchers. However, this issue is questionable in Iran because not only is MOOC not used as a dominant educational tool, but so far no research has been done on this issue. But in order to establish the effectiveness of this system in universities and educational centers, a comprehensive view of its situation in other countries must be obtained. Given the benefits as well as the challenges and threats that MOOCs may have for the country's higher education, foresight and adopting measures and strategies in the field of proper management in the use of MOOCs and their local production is very basic. Also, due to the need for adaptation of universities and educational institutions in Iran to different learning methods and online and new educational plans to ensure quality in providing services to users and adaptation to technological spaces that grow and develop online, conducting academic research on developments Higher education is very vital. The purpose of this study was developing a conceptual model for Mooc-based curriculum in higher education.

This was a qualitative study and conducted based on grounded theory approach. The statistical population includes educational technology and higher education technology experts. Using the purposeful sampling approach and interviewing 14 people, theoretical saturation was achieved in the categories. Data was collected using semi-structured interviews. The reliability and validity in qualitative part of the research was through reviewing by experts who did not participate in the study.

The important issue of current study is the higher education curriculum which is developed in four aspects of goal, content, teaching-learning methods and evaluation analysis and according to causal conditions, the underlying conditions and mediation terms of terms of developing strategies and based on that the final model is presented.

The production of MOOCs in Iran is done by considering the contextual conditions and requirements of the environment, considering the philosophy of this matter, and adopting strategies in order to realize the MOOC-based curriculum model, which, if done correctly its effective consequences can be seen. In the present study, it was revealed that despite the weaknesses and challenges associated with MOOCs, the view of experts is positive about the existence of a MOOC-based curriculum. This means that the MOOC-based curriculum model can be used in higher education. Higher education, by taking appropriate measures in line with these challenges, can provide a suitable platform for this innovation in the field of teaching-learning. Also, due to the multicultural nature of Iranian society and the open space of discourse that exists in the MOOCs, it can be used for communication between cultures and subcultures in Iran considering these subcultures in the field of education. 

Although the fields of teaching and learning have changed very little compared to other categories more than two thousand years ago, today, with the help of information technology, it has undergone rapid changes. In recent years, virtual education has emerged as one of the most important applications of new information and communication technologies in the world and extensive activities have begun in this direction. Virtual education has created a new paradigm and has enabled learning in any field, for any person, at any time and in any place. Among the various forms of e-learning, there has been a significant expansion of free online courses, MOOCs in recent years. The purpose of this study is to delineate the strengths, defects, opportunities and threats in MOOC-based curricula. This research is applied and used a qualitative method.  

The statistical population of the qualitative section includes experts who have been engaged in the process of providing educational services during MOOC-based educational courses. From among this population, 14 individuals have been chosen as the statistical sample through purposive sampling. The data have been gathered through semi-structured interviews.  

The findings show that the most significant strengths include: promotion of access to curricula, learner-orientation, the possibility of realization in learning society, enjoying high quality teaching and promotion of dynamism. Among the most important defects are the possibility of neglecting real situations in education, the possibility of lack of proper educational organization, the possibility of an increase in the financial burden of the curriculum, the possibility of exclusivity in curriculum development, the possibility of not being able to evaluate high order thinking skills, the possibility of taking teacher freedom away, the possibility of lack of organization in evaluation, the possibility of arising problems in precise verification of the evaluated person. The most significant opportunities are supporting the extension of educational justice, the possibility of investment, supporting up-to-date knowledge, extending international communication in higher education curriculum development, the possibility of revising university curricula, facilitating the promotion of evaluation methods efficiency and making the education more applicatory. The most prominent threats are disruption in university functions, making instructors’ professions questionable, lack of educational purposiveness, incompetency of curriculum objectives, opposition of values and superficiality of curriculum objectives, instrumental exploitation of MOOCs, incompatibility between content and the audience’s needs, evaluations becoming quantitative, disregarding the market requirements in the process of evaluation and doubtfulness and pessimism towards MOOCs.

Based on the results of the present study, considering the contextual conditions and planning in the field of strengthening and its optimal preparation, as conditions affecting all the components and factors involved in the design of MOOCs in higher education; universities and higher education institutions should invest in the development of a culture that seeks to discover, invent, innovate, and create curricula based on MOOCs in order to establish a knowledge-based structure; expand the scope of MOOC-based curricula in academic settings through teamwork question and answer sessions between students and faculty, group discussions, and the formation of workshops and seminars in collaboration with other institutions and higher education centers. 

MOOCs are creative opportunities for instructors and students to expand their instructional roles, and make use of their own capabilities and skills in instruction and learning affairs on a novel informational and communicational basis. The purpose of this study is to identify and explain the strategies for approaching MOOCs in higher education curricula in Iran. This study is applicative and the method employed in conducting it is a qualitative one. The statistical society includes some of the experts in curriculum development, developers and instructors of MOOC-based courses and the course participants, among which 14 people have been selected using purposive sampling. The project data has been collected through semi-structured interviews. The findings indicate that the most important strategies in easing the application of MOOCs in higher education curricula are: effective curriculum development for MOOCs, increasing international communications in higher education, social and cultural preparation in order to make use of MOOCs, having strategic plans for MOOCs in higher education, implementing suitable executive mechanisms in order to optimize the use of MOOCs.