Identifying Web-Based Curriculum Components from Teacher's and Expert's Perspective

The purpose of the present study was to produce a web-based curriculum model. This study was an applied descriptive-analytic survey. The statistical population of the study consisted of 524 individual teachers and 58 pedagogical experts from Lahijan، Iran in 2014، among whom 308 teachers and 58 pedagogical experts were selected as the sample size. The researcher-made questionnaire including 72 items on web-based curriculum was used as the data gathering tool. The validity of the questionnaire was estimated by the Kaiser-Meyer-Olkin (KMO) measure of sample adequacy and Bartlett test of sphericity which proved an adequacy for conducting the factorial analysis and reliability of the questionnaire was estimated by Cronbach Coefficient (α=0. 946). To analyze the data، the descriptive statistics and inferential statistics with factorial analysis test were used. The factor analysis was conducted based on the analysis of the main components، and the results revealed that the web-based curriculum model comprised of 6 main components which could be modeled. The main components، totally، explained the 51. 280% of the variables total variance. Finally، simple structure of factors was obtained by using the oblimin rotation of factorial matrix. The factors were termed as ''objectives and needs''، ''content and sources''، ''learning-teaching methods''، ''implication'' and ''evaluation''. Finally، based on these factors، a conceptual model for web-based educational programs was designed.