نشریه مطالعات برنامه درسی آموزش عالی
پیاپی 25 (بهار و تابستان 1401)

The aim of this study was to investigate the relationship between educational interactions, perception of curriculum components and the quality of learning experiences with students' academic satisfaction. The research population consists of students of the Faculty of Psychology and Educational Sciences of Al-Zahra University, Tehran. By using stratification appropriate to the size of the population, 268 people were selected as the sample. The questionnaires of educational interactions, students' perception of the components of the curriculum, the quality of learning experiences and satisfaction with the study were used as the data collection tool, the validity and reliability of which were confirmed. The collected data were analyzed using SPSS v22 software. The findings showed that there was positive relationship between the components of student-student interaction, student-teacher interaction and student-content interaction of the variable of educational interactions on the one hand and components of resources, content, flexibility and quality of student-teacher relationships of the variable of quality of learning experiences as well as method of content, content and value on the other hand. There is a significant positive relationship between the variable of perception of the components of the curriculum and the variable of students' academic satisfaction. The findings also indicated that the components of method and evaluation of the perception variable of the components of the curriculum in predicting students' academic satisfaction were equal to 0.440 and 0.433, respectively. In addition, the components of flexibility and quality of student-teacher relations from the variables of quality of learning experiences with the numbers of 0.254 and 0.417 and the components of student-student interaction and student-teacher interaction with the numbers of 0.304 and 0.219 could predict students' academic satisfaction. According to the research findings, it is suggested that special attention be paid to the way professors relate to students as one of the criteria for promoting the academic rank of professors, and those involved in the higher education system should develop curricula fitting the conditions of the present world.

The purpose of this study is to investigate and understand the viewpoints of professors and specialists in educational sciences towards massive open online courses (MOOCs). Thus, a qualitative approach and thematic analysis method was adopted. The statistical society of this research includes the professors and specialists in the field of educational sciences who participated in at least two MOOCs, out of which 9 people were selected by purposeful sampling. Then, the researcher attempted to collect data through semi-structured interviews to reach theoretical saturation. Interviews were analyzed using the method of Brown and Clark (2006). Finally, three themes, 11 main themes and 36 sub-themes were identified. According to the research findings, feelings and attitudes before and after participating in the MOOCs included the main themes such as the first doubt and the final satisfaction. MOOC capabilities were also identified in terms of objectives, content, teaching methods and evaluation. Also, the challenges of using MOOC in Iran have included technical, educational, cultural, economic and moral issues. In the end, reevaluation and provision of appropriate mechanisms to mitigate the effects of potential threats and promote positive situations is emphasized and a few applicable recommendations have been provided.

The purpose of this study is to investigate the Amplification and reduction of e-learning in Teacher Training University and also to examine the perception of student-teachers of e-learning under the influence of technology and their experience of professors and teaching under the influence of technology. For this purpose, post-phenomenological method has been applied. Post-phenomenology is defined an approach in the philosophy of technology that studies the relationship between human and technology and the effects of technology on human. Regarding the data collection, interviews were used as the tool to reach the purpose; in this way, in-depth semi-structured interviews were conducted with 25 student-teachers in the university campuses from 12 provinces and the findings were analyzed based on a post-phenomenological perspective. The results indicated that student-teachers consider e-learning positive in some cases, including in terms of flexibility of time and place, saving time and money, more familiarity with technology and more comfort and freedom in virtual classes. Also, this type of education has provided the ground for some undesirable behaviors in students. They also cited factors such as weak infrastructure, such as Internet speeds and system problems. They believed that classes were boring and that it was difficult to concentrate on learning, and that assessment had lost its meaning.

Curriculum counseling is a new concept that emphasizes the improvement of learners' learning process and the achievement of the goals of curriculum. The level of application and performance of this concept depends on the degree of its acceptance by the curriculum experts. The purpose of this study was to investigate the standpoints of experts regarding the concept of curriculum counseling. For this purpose, the qualitative research approach and interview method were used. The research participants were 15 people who were selected through snow-ball method. Semi-structured interviews and document study were employed to gather the data which were analyzed through content analysis of interview. According to the research findings, the positions of experts are divided into three groups of proponents, conditional proponents, and opponents. The curriculum counseling as one of the neglected areas, the improvement of the learners' learning, and the coordination of the activities of school principals were proponents' reasons. However, conditional proponents emphasized on the precise clarification of the problem, explaining the distinction between curriculum counseling and academic counseling, and curriculum counseling as an interdisciplinary field. The lack of practical necessity and ownership of curriculum counseling activities in the area of ​​academic counseling are the reasons for opponents.

In the 1970s, social scientists and humanities tried to examine the impact of science and technology on the social, political, and cultural aspects of social life and societies which created common rounds for scientists to collaborate in different fields. This led to the emergence and growth of the field of "Science, Technology, and Society". The purpose of the present study is to examine the curriculum developed and implemented for "Science, Technology and Society" in selected universities and to recreate it in Iran universities. The research method is comparative based on Bereday’s model. The sample consisted of 5 universities from the United States, 3 from Europe, 1 from Asia, and 1 from Australia. In addition, 4 scientific institutions from Iran were selected thorough purposive sampling. The findings revealed significant differences regarding the content between Iran and universities from other countries. Finally, the research implications are recommended for policies in modification of the structure and content of this major in Iran.

The purpose of this study was to design and validate a social entrepreneurship curriculum model for Iran higher education. This research is a combination of consecutive exploratory research. The qualitative part was used using content analysis method with deductive approach and open and axial coding and in the quantitative part, the descriptive and inferential statistical methods were applied including inferential and non-parametric Chi-square and Friedman tests to rank the items of each element. The participants in the qualitative section including 4 groups, entrepreneurship specialists, curriculum planners, sociology and social entrepreneurship who were interviewed until the theoretical saturation of the interview was reached with the snowball technique. In addition, the statistical population in the quantitative section included entrepreneurship students and social entrepreneurship specialists who were selected by an available and purposeful method. In the qualitative phase, a semi-structured interview and in the quantitative part, a researcher-made questionnaire was used as the data collection tools. The validity and reliability of the interview and questionnaire was assessed and shown to be at the acceptable levels. Then, using the opinion of 7 social entrepreneurship experts and curriculum planners, the obtained model was validated and at the end, the final model of social entrepreneurship curriculum in higher education was designed and compiled with 87 titles in the form of ten acre elements.

The aim of this study is to investigate the status of faculty members in the evaluation of curricula of top universities in the country and the world in order to design a scale for evaluating the valid curriculum for faculty members. This research has a mixed method of exploratory-sequential type in the form of tool design. The statistical population consisted of four groups of curriculum development experts and faculty members from top universities, officials of study centers of top public universities, officials of the Ministry of Science and Documents of selected universities of the world. The sampling process was conducted through purposeful method and the data collection tools were a semi-organized interview, document analysis and a curriculum evaluation scale. The findings revealed that top universities around the world use the ideas from all internal and external stakeholders such as faculty members, students, alumni and employers in the curriculum evaluation process. in Iranian universities, internal and external stakeholders are limited in their ability to evaluate curricula, and faculty members are more likely to participate in the evaluation of academic curricula than other groups, depending on the context in which they are offered. Finally a scale of eight validated domains with 60 items and 6 open-ended questions is developed and presented for curriculum evaluation based on the perspectives of university faculty members.

The purpose of the present study is to design and validate a model of extracurricular activities in the field of primary education at Teacher Training University. The research method is mixed including qualitative research method (Grounded Theory) that was used to identify extracurricular principles and quantitative method which was used for validation. The statistical population, corpus, sample size and sampling method in the qualitative section include: (1) transformation document; All the provisions related to teacher training and extracurricular transformation document (society is equal to the research sample). (2) Teacher Training University documents; three purposeful documents and (3) comments of the key readers. To this aim, 12 people were selected by purposive sampling method. And in the quantitative part of the group of experts; 14 people were purposefully selected. The data collection tools involved the qualitative section including checklists and semi-structured interviews. The methods employed for analyzing data included open coding, axial coding and selective coding. For content validity, Glaser and Strauss evaluation criteria were used and for increasing the reliability, self-assessment was performed by researchers. A researcher-made questionnaire was used in the accreditation section. The content validity of the questionnaire was confirmed by the tutor and consultants and the reliability coefficient was 0.91 by Cronbach's alphabet method. The obtained quantitative data were analyzed by using descriptive and non-parametric statistics. The findings showed that the extracurricular activities of Teacher Training University have 18 characteristics. After extracting the principles, the dimensions of the extracurricular activities were designed based on Acker's view, and the experts approved the model to a high degree. Based on the results, it was suggested to integrate formal curricula and extracurricular activities in primary education; and part of the design and implementation of activities should be entrusted to student-teachers.

This study aimed to analyze the null education of entrepreneurial competencies in the curriculum of SBM. The statistical society consisted Entrepreneurs and all curriculum syllabus of SBM Discipline Approved by Ministry of Science, Research and Technology of Iran 2020-2021. To select them, the purposive sampling method in the entrepreneurs section and census sampling method in the curriculum syllabus for Small Business Management were used. In this study the research tool was a semi-structured interview and a content analysis checklist of entrepreneurial competencies. The results of interview led to the extraction of six main categories and 44 sub - categories of entrepreneurial competencies: entrepreneurial knowledge (8 sub-components), entrepreneurial awareness (7 sub-components), entrepreneurial attitudes (12 sub-components), entrepreneurial opportunity (4 sub-components), managerial entrepreneurial (9 sub-components) and entrepreneurial social capital (4 sub-components). The results of content analysis indicated that presence of entrepreneurial competencies among the curriculum syllabus is neglected in the SBM Discipline. Also, the curriculum syllabus of managerial entrepreneurial competencies are the highest and the entrepreneurial social competencies are the lowest. Therefore, the curriculum syllabus of SBM as a major of study must be reviewed with the absence of entrepreneurial competencies.

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 design a model to facilitate the effectiveness of teaching by faculty members in the Azad University Science and Research (Tehran Branch) and then validate it by using a mixed method. The statistical population of the study was all the faculty members of Islamic Azad University, Science and Research (Tehran Branch). In this study, first, by theoretical sampling method, 15 specialists were selected and semi-structured interviews were conducted. Then, the questionnaires were administered to 281 faculty members in order to assess the effectiveness of teaching in the quantitative section. The research results for facilitate the effectiveness of teaching included, components of teacher personality and moral characteristics (faculty professional characteristics), interpersonal communication skills, teaching and learning skills, development of motivation and education in students, ability to manage the class, ability to evaluate students, ability to develop lesson plans and content, development of student participation, ability to effectively transfer content (individual-educational skills of the professor), scientific and research ability (scientific-research ability of the professor), attracting qualified professors, teacher evaluation, professional development and motivation to professors (related strategies to professors), the appropriate mechanism in virtual education, pay attention to educational rules (strategies related to education) and finally to focus on external   an internal factors (strategies related to the university). The results of the quantitative section also showed that out of a total of 143 indicators, 128 indicators are related to the components that were finally identified.