بررسی عناصر برنامه درسی مبتنی بر موک در آموزش عالی ایران (مطالعه موردی: دانشگاه آزاد اسلامی استان گلستان)
محورهای موضوعی : فن‎آوری اطلاعات
1 - دانشگاه آزاداسلامی
2 -
کلید واژه: برنامه درسی, عناصر برنامه درسی, دوره های آموزشی مبتنی بر موک, آموزش عالی,
چکیده مقاله :
پژوهش کاربردی حاضر با هدف بررسی عناصر برنامه درسی مبتنی بر موک در آموزش عالی با رویکرد آمیخته (کیفی کمی) انجام شد. اساتید ومتخصصان برنامه درسی به عنوان جامعه آماری بخش کیفی با روش نمونه گیری هدفمند و تکنیک اشباع نظری به تعداد 13 نفر انتخاب شدند. در بخش کمی 375 نفر از دانشجویان با روش نمونه گیری خوشه ی نسبی چندمرحله ای به عنوان جامعه آماری انتخاب شدند. برای جمع آوری داده ها در بخش کیفی از مصاحبه نیمه ساختاریافته و در بخش کمی از پرسشنامه استفاده شد. تحلیل داده های کیفی از تحیل محتوای کیفی استقرایی و تحلیل داده های کمی از تحیل عاملی تاییدی و رگرسیون استفاده شد. درنتایج این پژوهش عناصر برنامه درسی مبتنی برموک در آموزش عالی شامل 22 مقوله اصلی و108 مقوله فرعی بود. یافته های پژوهش نشان داد مولفه ها از اعتبار کیفی وکمی لازم برخوردار میباشد وهمچنین ارزشیابی برنامه درسی مبتنی برموک تاثیر بیشتری نسبت به عناصر دیگر دارد.
The present applied research was conducted with the aim of investigating the elements of the Mock-based curriculum in higher education with a mixed approach (qualitative and quantitative). The professors and curriculum experts were selected as the statistical population of the qualitative section with the purposeful sampling method and the theoretical saturation technique in the number of 13 people. In the quantitative section, 375 students were selected as the statistical population using a multi-stage relative cluster sampling method.Semi-structured interviews were used in the qualitative part and questionnaires were used in the quantitative part to collect data. Qualitative data analysis was based on inductive qualitative content analysis, and quantitative data analysis was based on confirmatory factor analysis and regression. In the results of this research, the elements of the Bermuk-based curriculum in higher education included 22 main categories and 108 subcategories. The findings of the research showed that the components have the necessary qualitative and quantitative validity, and also the evaluation of the curriculum based on Bermuk is more effective than other elements.
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