Presenting Conceptual Model of Distance Education Based on MOOCs in Technical and Vocational High Schools

Subject Areas : Education

Mahdi  Kowsari ¹ (Department of Educational Sciences,Marvdasht Branch .Islamic Azad University, Marvdasht, Iran)
Moslem  Salehi ² (Educational Management Dept.Marvdasht Branch, Islamic Azad University, Marvdasht , Marvdasht, Iran)
Mozhgan  Amirianzadeh ³ (Department of Educational Sciences, Marvdasht Branch, Islamic Azad university, Marvdasht, Iran)
Reza  Zarei ⁴ (Department of Educational Sciences, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran)

Received: 2022-11-22 Accepted : 2023-03-05 Published : 2023-01-21

Keywords: Technical high schools, Vocational Training, MOOC, conceptual framework,

Abstract :

Introduction: Currently, the use of MOOCs is known as one of the learning gateways in the 21st century to technology-based learning, which has advantages in the learning process. Therefore, the main goal of this research is to design a conceptual model of distance learning based on MOOCs in technical and vocational high schools in Fars province.research methodology: The research was done in a developmental type with a qualitative design and through using thematic analysis and semi-structured interview instrument. The participants were selected using the purposeful sampling method with theoretical saturation criteria, and based on that, 32 professors and specialists in the field of technical high schools and vocational training were selected. In order to obtain the reliability and validity, two methods of review of participants and review of non-participating experts were used in the research. In order to obtain transferability, interviews and consultations were conducted with 32 experts, and in order to comply with the transferability, all the details of the research were carefully recorded in all stages.Findings:The research findings indicated that conceptual framework for distance education, based on MOOC in  Fars province technical high schools and vocational training, includes five main dimensions concerning managers' support with components  of managers' awareness, managers' commitment and managers' accountability; support of high-level documents with the components  of vision, correcting manual documents and policy making; platform building with the components of professional expert, beliefs, hardware, software, user-friendliness, support, training and motivation; planning with the components of targeting, content developing, evaluation; and implementation with components of feasibility, design, performance, and evaluation.Conclusion: Determining the main factors influencing MOOC in technical and vocational high schools and paying attention to them in the matter of education management macro-planning can be the basis for more use of this educational method even at the country level.

References:

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