Presenting a Model for Quality Teaching by University Professors in the Distance Education Environment Based on Curriculum Approaches (the Case of Faculty Members of Higher Education Centers in the Western Provinces of Iran)

Subject Areas : curriculum

marzieh seidabadi ¹ , mojtaba moazzami ² , Amir Hossein kohan khaki ³

1 - PhD student of Educational Administration, Kish International Branch, Islamic Azad University, Kish, Iran. [e-mail] (corresponding author)
2 - Assistant professor, Department of Educational Management, North Tehran Branch, Islamic Azad Univeristy, Tehran, Iran. [e-mail]
3 - Bachelor of Laboratory Science, Alborz University of Medical Sciences. Karaj. Iran.

Received: 2022-12-18 Accepted : 2022-12-18 Published : 2022-09-23

Keywords: distance education, educational equipment, curriculum approaches, quality teaching,

Abstract :

The current research was conducted with the aim of presenting a quality teaching model of university professors in the distance education environment based on curriculum approaches. This study is applied in terms of purpose and qualitative in terms of method. The statistical population of the research included the administrators of higher learning centers, specialists and experts who had experience in distance education from among whom 15 people were selected as the statistical sample using the purposeful sampling method. In the quantitative part, the statistical population included faculty members of higher education centers in the western provinces of Iran (Kermanshah, Kurdistan, Hamadan and Ilam). In the current research, 335 people were selected as the statistical sample using Morgan and Krejci’s Table and via random cluster sampling method. The data collection tool was a semi-structured interview. In the qualitative part, data coding was done using MAXQDA software and model fitting was done using confirmatory factor analysis and PLS software. The findings indicated that the quality teaching model of university professors in the distance education environment is based on curriculum approaches including five specialized, managerial, required qualifications, environment and teaching-learning processes and 12 components of knowledge, skill, behavior, expertise, general, teacher qualifications, comprehensive qualifications, educational equipment, national, transnational, needs assessment, enrichment, educational strategy and evaluation and 68 indicators. Therefore, distance education, as a new part of the current educational systems, must have a desirable and acceptable quality in order to meet the needs of learners and society