The beginning of the twenty-first century witnessed the advent of technologies known as Web 2.0. Though most of these technologies not developed for the educational application, but they added and gave rise to reconceptualize in the field of virtual learning. Studies sh
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The beginning of the twenty-first century witnessed the advent of technologies known as Web 2.0. Though most of these technologies not developed for the educational application, but they added and gave rise to reconceptualize in the field of virtual learning. Studies show that integrating and utilizing Web 2.0 in E-learning, having the potential of networking, generating connective knowledge and directing to Networked learning, influence key elements of the curriculum (epistomplogical and theoretical foundations, pedagogy, content, evaluation, etc.). Thus, this article aimed to explore emergent E-learning concepts in the networked era and explain the implications of Web 2.0 learning environment for epistemological and theoretical approaches of E-learning curriculum design model. To this end, analytic- qualitative desing used.The findings show that Web 2.0 enters new concepts into e-learning literature, challenges traditional models of web-based curriculum design and poses new and different epistemological and theoretical considerations.
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