A conceptual remote educational framework based on Massive Open Online Courses in vocational and Kar-o-Danesh schools

Biannual Journal of Education Experiences

دوره 6، شماره 1 - شماره پیاپی 10، تیر 2023، صفحه 1-17   

نوع مقاله: Original Article

نویسندگان

Mahdi Kowsari¹؛ Moslem Salehi^{* 2}؛ Mozhgan Amirianzade³؛ Reza Zarei³

¹PhD student, Department of Educational Administration, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran

²Assistant Professor, Department of Educational Administration, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran

³Assistant Professor, Department of Educational Administration, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran.

چکیده

A conceptual remote educational framework was introduced based on Massive Open Online Courses (MOOC) in vocational and Kar-o-Danesh schools in Fars Province-Iran. The study was a developmental work with a qualitative design, which was carried out using content analysis and semi-structured interview. The participants were selected through a purposeful sampling method based on theoretical saturation criterion. The designed framework contained four main aspects, namely directors’ support (awareness, commitment, and responsiveness), upstream policies support (vision, amendment of plans, and policy making), preparing the ground (expert forces, beliefs, hardware, software, appeal for users, support, education, and motivation), and planning (setting goal, content development, and evaluation), and execution (feasibility study, design, application, and evaluation). The presented conceptual framework in mentioned schools of Fars province helps educational policy makers in launching the MOOC system and its application gives students the opportunity of learn online using new interactive tools, actively participate in the education process.

کلیدواژه‌ها

Conceptual framework؛ vocational schools؛ Fars Province

مراجع

References

 

Altalhi, M. (2021). Toward a model for acceptance of MOOCs in higher education: the modified UTAUT model for Saudi Arabia. Education and Information Technologies, 26(2), 1589،1605.

Amado, C., Dorotea, N., Pedro, A., & Piedade, J. (2022). MOOCs Design: A Conceptual Framework for Continuous Teacher Training in Portugal. Education Sciences, 12(5), 1-21.

Atangana, B. D. A. N., & Tabi, H. N. (2022). Technical Education, Vocational Training and Industrialisation in Sub-Saharan Africa (SSA). Journal of Sustainable Development, 15(1),312-415.

Attride-Stirling, J. (2001). Thematic networks: an analytic tool for qualitative research. Qualitative research, 1(3), 385-405.

Bahrami Jezi, Rezaa. (2015). Designing a technical and professional girls' college with an employment generation approach. Master's thesis. Tarbiat Dabir of Shahid Rajaei. Guidance staff: Ismail Zarghami. [Persian].

Borrella, I., Caballero-Caballero, S., & Ponce-Cueto, E. (2022). Taking action to reduce dropout in MOOCs: Tested interventions. Computers & Education, (179), 217-221.‏

Bozkurt, A., Akgün-Özbek, E., & Zawacki-Richter, O. (2017). Trends and patterns in massive open online courses: Review and content analysis of research on MOOCs (2008-2015). International Review of Research in Open and Distributed Learning, 18(5), 118-147.Donitsa-Schmidt, S., Ramot, R., & Topaz, B. (2022). Shaping the future of distance learning in teacher education: MOOCS during COVID-19. Perspectives in Education, 40(1), 250-267.‏

Dortaj, F., Zareie Zavaraki, E., Aliabadi, K., Farajollahi, M., & Delavar, A. (2017). The impact of distance education (based Mooc) on academic performance of PNU. Journal of Research in Educational Science, 10(35), 1-20. [Persian].

Esmailpour, S; Grami, F and Pourghaznavi, M. (2015). Presenting a model and framework for implementing effective and efficient virtual organizational training based on the success model of information systems. Conference: International Conference of Management Elites.

Farzan, N., Shams mourkani, G., Rezaeizade, M., & Ghahrami, M. (2020). Identifying the Effective Indicators in Designing the MobileMooc System for Virtual Teaching of Employees: A Qualitative Study. Journal of New Approaches in Educational Administration, 11(44), 1-28. [Persian].

Gholizade,A.,Ghasemizad,A.,&Mashayekh,P.(2021).School-based management at the level of the Islamic Republic of Iran.Journal of Educational Research;9 (43) :19-50. . [Persian].

Green, K. C. (2013). Massive open online courses (MOOCs) and other digital initiatives. Journal of Collective Bargaining in the Academy, (8), 10.

Jafari, E., Fathi Vajargah, K., Arefi, M., & Rezaeizadeh, M. (2019). Developing a Mooc-based curriculum model for higher education based on grounded theory: Case Study; Iranian Higher Education. Technology of Education Journal (TEJ), 13(3), 581-593. [Persian].

Kala, D., & Chaubey, D. S. (2022). Examination of relationships among technology acceptance, student engagement, and perceived learning on tourism-related MOOCs. Journal of Teaching in Travel & Tourism, 1-18.‏

Liang, Y. (2022). Allocation of multi-dimensional distance learning resource based on MOOC data. International Journal of Continuing Engineering Education and Life Long Learning, 32(2), 176-190.‏

Liu, M., Zha, S., & He, W. (2019). Digital transformation challenges: A case study regarding the MOOC development and operations at higher education institutions in China. TechTrends, 63(5), 621-630.

Loveridge, S. & Spector, J. M. (2014). Introducing educational psychology: An applied approach. Boston: Cengage Learning.

Mathur, A., Sharan, M., Chakraborty, S., & Mullick, S. (2022). Technical and Vocational Education and Training: Examining Changing Conditions in India. Environmental Sciences Proceedings, 15(1), 31.‏

Moeinikia M, Aryani E, Zahed Bablan A, Mousavi T, Kazemi S.(2017). Perusal the factors affecting on the implementation of Massive Open Online Courses (MOOC) in higher education (Mixed Method). Educ Strategy Med Sci; 9 (6) ،458-470.[Persian}

Parry, M. A. (2013). Star MOOC Professor Defects-at Least For Now. Chronicle of Higher Education Subscribe Today, 60(1), 10-14.

Rezaei E, Zaraii Zavaraki S, Hatami J, Ali Abadi K, Delavar A. Development of MOOCs Instructional Design Model Based on Connectivism Learning Theory . Jmed 2017; 12 (1 and 2)،65-86.

Teo, T., & Dai, H. M. (2022). The role of time in the acceptance of MOOCs among Chinese university students. Interactive Learning Environments, 30(4), 651-664.‏

Wadams, M. L., & Schick-Makaroff, K. (2022). Teaching assistant development and contributions in online, MOOC and blended synchronous settings: an integrative review. Journal of Further and Higher Education, 1-17.‏

Zhao, H., & Liu, Q. (2018). The practice and research on the promotion mode of MOOCs in higher education based on the innovation diffusion theory. In 2018 Seventh International Conference of Educational Innovation through Technology (EITT) (pp. 198-203). IEEE.