Document Type : Review Article

Authors

1 PhD Student in Curriculum Planning, Lamerd Branch, Islamic Azad University, Lamerd, Iran

2 Assistant Professor, Department of Educational Sciences, Lamerd Branch, Islamic Azad University, Lamerd, Iran

3 Assistant Professor, Department of Administration, Lamerd Branch, Islamic Azad University, Lamerd, Iran

10.22034/ijes.2022.544178.1205

Abstract

Purpose: The present research was conducted with the purpose of providing a quality model of the curriculum in the secondary (first) period of Shiraz city with an emphasis on the virtual approach.
Methodology: The current research was applied in terms of purpose and integrated (qualitative-quantitative) in terms of implementation method. In the qualitative part, the participants in the Delphi panel were 20 university experts in the field of curriculum planning in Shiraz, who were selected purposefully. The statistical community in the quantitative part, there were 2953 teachers in the 1st and 2nd districts of Shiraz in the academic year of 2020-21, and based on Cochran's formula, 350 were selected as the sample size by random sampling. The research tools in the qualitative part were interviews and background literature review, and in the quantitative part, the researcher made a questionnaire. Validity of the findings was done with formal validity and reliability using Cronbach's alpha method, which was 0.88. To analyze the data in the qualitative part, Delphi coding and analysis method and in the quantitative part descriptive statistics (percentage, average and standard deviation) with Spss23 software and inferential (structural equations-confirmatory factor analysis) with Lisrel 8.8 software were used. became.
Findings: Qualitative findings showed that 6 dimensions (purpose, content, method, planning, evaluation and technology), 19 components and 57 indicators were identified for the curriculum quality model in the first secondary school. Also, the results of the factor analysis showed that the content dimension with factor load (t=20.21 and 0.88), goal (t=18.32 and 0.83), technology (t=0.78 and 11.17), evaluation (75 t=0.72 and 16.72), method (t=0.71 and 15.62) and planning (t=0.68 and 13.92) had the greatest effect on curriculum quality, respectively.
Conclusion: Curriculum planners can pay serious attention to the 6 dimensions identified in this research in order to increase the quality of the first secondary curriculum and focus on the content dimension and its compatibility with virtual methods in particular.

Keywords

Ahmadi S, Maleki H, Parsania H, Ayati M, Abbaspour A. (2017). Identify and explain the culture of the curriculum based on Tasnim's interpretation. Research in Islamic Education Issues, 25 (37): 29-50. (In Persian)
Arefi Y. (2016). Investigating pedagogical barriers to the development of e-learning in the higher education system. Quarterly Journal of Medical Sciences of Shiraz University, 4: 239-259. (In Persian)
Azizi S M, Farajollahi M, Seraji F, Khatony A, Sarmadi M. R. (2018). Application of Features of Virtual Curriculum Components of Virtual Courses in Medical Sciences. Journal of Medical Education Development, 11(31): 75-84. (In Persian)
Beheshti Z. (2020). Transformations of Educational Technologies Based on Information Technology: Conference Proceedings from E-Learning to Virtual University, Tehran: Islamic Azad University, South Tehran Branch. (In Persian)
Butler D, Leahy M, Twining P, Akoh B, Chtouki Y, Farshadnia S. (2018). Education systems in the digital age: The need for alignment. Technology, Knowledge and Learning, 23(3): 473–494.
Candy P, Cerbert G, Oleary J. (2017). Developing lifelong learners, through undergraduate education. Canbera:  Astralian Government Publishing Service.
Chanari Z, bahmaei L, Barakat G. (2021). Presenting a Model to Measure the Educational Quality in Elementary Schools: A Case Study of Andimeshk City. Journal of Instruction and Evaluation, 13(52): 161-185. (In Persian)
Farastkhah M. (2013). Investigating how to improve the quantity and quality of access to education in Iran. Iranian Journal of Education, 1 (2): 95-122. (In Persian)
Fathi Azar, E., Badri Gargari, R., Ghahremanzadeh, F. (2012). The Quality Evaluation of Educational Technology Curriculum. Educational Measurement and Evaluation Studies, 1(1): 9-31. (In Persian)
Hashemi S. A, Taheri Taybi S. (2014). Curriculum Theories (Principles and Application), Parlaq Ghalam Publications. (In Persian)
Hashemi S. A. (2016). Comparative Education, First, Distinction Publications. (In Persian)
Juceviciene, P. and Karenauskaite, V. (2017). Learning environment in physics: The content of double paradigm shift. UK: University of Crete, The European conference on educational research paper: 22-25.
Knapper C, Croply A. (2016). Lifelong learning in higher education. Kogan Page.
Mehr Mohammadi M. (2020). Curriculum: Perspectives, approaches and perspectives. Mashhad: Publications to be published. (In Persian)
Meyer G, Shatto B, Delicath T, vonder Lancken S. (2017). Effect of curriculum revision on graduates' transition to practice. Nurse educator, 42(3): 127-132.
Mirzabeigi A. (2019). Curriculum planning and curriculum in formal education and training of human resources, Tehran: Yastroon Publications. (In Persian)
Misni F, Mahmood N, Jamil R. (2020). The effect of curriculum design on the employability competency of Malaysian graduates. Management Science Letters, 10(4): 909-914.
Mulla Mohammadi M. (2019). Phenomenological exploration in a virtual university. Media e-Learning Quarterly, 2: 12 -20. (In Persian)
Nevenglosky E. A. (2018). Barriers to effective curriculum implementation (Doctoral dissertation, Walden University).
Rabiee I, Seyed Nazarlou S. T. (2019). Measuring the level of participation in the electronic curriculum of Khajeh Nasir al-Din Tusi University of Technology. Educational Measurement Quarterly, 11: 49-67. (In Persian)
Seraji F, Attaran M. (2018). E-learning: Basics, design, implementation and evaluation. Hamedan: Bu Ali Sina Publications. (In Persian)
Shafiei Sarvestani M, Mohammadi M, Afshin J, Raeisy L. (2019). Students’ Experiences of E-Learning Challenges; a Phenomenological Study. Interdisciplinary Journal of Virtual Learning in Medical Sciences, 10(3), 1-10. (In Persian)
Sobhaninejad M, Tejdan A. R. (2015). Explain the framework of professional qualifications of instructors and masters of technical and vocational education. Bi-Quarterly Journal of Educational Planning Studies, 4 (8): 63-88. (In Persian)
Twining P, Butler D, Fisser P, Leahy M, Shelton C, Forget-Dubois N, Lacasse M. (2021). Developing a quality curriculum in a technological era. Educational Technology Research and Development, 69(4): 2285-2308.
Vijayan R. (2021). Teaching and learning during the COVID-19 pandemic: A topic modeling study. Education Sciences, 11(7): 347.
Warren D. (2018). Curriculum design in a context of widening participation in higher education. London: Arts and Humanities in Higher Education. 1(1): 85-99.
Wiggins G. (2017). The furtiling of trying to teach everything of importance. Educational Leadership1(3): 42-56