Attitude of university faculty members to the problem- oriented virtual education

Authors
reza mirarab razi 1
Mostafa Azizi Shamami 2
Mojgan Hosseinzadeh 3
1 Associate Professor of Curriculum Planning, University of Mazandaran, Babolsar, Iran
2 Associate Professor of Educational Management, University of Mazandaran, Babolsar, Iran
3 Master's degree student in Curriculum Planning, University of Mazandaran, Babolsar, Iran
10.61838/KMAN.IRPHE.31.4.2
Abstract
Nowadays, in order to enter the age of knowledge and face the amazing developments of the 21st century, learners must increasingly learn critical and creative thinking skills to make decisions and solve complex challenges and issues of society. The purpose of the research was to determine the attitude and validation of problem-oriented virtual education in university. The research was done in two stages and using the survey method. In the first survey part, the identification of lecturer' attitudes in the virtual environment towards problem-oriented components was identified. For this purpose, by using a researcher-made questionnaire and considering 53 indicators that were extracted from theoretical literature, the desired components were extracted and introduced by taking into account the highest and lowest averages. The statistical population in this section was 423 lecturers and faculty members of Mazandaran University, and a sample of 147 people was selected by simple random sampling. The second part of the research sought to confirm or validate the obtained components. For this purpose, a sample of 15 people including curriculum experts and faculty members were selected based on their experience of using problem-centered teaching. By describing the data, the components of the curriculum were determined in terms of goals, content, teaching and learning strategies, and evaluation. In the validation section, using a two-stage confirmatory factor analysis, five components in the field of goals, two components in the field of content, three components in the field of teaching-learning strategies and two components in the field of evaluation strategies as factors and final components of the curriculum model were introduced. According to the obtained components, higher education courses in the field of goals, content, teaching and learning methods and evaluation can use this model.

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References

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  • Receive Date 25 October 2024
  • Revise Date 15 March 2025
  • Accept Date 27 April 2025
  • Publish Date 01 December 2025