The aim of this study is to validate MOOC-based curriculum in higher education in Iran. The research method is mixed and of exploratory type. Method of grounded theory is used in the qualitative section and the Validation Test Pattern among the faculties and PhD students of Tehran's Universities is considered in the quantitative part. The statistical population of the qualitative section include 14 experts in educational technology and the quantitative section include 214 members of the faculties and PhD students of Tehran's Universities who were chosen by Stratified random sampling. To collect data, we used semi-structured interview in the qualitative section and scholar’s questionnaire in the quantitative part. Results show that there are 28 general issues in paradigmatic model is obtained which included Terms of cause, Central phenomenon, Underlying conditions, Confounding conditions, Strategies and Implications that reflected effective factor in MOOC-based Curricula in higher education.
Alonso mercado-vweela, M., Beltran, J., Villegas perez , M., , Rivera vazquez, N. &
Ramirrz-montoya, M. ( 2018). Connectivity of Learning in MOOCs: Facilitators’
Experiences in Team Teaching, The Turkish Online Journal of Distance Education,
18(1): 143-156.
Abeer, W., & Barak, M. (2014). "Students’ preferences and views about learning in a
MOOC." Procedia-Social and Behavioral Sciences, 152: 318-323.
Acemoglu, D., Laibson, D., & List, J. A. (2014). Equalizing superstars: The Internet and the
democratization of education. NBER Working Paper Series (19851). Retrieved
from: http://economics.mit.edu/files/9452
126
Bazargan, A. (2010). Introduction to qualitative and mixed research methods; Common
approaches in behavioral sciences, Tehran: Nashr Didar(in Persian).
Beranek, L., & Remes, R. (2012)."The course of e-commerce based on active
learning." Proceedings of the 7th International Conference on Efficiency and
Responsibility in Education (ERIE 2012).
Billington, P. J., & Fronmueller, M. P. (2013). MOOCs and the future of higher education.
Journal of Higher Education Theory and Practice, 13(3), 36-42.
Bozkurt, A., Homeychurch, S., Caines, A., Bali, M., Koutropoulos, A. & Cormier, D. (2016).
Community trscking in A cMOOC and nomadic learner behavior identification on
a connectivist rhizomaticle arning network, The Turkish Online Journal of
Distance Education, 17(4): 4-30.
Bowen, W. G. (2012). The ‘Cost Disease’ in higher education: Is technology the answer?
The Tanner Lectures at Stanford University. Retrieved from
http://www.ithaka.org/sites/default/files/files/ITHAKATheCostDiseaseinHigher
Education.pdf
Breslow, L. (2013)."Studying learning in the worldwide classroom: Research into edX's
first MOOC." Research & Practice in Assessment .8
Chafkin, M. (2013). "Udacity’s Sebastian Thrun, godfather of free online education,
changes course." Fast Company, 14 2013.
Creswell, J. W. (2004). Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research. Pearson.
Creswell, J. W. (2014). Qualitative inquiry and research design: choosing among five
approachs, 2nd ed, translated by Hossein Danaiefard and Hossein Kazemi, Tehran:
Entesharat Saffar (in Persian).
Daniel, J. (2012)."Making sense of MOOCs: Musings in a maze of myth, paradox and
possibility." Journal of interactive Media in education 2012. 3
Downes, S. (2008). "Places to go: Connectivism & connective knowledge." Innovate:
Journal of Online Education 5.1
Fini, A. (2009). "The technological dimension of a massive open online course: The case of
the CCK08 course tools." The International Review of Research in Open and
Distributed Learning, 10(5): 11-23.
Gall, M., Borg, W., and Gall, J. (2004). Quantitative and qualitative research methods in
education and psychology. Translation by Ahmad Reza Nasr and others, Tehran:
Samt(in Persian).
Goh, W. W., Kaur, S. , and Chion, Z. H. A. ( 2014). The Perceptions of MOOC among
Learners Based on Activity Theory, presented in: Taylor’s 7th Teaching and
Learning Conference, DOI 10.1007/978-981-287-399-6_30
Jerry, B. (2000). The e-learning potential. Retrieved from http://www.kdgonline.com
Khan, B. H. (2004). "The people-process-product continuum in e-learning: The e-learning
P3 model." EDUCATIONAL TECHNOLOGY-SADDLE BROOK THEN ENGLEWOOD
CLIFFS NJ- , 44(5): 33-40.
Kirschner, A. (2012). "A Pioneer in Online Education Tries a MOOC." Chronicle of Higher
Education.
Koller, D.2012. “What We’re Learning from Online Education.” TED. Jun. 2012. Web.
Kop, R. (2011). "The challenges to connectivist learning on open online networks:
Learning experiences during a massive open online course." The International
Review Of Research In Open And Distributed Learning , 12(3): 19-38.
127
Levy, D. (2011). "Lessons learned from participating in a connectivist massive online open
course (MOOC)." Proceedings of the Chais conference on instructional
technologies research 2011: Learning in the technological era.
Mackness, J., Sui M., and Roy W. (2010). "The ideals and reality of participating in a
MOOC." 266-275.
McAuley, A., Stewart, B., Siemens, G., & Cormier, D. (2010). The MOOC model for digital
practice.
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded
sourcebook ( 2nd Ed. ). California: Sage publications.
Mintz, S. (2015). MOOC providers. Inside Higher Education, Higher Ed Beta 16 August
2015, insidehighered. Com/blogs/higher-ed-beta/mooc-providers, Accessed: 27
December 2015.
Ong, C. S., Lai, J. Y., & Wang, Y. S. (2004). Factors affecting engineers’ acceptance of
asynchronous e-learning systems in high-tech companies. Information and
Management, 41(6), 795–804.
Pappano, L. (2012). The Year of the MOOC. The New York Times. Retrieved from
http://www.nytimes.com/2012/11/04/education/edlife/massive-open-onlinecourses-are-multiplying-at-a-rapid-pace.html
Parker, C. D. (2014). "A descriptive study to identify deterrents to participation in
employer-provided e-learning." 1-131.
Parry, M. (2013)."Competency-based education advances with US approval of
program." The Chronicle of Higher Education
Peercy, P.S. and Cramer, S.M. (2011). “Redefining quality in engineering education
through hybrid instruction”, Journal of Engineering Education, Vol. 100, No. 4, pp.
625-629.
Potter, C. (2013). F is for failure; or, don’t invest your Pension in MOOCs yet. The Chroni
cle of Higher Education (July 21). Retrieved from
http://chronicle.com/blognetwork /tenuredradical/2013/07/f-is-for-failure-ordont-invest-your-pension-in-moocs-yet/
Salmon, G. ( 2013). E-tivities: The key to active online learning. Routledge
Siemens, G., and Kathleen M. (2012)."Systemic changes in higher education." in
education, 16.1
Strauss, A. L., & Corbin, J. M. (2015). Basics of qualitative research: Technologues and
procedures for Grounded Theory, translated by Ebrahim Afshar, Tehran: Nashr
ney(in Persian).
Strauss, A.L, & Corbin, J.M. (2008). Basics of qualitative research. Translated by Mohammadi,
Biok, Tehran: Human Science & Cultural Studies Center Publication (in Persian).
Ulrich, C., & Nedelcu, A. (2015). MOOCs in Our University: Hopes and Worries. ProcediaSocial
and Behavioral Sciences, 180, 1541–1547.
http://doi.org/10.1016/j.sbspro.2015.02.304
Xiao, F., Pardamean, B. (2016). MOOC Model: Dimensions and Model Design to Develop
Learning, The New Educational Review, 43(1): 28-40.
Year 2018,
Volume: 19 Issue: 3, 112 - 127, 18.07.2018
Alonso mercado-vweela, M., Beltran, J., Villegas perez , M., , Rivera vazquez, N. &
Ramirrz-montoya, M. ( 2018). Connectivity of Learning in MOOCs: Facilitators’
Experiences in Team Teaching, The Turkish Online Journal of Distance Education,
18(1): 143-156.
Abeer, W., & Barak, M. (2014). "Students’ preferences and views about learning in a
MOOC." Procedia-Social and Behavioral Sciences, 152: 318-323.
Acemoglu, D., Laibson, D., & List, J. A. (2014). Equalizing superstars: The Internet and the
democratization of education. NBER Working Paper Series (19851). Retrieved
from: http://economics.mit.edu/files/9452
126
Bazargan, A. (2010). Introduction to qualitative and mixed research methods; Common
approaches in behavioral sciences, Tehran: Nashr Didar(in Persian).
Beranek, L., & Remes, R. (2012)."The course of e-commerce based on active
learning." Proceedings of the 7th International Conference on Efficiency and
Responsibility in Education (ERIE 2012).
Billington, P. J., & Fronmueller, M. P. (2013). MOOCs and the future of higher education.
Journal of Higher Education Theory and Practice, 13(3), 36-42.
Bozkurt, A., Homeychurch, S., Caines, A., Bali, M., Koutropoulos, A. & Cormier, D. (2016).
Community trscking in A cMOOC and nomadic learner behavior identification on
a connectivist rhizomaticle arning network, The Turkish Online Journal of
Distance Education, 17(4): 4-30.
Bowen, W. G. (2012). The ‘Cost Disease’ in higher education: Is technology the answer?
The Tanner Lectures at Stanford University. Retrieved from
http://www.ithaka.org/sites/default/files/files/ITHAKATheCostDiseaseinHigher
Education.pdf
Breslow, L. (2013)."Studying learning in the worldwide classroom: Research into edX's
first MOOC." Research & Practice in Assessment .8
Chafkin, M. (2013). "Udacity’s Sebastian Thrun, godfather of free online education,
changes course." Fast Company, 14 2013.
Creswell, J. W. (2004). Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research. Pearson.
Creswell, J. W. (2014). Qualitative inquiry and research design: choosing among five
approachs, 2nd ed, translated by Hossein Danaiefard and Hossein Kazemi, Tehran:
Entesharat Saffar (in Persian).
Daniel, J. (2012)."Making sense of MOOCs: Musings in a maze of myth, paradox and
possibility." Journal of interactive Media in education 2012. 3
Downes, S. (2008). "Places to go: Connectivism & connective knowledge." Innovate:
Journal of Online Education 5.1
Fini, A. (2009). "The technological dimension of a massive open online course: The case of
the CCK08 course tools." The International Review of Research in Open and
Distributed Learning, 10(5): 11-23.
Gall, M., Borg, W., and Gall, J. (2004). Quantitative and qualitative research methods in
education and psychology. Translation by Ahmad Reza Nasr and others, Tehran:
Samt(in Persian).
Goh, W. W., Kaur, S. , and Chion, Z. H. A. ( 2014). The Perceptions of MOOC among
Learners Based on Activity Theory, presented in: Taylor’s 7th Teaching and
Learning Conference, DOI 10.1007/978-981-287-399-6_30
Jerry, B. (2000). The e-learning potential. Retrieved from http://www.kdgonline.com
Khan, B. H. (2004). "The people-process-product continuum in e-learning: The e-learning
P3 model." EDUCATIONAL TECHNOLOGY-SADDLE BROOK THEN ENGLEWOOD
CLIFFS NJ- , 44(5): 33-40.
Kirschner, A. (2012). "A Pioneer in Online Education Tries a MOOC." Chronicle of Higher
Education.
Koller, D.2012. “What We’re Learning from Online Education.” TED. Jun. 2012. Web.
Kop, R. (2011). "The challenges to connectivist learning on open online networks:
Learning experiences during a massive open online course." The International
Review Of Research In Open And Distributed Learning , 12(3): 19-38.
127
Levy, D. (2011). "Lessons learned from participating in a connectivist massive online open
course (MOOC)." Proceedings of the Chais conference on instructional
technologies research 2011: Learning in the technological era.
Mackness, J., Sui M., and Roy W. (2010). "The ideals and reality of participating in a
MOOC." 266-275.
McAuley, A., Stewart, B., Siemens, G., & Cormier, D. (2010). The MOOC model for digital
practice.
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded
sourcebook ( 2nd Ed. ). California: Sage publications.
Mintz, S. (2015). MOOC providers. Inside Higher Education, Higher Ed Beta 16 August
2015, insidehighered. Com/blogs/higher-ed-beta/mooc-providers, Accessed: 27
December 2015.
Ong, C. S., Lai, J. Y., & Wang, Y. S. (2004). Factors affecting engineers’ acceptance of
asynchronous e-learning systems in high-tech companies. Information and
Management, 41(6), 795–804.
Pappano, L. (2012). The Year of the MOOC. The New York Times. Retrieved from
http://www.nytimes.com/2012/11/04/education/edlife/massive-open-onlinecourses-are-multiplying-at-a-rapid-pace.html
Parker, C. D. (2014). "A descriptive study to identify deterrents to participation in
employer-provided e-learning." 1-131.
Parry, M. (2013)."Competency-based education advances with US approval of
program." The Chronicle of Higher Education
Peercy, P.S. and Cramer, S.M. (2011). “Redefining quality in engineering education
through hybrid instruction”, Journal of Engineering Education, Vol. 100, No. 4, pp.
625-629.
Potter, C. (2013). F is for failure; or, don’t invest your Pension in MOOCs yet. The Chroni
cle of Higher Education (July 21). Retrieved from
http://chronicle.com/blognetwork /tenuredradical/2013/07/f-is-for-failure-ordont-invest-your-pension-in-moocs-yet/
Salmon, G. ( 2013). E-tivities: The key to active online learning. Routledge
Siemens, G., and Kathleen M. (2012)."Systemic changes in higher education." in
education, 16.1
Strauss, A. L., & Corbin, J. M. (2015). Basics of qualitative research: Technologues and
procedures for Grounded Theory, translated by Ebrahim Afshar, Tehran: Nashr
ney(in Persian).
Strauss, A.L, & Corbin, J.M. (2008). Basics of qualitative research. Translated by Mohammadi,
Biok, Tehran: Human Science & Cultural Studies Center Publication (in Persian).
Ulrich, C., & Nedelcu, A. (2015). MOOCs in Our University: Hopes and Worries. ProcediaSocial
and Behavioral Sciences, 180, 1541–1547.
http://doi.org/10.1016/j.sbspro.2015.02.304
Xiao, F., Pardamean, B. (2016). MOOC Model: Dimensions and Model Design to Develop
Learning, The New Educational Review, 43(1): 28-40.
Jafarı, E., Vajargah, K. F., Arefı, M., Rezaeızadeh, M. (2018). MOOC-Based Curriculum Model Validation in Higher Education in Iran. Turkish Online Journal of Distance Education, 19(3), 112-127. https://doi.org/10.17718/tojde.445112