Abstract:
Aim: The purpose of this study was to evaluate the curriculum at the Payame Nour University (PNU)
virtual education. The curriculum was evaluated according to the nine elements such as: Purpose,
context, learning activities, time, space, learners grouping, material, learning resources, teaching
strategies, and evaluation methods. Methods: The study performed by descriptive survey. The
population was selected from the PNU masters who are teaching in a virtual way randomly and
consisted of 75 PNU masters from PNU in the region of Isfahan. The collected data were analyzed
through statistical and inferential description. Data Analysis: It was conducted at two descriptive
and inferential analysis method (in SPSS software version 18). At descriptive level the total mean
and standard deviation were 3.56, 0.62 respectively. At inferential level the data analysis was done
via parametric mono-variable T. test (t = 7.72). Result: The instrument was used in the study, which
was designed by the researcher especially with regard to claim curriculum. The result indicated that
there is a significant difference between the nine elements of the curriculum mean with the variable
mean. Conclusions: According to the study, the curriculum quality of the PNU virtual education is
based on the nine elements that it is evaluated higher than medium, and finally it showed that the
design of the curriculum virtual system consisted of good quality
Machine summary:
com ABSTRACT Aim: The purpose of this study was to evaluate the curriculum at the Payame Nour University (PNU) virtual education.
Key words: Curriculum, Payame Nour University, virtual education Introduction The fame of distance learning has culminated as a new business and a modern educational system in recent decade.
[8] Moreover, the results of the studies indicated that participating students in virtual courses have evaluated electronic learning quality at medium or above medium level.
[14] Ellis in his research regarding the advantages of electronic and participatory learning in case of creating motivation in learners stated that the employed students are less interested in attendance education.
Afterward, the findings were collected regarding two major questions: • How are the elements of curriculum including objectives, content, learning activities, time, space, learners grouping, material and learning sources, teaching strategies, and evaluation methods evaluated from the viewpoint of the professors?
Conclusions According to the results of this study, it can be inferred that the objectives of virtual education curriculum is highly desirable in case of clarity, f lexibility, scientific structure, and adaptation to interests.
Regarding grouping in virtual education curriculum reinforcing between‑students relationship giving priority to group learning, flexibility in groups, and making up the groups, according to the interests have been evaluated at an average level.
The material and educational sources of virtual education at PNU have been evaluated at desirable level from the viewpoint of professors in case of availability, consistency to individual features, selection based on the pupils’ need being related to learning objectives and scientific validity.