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.
*‘* M‹ red ver, the results ‹ f the studies inciicateci that participating students in virtual courses have evaluated electronic learning quality at med ium or above medium level.
56, therefore, the mean of assu med variable is larger than average level (given mean); in ‹other words, there is a significant difference between the mean of total scale of evaluating virtual education curriculu m and the assu med variable mean (P S 0.
The mate ria1 anet educati‹ nal sources ‹ f virtual education at PN U have been evaluated at ciesirable level frs m the viewp‹ int ‹ f professors in case of availal ility, c‹ nsistency t‹ individual features, selection leased ‹ n the pupils' need lieing related t‹ learning of›jectives and scientific validity.
000 International Journal of Educational and Psychological Researches T Vol 2 T Issue 3 T July September 2016 / Table 2: Comparing the mean of total scale of evaluating References curriculum elements with the given (mean 3) 1.
*‘ " " "* Considering the achieved results it can be stated that the satisfaction level of PNU virtual education professors is at average level in terms of curriculum elements including objectives, content, learning strategies, learning activities, grouping, material and educati‹ na1 sources, time, space anti eva1uati‹ n; the findings she w that eciucational record, position, ciegree, profess‹ re' gender, anti the professors' maj‹ r are not effective in profess‹ re' satisfaction from evalu ating virtual education curriculum.