چکیده:
This research is conducted aiming to study the relationship of self-directed learning, information
technology and communication, and educational motivation with entrepreneur curriculum in
distance education. This research is practical, quantitative, and descriptive - correlational (nonexperimental)
study. Target population of this research included all 550 female students of
smart secondary schools in Esfahan city in Academic year of 2016-2017. Using Morgan
formula, 225 research samples were selected through clustered sampling method from regions
2, 3, and 5 of Education Administration of Esfahan city. Library and survey methods were used
for data collection. The instruments included researcher made questionnaires about entrepreneur
curriculum of distant education, educational motivation, self-directed learning, and ICT. The
validity of questionnaires was confirmed by ten professors and experts in this field and its
reliability was calculated through alpha Cronbach that was 0.73. For analyzing data, SPSS
software, version 21, was used to present descriptive and inferential statistic. The results
showed that self-directed learning, ICT, and educational motivation have positive significant
relationship with entrepreneur curriculum of distance education. It also shows that all of three
variables of self- directed learning, ICT, and educational motivation are important in preparing
entrepreneur curriculum. Educational motivation have maximum importance with β= 0.43 and
information technology has minimum importance with β= 0.23.
خلاصه ماشینی:
Professor, Education Sciences, Payame Noor University Received: 2017/06/05; Accepted: 2017/10/17 Abstract This research is conducted aiming to study the relationship of self-directed learning, information technology and communication, and educational motivation with entrepreneur curriculum in distance education.
The results showed that self-directed learning, ICT, and educational motivation have positive significant relationship with entrepreneur curriculum of distance education.
Instruments, Validity, and Reliability In order to examine the research variables, a researcher made questionnaire was used to collect required data about entrepreneur curriculum, educational motivation, self-directed learning, and ICT.
Results of Pearson Correlation Analysis between Variables (view the image of this page) Results in Table 2 show that self-directed learning, information technology, and educational motivation have positive and significant relationship with entrepreneur curriculum in the significance level of 0.
The question of "whether self-directed learning, information technology, and education motivation can predict distance education entrepreneur curriculum or not" was investigated through statistical technique of regression.
Standardized Coefficients (view the image of this page) The results shown in Table 5 indicate that each three variables of self-directed learning, information technology, and educational motivation is significant in preparing entrepreneur curriculum.
Discussion and Conclusion Main purpose of this study is investigating the relationship of self-directed learning, information technology and communication, and educational motivation with entrepreneur curriculum in distance education.
As it was shown in the results, self-directed learning has significant relationship with developing of distant education entrepreneur curriculum in smart schools to a great extent.