Designing an Online Curriculum Model with a Research-Oriented Approach

Abstract

The aim of this study was to design an online curriculum model with a research-oriented approach. The research method was a mixed-methods exploratory design (qualitative and quantitative). The statistical population included curriculum planning experts and online education specialists with publications and experience in virtual learning, web-based education, and research-oriented approaches in education. Participants were selected through purposive sampling, and based on the principle of theoretical saturation, 15 individuals were included. To validate the qualitative findings, a questionnaire was developed based on the results, and after ensuring its validity and reliability, it was administered to the statistical sample. The statistical population for this stage consisted of curriculum experts and experienced teachers in Tehran, from which 384 participants were selected through multi-stage random sampling. Qualitative data were analyzed using the coding method (Corbin & Strauss), including open coding, axial coding, and selective coding. Data evaluation was conducted using the Lincoln and Guba (1985) criteria, which include credibility, transferability, dependability, and confirmability. For data analysis and assessing the fit of the designed model, inferential statistics and structural equation modeling were employed. The findings of this study led to the development of a proposed online curriculum model with a research-oriented approach, and the results indicated that the components of the proposed model have an appropriate level of validity. The core components of the proposed model include widespread access to virtual courses by users, continuous and lifelong learning, emphasis on information and communication technology tools, integration of communication skills and computer literacy, learner-centered learning, extensive use of the web as an informational resource, and the possibility of providing rapid feedback.