Volume 9, Issue 3 (Shenakht Journal of Psychology and Psychiatry 2022)
Shenakht Journal of Psychology and Psychiatry 2022, 9(3): 31-43 |
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Kardan K, Mashinchi A, Ranjbar M. Designing a cognitive- social model of curriculum based on online education during the Covid-19 pandemic in children. Shenakht Journal of Psychology and Psychiatry 2022; 9 (3) :31-43
URL: http://shenakht.muk.ac.ir/article-1-1466-en.html
URL: http://shenakht.muk.ac.ir/article-1-1466-en.html
1- PhD Student, Department of Curriculum Planning, Lamerd Branch, Islamic Azad University, Lamerd, Iran
2- Assistant Professor, Department of Educational Sciences, Lamerd Branch, Islamic Azad University, Lamerd, Iran , Aliasghar.mashinchi@iau.ac.ir
3- Assistant Professor, Department of Public Administration, Lamerd Branch, Islamic Azad University, Lamerd, Iran
2- Assistant Professor, Department of Educational Sciences, Lamerd Branch, Islamic Azad University, Lamerd, Iran , Aliasghar.mashinchi@iau.ac.ir
3- Assistant Professor, Department of Public Administration, Lamerd Branch, Islamic Azad University, Lamerd, Iran
Abstract: (1093 Views)
Introduction: The outbreak of the corona virus showed that educational systems with traditional curricula could not survive, and a virtual curriculum is an undeniable necessity.
Aim: This study designs a cognitive-social model of an online curriculum during the Covid-19 in children.
Method: The method is qualitative in terms of implementation with thematic analysis and applied in terms of purpose. The population consisted of faculty members of universities in the academic year 2021 in Shiraz, which 19 people were selected by purposive sampling. The sample is selected by purposive sampling. The research tool is semi-structured interviews. The findings are validated through content validity, and reliability is 0.84, given the inter-coder agreement coefficient. The thematic analysis method is used with open, axial, and selective coding for data analysis.
Results: The results showed that there are 51 open codes, 15 axial codes (teacher's belief in online education, teachers 'professional-online competencies, diversity of virtual presentation methods, learners' differences, virtual evaluation, course separation, learning management, financial challenges, prerequisites, Learners' e-skills training, family attitudes, media support, online fear education, adaptation to global change and goals and content) and three selective codes (teacher-learner-organizer-organizer curriculum) for a cognitive-social model of curriculum.
Conclusion: It can be concluded that the cognitive-social model of the curriculum based on online education is a basic necessity that attention to its three primary dimensions, namely teacher-learner and organizer, is inevitable. Therefore, it is suggested that the Ministry of Education pay more attention to strengthening and improving the quality of the Shad program.
Aim: This study designs a cognitive-social model of an online curriculum during the Covid-19 in children.
Method: The method is qualitative in terms of implementation with thematic analysis and applied in terms of purpose. The population consisted of faculty members of universities in the academic year 2021 in Shiraz, which 19 people were selected by purposive sampling. The sample is selected by purposive sampling. The research tool is semi-structured interviews. The findings are validated through content validity, and reliability is 0.84, given the inter-coder agreement coefficient. The thematic analysis method is used with open, axial, and selective coding for data analysis.
Results: The results showed that there are 51 open codes, 15 axial codes (teacher's belief in online education, teachers 'professional-online competencies, diversity of virtual presentation methods, learners' differences, virtual evaluation, course separation, learning management, financial challenges, prerequisites, Learners' e-skills training, family attitudes, media support, online fear education, adaptation to global change and goals and content) and three selective codes (teacher-learner-organizer-organizer curriculum) for a cognitive-social model of curriculum.
Conclusion: It can be concluded that the cognitive-social model of the curriculum based on online education is a basic necessity that attention to its three primary dimensions, namely teacher-learner and organizer, is inevitable. Therefore, it is suggested that the Ministry of Education pay more attention to strengthening and improving the quality of the Shad program.
Type of Study: Research |
Subject:
Special
Received: 2022/02/28 | Accepted: 2022/06/8 | Published: 2022/07/25
Received: 2022/02/28 | Accepted: 2022/06/8 | Published: 2022/07/25
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