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Zainalipour H, Zarei E, Jahani Z. Developing and Validating a Virtual Classroom Model in Higher Education based on Connectivism Theory. Iranian Journal of Medical Education 2020; 20 :354-363
URL: http://ijme.mui.ac.ir/article-1-5074-en.html
URL: http://ijme.mui.ac.ir/article-1-5074-en.html
Developing and Validating a Virtual Classroom Model in Higher Education based on Connectivism Theory
University of Hormozgan , kish_jahani_z@yahoo.com
Abstract: (1796 Views)
Introduction: Along with the comprehensive developments in the field of information and communication technology, educational systems have also faced new demands, one of these demands is to pay attention to virtual education. In so doing, this study endeavored to develop a virtual classroom model for higher education by using the theory of connectivism.
Methods: This qualitative was descriptive-analytical in terms of deductive categorization method. The collection includes 120 articles related to the theory of connectivism and virtual classroom from the academic years 2005 to 2017. Fourteen articles were purposefully selected as the sample and code extraction was started. 22 sub-categories were identified. After reviewing the relationship between them, five general categories were obtained in accordance with sub-categories that are included were nominated.
Results: The results led to the identification of virtual class components (classroom activities, learning tools, teacher role, educational resources, learning evaluation) as a model based on the theory of connectivism.
Conclusion: In the proposed model, while using the previous models of the classroom, new features are included in accordance with the 21st century and in the form of connectivism theory, which in turn can enhance the classroom of higher education.
Methods: This qualitative was descriptive-analytical in terms of deductive categorization method. The collection includes 120 articles related to the theory of connectivism and virtual classroom from the academic years 2005 to 2017. Fourteen articles were purposefully selected as the sample and code extraction was started. 22 sub-categories were identified. After reviewing the relationship between them, five general categories were obtained in accordance with sub-categories that are included were nominated.
Results: The results led to the identification of virtual class components (classroom activities, learning tools, teacher role, educational resources, learning evaluation) as a model based on the theory of connectivism.
Conclusion: In the proposed model, while using the previous models of the classroom, new features are included in accordance with the 21st century and in the form of connectivism theory, which in turn can enhance the classroom of higher education.
Type of Study: Original research article |
Subject:
E-learning
Received: 2020/05/19 | Accepted: 2020/08/18 | Published: 2021/01/13 | ePublished: 2021/01/13
Received: 2020/05/19 | Accepted: 2020/08/18 | Published: 2021/01/13 | ePublished: 2021/01/13
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