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Ms. Zohreh Gharaei, Dr. Saeed Ketabi, Dr. Mansoor Tavakoli,
Volume 5, Issue 10 (3-2018)

This study was conducted to remedy the shortcomings of the curriculum that the authors had developed for the course Consecutive Interpreting. The curriculum had been designed adopting a social constructivist framework and implemented for a semester to detect the imperfections. Since the main problems centered on the paucity of learners' interactions and the limitedness of the existing interactions to few learners, the face-to-face class was complemented with an online class on Moodle. The blended design was implemented for another semester to evaluate its efficiency in solving the problems. Three public forums were used for discussions. The study revealed that Forum is an efficient module in enhancing interactions. Besides, the differences between the mean participation rate of students with different gender, age and semester of entrance turned out not to be significant, indicating that such variations in the online class had not been barriers hindering learners from getting into interaction.    

Ms Nahid Hashemi, Dr Nematolah Musapour, Dr Ali Hosseinikhah,
Volume 7, Issue 14 (10-2019)

The concept of “synergy” initially emerged in bioscience and management science accordingly followed by its success in behavioral, social, political and relation science, synergy was applied in curriculum development. The concept of synergistic curriculum was formed which covers curriculum in a wider aspect. The so-called consept provides school educationalists with opportunities to put curriculum concept into practice which go beyond the conventional curriculum. The synergistic curriculum focuses on two sections of the curriculum: The silent and talking curriculum. The present article elaborate these points as well as the achivments of synergistic curriculum.

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