Akbar Jadidi Mohammadabadi, Akbar Rezaei,
Volume 7, Issue 41 (10-2020)
Abstract
This study was designed as an embedded mixed model research to identify and evaluate the ethical features of MOOC (course & massive). For this purpose, both heuristic inquiry method and the questionnaire method were applied to obtain and analyze the data. At the primary stage. The research sample in the qualitative section of the electronic resources related to the topic and in the quantitative section 36 of the experts in planning distance education in virtual learning environments and virtual universities were selected voluntarily. To analyze the qualitative data, content analysis method and the content of the content ratio, weighted average and Friedman test were used to analyze the survey data. Content analysis results showed 4 dimensions and 15 criteria. The qualitative and qualitative outcomes of MOOC's ethics show that the impact of each dimension of the learner, the content, Teaching organization, and Educational environment of the MOOC are similar to face-to-face training, and does not require new moral features. In the quantitative outcomes, the course & massive features of MOOC should be of special interest in the dimensions of the teaching organization, the content and the Educational environment, because this type of training is carried out both by a wide range of the learners and at regular times, then the learner and the teaching organization are also important. These results suggest that special attention should be paid to the dimensions of the learner and the teaching organization of the learning in order to hold the massive features of the MOOC (widespread, pervasive and regular and time-consuming), and the national and international ethical standards should be considered and at the level of the supra Enormous to be addressed, Because the ethics of classroom attendance are carried out at the micro and native level, but in these classes, national and international ethics are applied and applied extensively.
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Volume 10, Issue 44 (4-2022)
Abstract
The aim of this study was to design and validate a questionnaire to assess learners' readiness who participate in Mooc courses. The method of this research is in terms of how to collect descriptive information of correlation type (factor analysis) and in terms of applied purposes. The statistical population of this research includes two categories: 1) Specialists and practitioners of E-learning and Mooc in the country.2) 200 people who have awared about Mooc-based course. Data was collected through the means of a Researcher-made questionnaire with reliability (α = 0.95) .In order to verify the validity of this tool two variables content validity coefficients (CVR) and validity index Content (CVI) was used and validated. Quantitative analysis methods such as exploratory and confirmatory factor analysis with the help of SPSS and LISREL software were used to analyze the data. The results of ten factors including: access to technology, technical skills, motivation and attitude to learning, ability to learn through media, self-awareness, self-efficacy, self-direction, social skills, communication and teamwork, critical thinking, self-criticism and constructive criticism, and analysis skills were analyzed in the questionnaire. The results showed that T-values were significant for each indicator with relevant factors with more than 99% confidence. This finding emphasizes that the markers support their agents well. Due to these cases, the necessary evidence was provided to confirm the validity of the items and factors. The fit indices all have a favorable and relatively favorable condition, which indicates the proper fit of the data with the model.
