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ORIGINAL ARTICLE
Year : 2018  |  Volume : 4  |  Issue : 1  |  Page : 12-19

A study of pedagogical aspects of a virtual university


Department of Education, Yadegar-e- Emam RAH, Shahr – e – Ray Branch, Islamic Azad University, Tehran, Iran

Correspondence Address:
Dr. Davood Abdollahi
No 4. 1st Floor, Moezi Alley, Bazargan st. Motalebnejad st. Mohsain Azadi st. Sabalan Shomali st. Tehran
Iran
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/2395-2296.229140

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AIMS: This study focuses on pedagogical aspects in virtual university. It is developed with regard to opinions of experts in education and E-learning in order to suggest a virtual university model based on pedagogical aspects. To study main pedagogical dimensions and categories in virtual universities. METHODS: The descriptive-survey method is used in this research. It is developed with regard to opinions of experts in virtual education around the world. Delphi method is used in this study. A number of 1345 E-mail addresses of the experts found out from websites and journals and finally after several sending, 200 responders reply their answers. A research-made questionnaire is used in this research. The questionnaire is standardized by using experts review method and pilot study (α = 0.931). In present study Likert-type scale (5-point scale) was selected for each statement in the questionnaire. These items are used from 5 = strongly agree to 1 = strongly disagree as a questionnaire. STATISTICAL ANALYSIS USED: Statistical techniques used for data analysis included t-test, ANOVA, and factor analysis. RESULTS: The present study found the opinions of experts in education and E-learning about the application of pedagogical aspects in educational programs and curriculums on virtual universities. These opinions are clustered in small groups through factor analysis. Hence, 103 subcomponents about the pedagogical aspects were found out. With regard to factor analysis, these 103 subcomponents were grouped in 10 components. Out of 163 initial components, 103 components with regard to experts' opinion are obtained which are analyzed by factor analysis. Out of 103 components, only the first 10 rows are extracted for analysis and could explain the variances. The first 10 rows show cumulative value of 53.946%. CONCLUSIONS: The 10 obtained components include philosophy and goals, theoretical framework, pedagogical principles, pedagogical functions, teacher's roles, technology and digital content, paradigms shift, learners' types, learners' roles, and evaluation. Consequently, it can be said that these pedagogical aspects can be used as an educational infrastructure of virtual university.


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