Intelligent Challenges Based on Five Curriculum Elements (Purpose, Content, Time, Space, and Evaluation)

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Masoumi Ali Madad; Naderi Ezatola; Seifnoraghi Maryam

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Journal Paper

Paper Information

Journal: Journal of JundiShapur Educational Development Year:2018 | Volume:9 | Issue:2 Page(s): 101-109

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Information Journal Paper

Title

Intelligent Challenges Based on Five Curriculum Elements (Purpose, Content, Time, Space, and Evaluation)

Author(s)

Masoumi Ali Madad | Naderi Ezatola | Seifnoraghi Maryam | Issue Writer Certificate

Keywords

SmartizationQ1

CurriculumQ1

EvaluationQ2

Farhangian UniversityQ1

Abstract

The purpose of this study was to evaluate intellectualization challenges based on Curriculum elements from the viewpoints of lecturers, executives and technology experts. The research method was descriptive-survey, and the population of the study included lecturers, executives (chiefs and deputies) and technology experts in 2015. Among all community, 9 regional campuses including the three provinces Qazvin, Zanjan and Gilan were randomly selected. All executives and technology experts were studied in the Campus (42) through the census method. Also, 93 lecturers with stratified random sampling from Zanjan, Qazvin and Rasht were selected. Research tool was a questionnaire made based on Klein’ view. Content validity was obtained (0/99) through the content validity ratio (CVR), moreover, the reliability of the questionnaire with Cronbach's alpha was calculated 0/91. The outcome of one sample t test showed that lecturers, executives and technology experts declined intellectualization challenges at Farhangian University in content, time, space and Evaluation elements was high and in the element goal was low. The results of independent sample t-test showed that between two groups of lecturers, executives and technology experts, there was no significant difference in the amount of intellectualization challenges. Friedman test results revealed significant differences from the view of lecturers, executives and experts in rating of challenges. Accordingly, the Evaluation element achieved the highest rank and then space and content elements, respectively; the lowest rank was belonged to the elements of time and goal.

Cites

The Criteria for Evaluation of the Integration of Information and Communication Technology in the Curriculum

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APA: Copy

Masoumi, Ali Madad, Naderi, Ezatola, & Seifnoraghi, Maryam. (2018). Intelligent Challenges Based on Five Curriculum Elements (Purpose, Content, Time, Space, and Evaluation). EDUCATIONAL DEVELOPMENT OF JUNDISHAPUR, 9(2 ), 101-109. SID. https://sid.ir/paper/228734/en

Vancouver: Copy

Masoumi Ali Madad, Naderi Ezatola, Seifnoraghi Maryam. Intelligent Challenges Based on Five Curriculum Elements (Purpose, Content, Time, Space, and Evaluation). EDUCATIONAL DEVELOPMENT OF JUNDISHAPUR[Internet]. 2018;9(2 ):101-109. Available from: https://sid.ir/paper/228734/en

IEEE: Copy

Ali Madad Masoumi, Ezatola Naderi, and Maryam Seifnoraghi, “Intelligent Challenges Based on Five Curriculum Elements (Purpose, Content, Time, Space, and Evaluation),” EDUCATIONAL DEVELOPMENT OF JUNDISHAPUR, vol. 9, no. 2 , pp. 101–109, 2018, [Online]. Available: https://sid.ir/paper/228734/en

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