بهمن زندی

The issue of culture is very important in the field of e-education. Accordingly, the purpose of present study was to investigate the learners’ cultural characteristics of e-education at PNU. The research method was descriptive and the instrument was a researcher-made questionnaire which was designed based on the four dimensions of Hofstede's cultural theory. These four dimensions investigated were power distance, uncertainty avoidance versus uncertainty acceptance, masculinity versus femininity, and collectivism versus individualism. Its content validity was determined by experts and its reliability was estimated using Cronbach alpha (83%). Participants were the students of PNU in Khuzestan province, who were studying in e-education courses in the academic year 2021-2022, and 897 participants responded to the online questionnaire using the available sampling method. Mean, standard deviation and one sample t-test were used for data analysis. The results compared with the test value of number three revealed: the mean of cultural characteristics of learners in PNU students in power distance are higher than that of the society mean, and the mean of the uncertainty avoidance factors is higher than the society mean and the mean of the factors of Uncertainty acceptance is lower than the society mean, in the dimension of masculinity verses femininity in both factors, the mean is higher than the society mean, in the dimension of collectivism verses individualism, mean of the factors related to collectivism is lower than the society mean and the mean of the factors related to Individualism was higher than the society mean. The research results provide guidelines for the design and implementation of e-learning courses.

The present study aims to investigate the technical and non-technical patterns of the curriculum in open and distance learning generations in order to identify the position of these foundations in the field of opinion and action. Decision-making in curriculum planning has a wide range and various groups are seeking to influence and participate in decisions related to curriculum planning. The research approach was descriptive-analytical and the strategy was qualitative and documentary. Curriculum planning is the process of predicting and preparing a set of learning opportunities for a specific population in order to achieve educational goals and objectives. This type of approach is applicable in technical curriculum planning. Another approach in curriculum planning is spontaneous decision-making and unplanned approach, which relates the planning process to the interactions between teachers and students. According to these two perspectives, a technical and non-technical approach to curriculum planning has emerged. Therefore, the teacher should select a small and limited framework of the curriculum process as a model and analyze and identify it in order to organize their educational activities in an appropriate situation and within the scope of that framework. In the present article, an overview of technical and non-technical curriculum patterns regarding educational requirements in the context of open and distance learning generations has been explored. The results in the curriculum patterns section support these patterns in the technical patterns section, including the Tyler model, and in the non-technical patterns section, including the Pinar model.