درخت حوزه‌های تخصصی

Purpose: Epistemology as one of the philosophical foundations in the field of education can play an important role in blended learning, ie using more than one method, strategy and technique for learning. Therefore, the present study was conducted with the aim of designing and validation the epistemological model in blended learning Methodology: The present study was applied from type of qualitative-quantitative. The population of the qualitative section was the documents related to epistemology and blended learning in the years 1990 to 2020 which 80 books, 60 dissertations and 60 articles were selected by purposive sampling method and in addition, included experts in the field of philosophy of education and distance learning which based on the principle of theoretical saturation number of 10 people of them were selected by purposive sampling method. The population of the quantitative section were faculty members and doctoral students of the department of philosophy of education and distance learning of Payame Noor University in 2020-2021 years which based on Krejcie and Morgan's table number of 200 people of them were selected by stratified random sampling method with using the teacher and student ratio. The tool of the qualitative section was the recording of books, dissertations and articles and interviews with experts, and the tool of the quantitative section was a researcher-made questionnaire whose psychometric indicators were confirmed. Data were analyzed by coding method in MAXQDA software and exploratory factor analysis and one-sample t-test in SPSS software. Findings: Findings showed that the epistemological model in blended learning had 60 subcategories in 9 categories including purpose, evaluation, educational correction, content, teaching method, teacher, learner, media and cognitive presence that its model was drawn. Also, validation of model indicated that the factor load of all 6 questions related to validation of model was higher than 0.30, their validity was higher than 0.50 and their reliability was higher than 0.70. In addition, the mean of all 6 questions was higher than the hypothetical mean of the population (P<0.001). Conclusion: The findings showed that the designed model for epistemology in blended learning had good validity. Therefore, curriculum specialists and planners can use this model along with other models to improve blended learning

Purpose: Theorizing chairs play an important role in improving theories and the position of the university in compared to other universities. Therefore, the present study was conducted with the aim of providing a model of promoting theorizing chairs in universities and higher education centers. Methodology: This research in terms of purpose was applied and in terms of implementation method was mixed (qualitative and quantitative). The research population in the qualitative part was the university experts of the theorizing chairs in Tehran province and in the quantitative part were the faculty members of Tehran province. The research sample in the qualitative part were 17 people who according to the theoretical saturation principle were selected by purposive sampling method and in the quantitative part were 343 people who according to Cochran's formula were selected by multi-stage cluster sampling method. The research instrument in the qualitative part was a semi-structured interview and in the quantitative part was a researcher-made questionnaire (32 items), whose psychometric indices were confirmed. Data were analyzed with using methods of coding in MAXQDA software and exploratory factor analysis and structural equation modeling in SPSS and AMOS software. Findings: The results showed that for the promoting theorizing chairs 32 indicators, 9 components and 3 categories were identified. The leadership factors category were included six components of open-mindedness, rationality, driving force, religious debates, specialized debates and moderation, administrative category were included one component of administrative and university category were included two components of innovation and productivity. Also, the factor load of all components on the relevant categories and categories on the model of promoting theorizing chairs was significant. In addition, the fit indices of the mentioned model indicate the appropriate fit of the model and the component on the relevant categories and the categories on the model of the present study had a significant effect (P <0.05). Conclusion: Considering the approval of the model of promoting theorizing chairs in both qualitative and quantitative parts, planning seems necessary for the implementation of theorizing chairs in universities and higher education centers.