نشریه مطالعات برنامه درسی آموزش عالی
پیاپی 2 (پاییز و زمستان 1389)

The purpose of this study was to examine hidden learning experiences of students through the usage of the internet. A purposeful sample of 14 students participated in this phenomenological study. Data were collected through semi-structured interviews and analyzed using the seven-stage Kelizi model. A total of 236 coded common experiences were identified. They were classified into three major categories including 1) learning new norms، 2) learning new values، 3) learning new verbal symbols and six minor ones including 1) new thoughts and beliefs، 2) breaking the rules، 3) learning new life style، 4) acquire new identity، 5) replacing Persian words with English ones، 5) applying the internet terms in everyday conversation. Results indicated that students learned a lot through the internet affecting considerably their norms، beliefs، moral principles، and verbal symbols.

One of popular approaches today is development interdisciplinary courses in higher education. Recently، a number of interdisciplinary courses have been developed and offered. The shift from the intended to other levels of curriculum، whether implemented or experienced، poses a new challenge with respect to interdisciplinary courses. This case study guided by the Keline model tried to conceptualize on change of curriculum in higher education. Findings indicated that interdisciplinary courses tend to change at all levels in order to expose prospective graduates to various experiences.

The purpose of this study was to compare the efficient use of ICT in teaching-learning processes between academics of The University of Kashan and Kashan University of Medical Sciences. This study was guided by the Brady abstract method including description، interpretation، evaluation، and comparison. A sample of 193 selected at random from both universities took part in the study. Results revealed a significant difference between academics of the two universities in terms of use ICT and of access to its facilities and equipments. No difference was found between academics with regard to age، job experience، and qualifications.

The purpose of this study was to explore the role of factors decreasing the gap between the intended، implemented and experienced curriculum in higher education. A stratified random sample of 33 academics as well as a cluster random sample of 98 students from Islamic Azad University، Torbat Haydariah، participated in this survey study. An identical research instrument was administered to both samples. Results indicated that five factors of curriculum development structure، teaching methods along with learning styles، strategies، and motivation of students were effective in decreasing the gap between the three levels of curriculum. Academics and students had significantly different views on teaching methods of lecturers، and learning styles and motivation of students. Motivation followed by curriculum development structure، and teaching methods was found to be most effective in decreasing the gap between the intended، implemented and experienced curriculum in higher education.

This study is conducted to revise in curricula in the field of Architecture to increased matching with labor market needs and science improvement to this field. The present study is qualitative method and for collecting data، the researcher used semi-structure and deep-structure qualitative interview with graduate students and the results have been categorized using phenomenological analysis. The present study needed saturated sampling، that is، the researcher stopped sampling whenever he reached richness of data. The results indicate that: 1) 10 new course from graduates has been suggested. 2) interviewees suggested some changes in the training courses. 3) interviewees wishful for remove one of those rural 1 and rural 2 courses and reduce the number of courses of 12 lessons program. 4) interviewees offered increasing of the number of units in 18 courses. 5) Transfer 9 Courses of optional courses to main courses is another suggestion that graduates in this field have. 6) interviewees recommended for 7 lessons. 7) architectural designs should shown the theoretical courses and cover what other subjects are taught to students. 8) interviewees had suggested to increase the numbers of terms to 10 to 12 semester، or classifying the field of architecture. 9) continues revised should be in the course of the field program. 10) organize the admission of architectural engineering students، both quantity and the choice method.

The information technology revolution which emerged to study and solve the financial and cultural intricacies of societies، now، prevails over all human activities. The profound influences of this revolution on communities، cultures، and various institutions including education are evident. It has brought about the rapid expansion of communication technology، the growing need for new sources of information in industrialized societies، and population shift، expedited globalization of professional activities، directed education toward commercialization، and exerted considerable influences on education. The existence of such profound influences and the introduction of new technologies in education set the scene for the involvement of phenomena like satellites، computers، internet، etc. in education and the adoption of new approaches to education including virtual education. This new approach، being implemented since about a decade ago، has affected various aspects of education including education for women in Iran. This paper examines the impact of gender as a socio-cultural factor on the expansion of virtual education in Iran.

In recent years higher education institutions experienced crucial changes with respect to their role and position in the shift from an industrial society to knowledge based one. The importance of knowledge management in universities is apparent as they play a strategic role in development of the society and provide new sources of ideas and intellectual properties affecting economic efficiency worldwide. As far as higher education is concerned، knowledge management is assumed an important factor regarding competitive competencies، performance improvement، and optimum use of intellectual properties. The present study discussed the importance، foundations، and principles of knowledge management with emphasis on curriculum. Findings showed that in the era of information، the use of knowledge management may facilitate decision making processes، academic services، and cost-effectiveness at universities while helping them to play their role more effectively.