The Explanation of the Curriculum Characteristics of the E-Learning System Based on the Proposed Principles of Constructivist Approach

Context: The present study was conducted to explain the curriculum characteristics (including, goal, content, teaching-learning strategies, and evaluation) of the e-learning system based on principles of the constructivist approach.
The current study used the document-analysis method. The analytical codes were extracted from the main components of the curriculum in the constructivist approach presented by international and Iranian eLearning theories. In this research, qualitative content analysis using a deductive method was also applied. Discussion and conclusion about the research questions was done, after analyzing the research codes and establishing a relationship between the codes. Furthermore, 30 faculty members of the field of distance learning evaluated the validity of research findings and confirmed the validity. The study population consisted of all articles and theses related to the research subject in scientific databases. The method of sampling in the selection of articles and theses was the “purposive-theoretical” method and the snow ball sampling method, as a systematic sampling method, was used to select the specialists
According to the epistemological principles of constructivist approach, the nature of subjective knowledge, cognitive practices, such as discussions, conversations, and personal mental representations, are symbols, and there are no independent-of-mind facts.
Educational goals are employed to strengthen communication skills, negotiation, decision-making, problem-solving, and critical-thinking. The instructors’ duties are not to present facts but to create grounds for thought. The goals are determined through the negotiation process between the instructor and learners. The content features the reliance on selection and adaptation of diverse contents with learners with the problem-based approach. In the eLearning system, however, the evaluation is evolutionary and qualitative.