A Study of Pedagogical Aspects of Virtual University in Order to Present Appropriate Model

Considering the vital role of pedagogical infrastructure on the realization of goals and policies of the virtual universities, and the lack of theoretical basis the present research attempted to suggest an appropriate model considering the pedagogical 96 dimensions of virtual universities using a descriptive-survey research methodology. In order to do so, dimensions and components of virtual pedagogy were chosen by studying the theories and the related research literature in Iran and the other countries. These components were later reduced to 88 after piloting. Then, a model that includes five main sections was proposed initially. In order to determine the appropriateness of the model, a questionnaire having five main sections using likert scale was constructed. In order to determine the suitability of the model, the questionnaire was administered on a sample of 111 participants that included faculty staff and professionals that were highly familiar with information and communication technology, and virtual education. To analyze the data, descriptive statistical measures (e.g., mean, standard deviation, and variance) and inferential statistical measures (one sample t-test), and factor analysis were used. The main findings of this research were as followings:1) Construction of the proposed model for the pedagogical infrastructure of virtual universities based on five main.2) Determining the appropriateness level of the model using factor analysis and t-test. The philosophy and goal section with a significant value 4.517 and a mean of 4.18, the theoretical basis section with significant value of 3.578 and a mean of 4.021, the operational stage section with significant value of 4.028 and a mean of 4.40, and the assessment system of the model with the significant value of 2.084 and a mean of 4.36, in comparison with the baseline mean of 2.084, were all stood above the average and were confirmed. However, for the third section, i.ethe conceptual framework, since the number of the components and the sub-components were high (i.e.24,), a second order factor analysis was done, which resulted in factors. Also,9 sub-components were discarded from the 79 sub-components, since they had more than one identical factor loading. The remaining sub-components were distributed (i.e., pedagogical dimension) on the 5 factors. The model was confirmed with the proposed structure with the exception of the conceptual framework section. In the conceptual framework section, the composition of the sub-components and the components were changed, and at last, the final model was constructed. In conclusion, the proposed model having a mean of in comparison with a baseline mean of 3, and the t value of (P<15.333) stood significantly higher than the baseline mean of 3, was confirmed.