Designing and Validation of Favorable Problem-Based Curriculum Pattern in E-Learning Universities; A Combinational Study

Aims the goal of this study is to design and validate the favorable problem-based curriculum pattern in e-learning centers of Tehran’s state universities. MetodsTo do this, alignment plan has been used that is the most common approach in synthetic methods. 8 information providers have been chosen and interviewed from among this population by non-probable, targeted and snowball-type method. Interview with faculty members have been advanced up to the degree saturation of the research. To validate the research, 18 subjects have been chosen by dependent of degree of satisfaction which shows the rate of belief in the well-being of the subject, and they answered to the questionnaire achieved by Delphy method. To analyze the qualitative data, Van Mennen’s phenomenology approach and content analysis have been used to realize the meanings and latent contents in library texts. And to analyze the quantitative part, fuzzy factor analysis according to Fuzzy Sets Theory has been used. Results The focus of the experiential curriculum model as the basic model and the model of this study has dimensions 12 dimensions (objectives, environments, tools and infrastructure, instructor, learner, learning methods, space (environment), Time Basis. structure, valuation and strategy) are all elements of the PBL-based curriculum in high and very high levels in the PBL curriculum E-learning Centers are necessary Conclusion The result of the research shows that a favorable problem-based curriculum pattern in e-learning centers is made up of 12 dimensions (goals, environment, tools and infrastructure, instructor, learner, learning methods, area(environment), time, basics, structure, evaluation and strategy), that have a good structure validity.