Designing And Validating A Model For Entrepreneurship Education Students By Distance Education

Considering the role of entrepreneurship education in the development of the country,
Also, the role of distance education in expediting this The purpose of this study is to design and validate a far-reaching entrepreneurship education model.

The method of this study is mixed (qualitative and quantitative). In qualitative method, documentary research method and qualitative content analysis with deductive approach and descriptive-deductive method have been used.. And the required data are collected through qualitative analysis of semi-structured individual interviews and texts. Therefore, a purposeful sampling method was used for interviewing. The statistical population of this research in the qualitative section are faculty members of Educational Sciences of Isfahan University and in quantitative section are faculty members of educational sciences of Isfahan Islamic Azad University and Payame Noor University of Isfahan.

To select the research sample in the qualitative section, a purposeful sampling method was used until saturate it and in the quantitative section Sampling Classification method was used. The research tool in the qualitative section, the deep interview with the experts and in the quantitative section, the questionnaire was based on the content of the interviews with the experts. To confirm the formal and content validity of the subject analysis, the Holst method was used to ensure reliability. The developed qualitative model was given to the 23 experts by a questionnaire. After two rounds, the issue of the final model was formed With an agreement of more than 80% of the experts. In the quantitative section, using a confirmatory factor analysis, the conceptual model developed based on the categorization of the obtained topics was examined and the fit of the experimental model was determined.

Overall, the results of the research showed that the dimensions of the distance education entrepreneurship model were: learning skills in the eight dimensions (business, personal, social, project implementation, how to use ICT, communication, critical thinking, opportunity creation) . Also, the structural equation model test showed that the tested model had an acceptable fit.