Representing the types of educational interaction university curriculum and determining its dominant type based on mixed approach

The aim of the present study was to represent the types of educational interaction in the curriculum and to determine the dominant type based on mixed approach. The method of this research is mixed (qualitative and quantitative), which has been used in the qualitative part by the phenomenological method and in the quantitative part by the descriptive-survey method. Participants in the qualitative section were fifteen graduate students from the University of Tehran who were interviewed in a targeted sample until the theoretical saturation stage was reached. In the quantitative section, the statistical population included all students of the university in the postgraduate course in 1397. The content and formal validity of the questionnaire was calculated using the collective opinion of experts and the validity of the questionnaire was calculated using Cronbach's alpha coefficient of 0.82. In order to analyze the data in the qualitative section, the descriptive cluster phenomenological research method was used to collect the data. In a small part, the Kolmogorov-Smirnov test and the T-single sample were used. The results of the qualitative section showed the extraction of six types of interaction in the curriculum, including: interaction of teacher-professor, professor-student, professor-content, student-student, student-content and content-content. The findings also showed in a small section that from the students' point of view, the situation of the teacher-professor interaction type, the teacher-student interaction, and the student-student interaction type is low. But the type of teacher-content interaction, student-content and content-content interaction is in a higher than average state.