A conceptual remote educational framework based on Massive Open Online Courses in vocational and Kar-o-Danesh schools

A conceptual remote educational framework was introduced based on Massive Open Online Courses (MOOC) in vocational and Kar-o-Danesh schools in Fars Province-Iran. The study was a developmental work with a qualitative design, which was carried out using content analysis and semi-structured interview. The participants were selected through a purposeful sampling method based on theoretical saturation criterion. The designed framework contained four main aspects, namely directors’ support (awareness, commitment, and responsiveness), upstream policies support (vision, amendment of plans, and policy making), preparing the ground (expert forces, beliefs, hardware, software, appeal for users, support, education, and motivation), and planning (setting goal, content development, and evaluation), and execution (feasibility study, design, application, and evaluation). The presented conceptual framework in mentioned schools of Fars province helps educational policy makers in launching the MOOC system and its application gives students the opportunity of learn online using new interactive tools, actively participate in the education process.