Perception of curriculum elements and its role in self-directed learning, based on the virtual education of Farhangian University during the covid-19 epidemic

The aim of the research was to investigate the role of perception of curriculum elements in self-directed learning, based on the virtual trainings of Farhangian University among students of Sistan and Baluchistan province, considering curriculum elements as goal, content, method and evaluation. This research was an applied study in terms of its purpose and a descriptive and correlational one.

The statistical population of the research included all the skilled students of Farhangian University of Sistan and Baluchistan province, numbering one thousand people during the academic year 2020-2021. The number of samples was determined based on Cochran's sampling formula, 278 skilled learners, and then questionnaires were distributed among them electronically. The data collection tools were the perception questionnaires of Tatar curriculum elements (2013) and self-directed learning by Fisher et al. (2001). Descriptive statistics indicators such as mean, standard deviation and Pearson correlation and multiple regression tests were used for inferential statistics.

The findings showed a positive and significant correlation between the perception of curriculum elements and the subscales of perception of the teaching method, and perception of evaluation with the variable of self-directed learning and the sub-component of self-management; Among the elements of the curriculum, only the element of perception of the teaching method had the ability to predict self-directed learning and its different dimensions; Also, the results indicated that self-directed learning and self-control component were more favorable among female skill learners than males.

Readiness for self-directed learning was an important characteristic of individual learning in learners, which in order to plan and teach more efficiently in electronic learning environments, due to its sensitivities, should be given more attention by policy makers of educational systems and teachers.