Volume 18, Issue 39 (9-2025)
3 2025, 18(39): 1-29 |
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Mousavi S R. Identifying and Analyzing The Epistemological Foundations of Open and Massive Online Courses (MOOCS) in Public Education Based on The Fundamental Transformation Document in Iran with A Look at the experiences of Canada and The United States. 3 2025; 18 (39) :1-29
URL: http://jnraims.ir/article-1-422-en.html
URL: http://jnraims.ir/article-1-422-en.html
Department of Educational Sciences, Payam Noor University, Tehran, Iran
Abstract: (6 Views)
The aim of this research is to identify and analyze the epistemological foundations of mass and open online courses (MOOCs) in general education based on the Fundamental Transformation Document in Iran with a look at the experiences of Canada and the United States. Research Method: The research method is based on the Brady method in four stages of description, interpretation, juxtaposition and comparison. Findings: The findings revealed that there are similarities and differences in the components of the digital divide, epistemological foundations, learner autonomy, accessibility and evaluation between Iran and the two countries of the United States and Canada. One of the most important similarities in this regard is the existence of a digital divide in the three mentioned countries based on the economic and social situation and the most important difference between Iran and the other two countries is the existence of a relational and constructivist basis in epistemology in Canada and the United States and in Iran the classical system of objectivism due to the lack of necessary technical and technical structures and absolutism instead of relativism based on the Transformation Document which considers achieving a good life as the goal of acquiring knowledge. Iran can follow that model by maintaining its structure and, through blended learning with face-to-face and virtual learning with communication-oriented mocks, transform students from mere consumers of knowledge to consumers, producers, and sharers of knowledge
Keywords: Massive Open Online Courses, MOOCS, Distance Learning, Epistemological Analysis, Education Transformation Document, Canada, USA
Type of Study: Research |
Subject:
General
Received: 2025/08/4 | Accepted: 2025/09/1 | Published: 2025/09/1
Received: 2025/08/4 | Accepted: 2025/09/1 | Published: 2025/09/1
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