Abstract
The aim of this research is to study the fundamentals of competency-based course outline, which has been implemented in the case of revision syllabus of Master's degree program in Educational Technology. The dominant approach in the research is qualitative. In the first stage, the relevant sources ...
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The aim of this research is to study the fundamentals of competency-based course outline, which has been implemented in the case of revision syllabus of Master's degree program in Educational Technology. The dominant approach in the research is qualitative. In the first stage, the relevant sources about competency-based curriculum were analyzed with the descriptive analytical method. In the second stage, a qualitative interview was conducted with several faculty members of the Educational Technology department who had completed the Master's degree program in Educational Technology. The interview themes included four important criteria in development and revising curriculum from the Supreme Council for Cultural Revolution: efficiency, updating, localization, and Islamization, and the required competencies (knowledge, skills, and personal attitudes) for graduates of the Educational Technology program. The interview texts were transcribed, and then open, subcomponent and component codes were identified with the MAXQDA software. The analysis method for analyzing of interview was inductive content analysis, and the unit of analysis was the thematic content. Based on the interview results and comparative studies on the Master's-syllabus of Educational Technology in international universities was identified the title of lessons in Master's-course. The results of the research determines that the elimination of the Educational Technology specialization from the Bachelor's program and the lack of related specializations in Master's-course reduces the efficiency of the graduates
