Educational Technologies in Learning

The curriculum revise with competency-based approach through a case study in the field of Educational Technology at the Master's level

Document Type : Research Paper

Author

mohammadreza nili

Professor of Educational Technology Department, Allameh Tabataba'i University, Tehran, Iran.

https://doi.org/10.22054/jti.2024.79909.1467
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 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

Keywords

Curriculum, Syllabus, Competency, Educational Technology, Master'
s Degree
احدزاده، س. و ملک پور. (1391). کنفرانس آموزش و بهسازی منابع انسانی با استفاده از مدل شایستگی: سومین همایش ملی مدیریت صنایع و سیستم.
دیویس، ب. (1396). ابزارهای تدریس. مترجم: ا. نصر اصفهانی، س. زارع، ل. عابدی، م. نیلی، ن. یمانی، ع. نصر اصفهانی. تهران: سمت و موسسه پژوهش و برنامه ریزی آموزش عالی.
رایسر، ر. و دمپسی، ج. (1395). طراحی و تکنولوژی آموزشی روندها ومسایل. مترجم: م. کرمی، ج. غلامی، مترجمین. تهران: آئیژ.
ریچی، ر.، کلاین، ج.، ترسی، م. (1391). دانش پایه طراحی آموزشی. مترجم: ح. زنگنه، و ا. ولایتی. تهران: آوای نور.
فردانش، ه. (1392). طراحی آموزشی: مبانی، رویکردها و کاربردها. تهران: سمت.
نصر، ا.، اعتمادی زاده، ه.، نیلی، م. (1390). رویکردهای نظری و عملی تدوین برنامه های درسی در آموزش عالی. تهران: سمت و دانشگاه اصفهان.
Albino, G. (2018). Technical and behavioral competencies on performance evaluation: Petrek leaders’ perspectives. Sage Open 8(2): 2158244018780972.      
Bedenlier, S., et al. (2020). Facilitating student engagement through educational technology in higher education: A systematic review in the field of arts and humanities. Australasian Journal of Educational Technology 36(4): 126-150.
Bower, M., J. Torrington (2020). Typology of free web-based learning technologies. EDUCAUSE digital library. e available from https://library.educause.edu/resources/2020/4/typology-of-free-web-based-learning-technologies.
Choi, K. S. (2010). Development of the college curriculum using the competency-based model. The Journal of the Korea Contents Association 10(10): 464-478.         
Helmold, M. and M. Helmold (2021). New work as an opportunity for performance excellence. New Work, Transformational and Virtual Leadership: Lessons from COVID-19 and Other Crises.
Jumanova, K. G. K. and M. A. Yusupova (2021). A vital impact of syllabus in teaching process. Science and Education 2(5) 518-520.         
Kouwenhoven, W. (2009). Competence-based curriculum development in higher education: A globalised concept. Technology education and development 8(2) 1-22.   
Morel, G. M. and J. M. Spector (2022). Foundations of educational technology: Integrative approaches and interdisciplinary perspectives, Routledge.     
Niegemann, H. and A. Weinberger (2020). Handbuch Bildungstechnologie, Springer.     
Opfermann, M., et al. (2020). Lernen mit Medien: ein Überblick. Handbuch Bildungstechnologie: Konzeption und Einsatz digitaler Lernumgebungen 17-30.
Pérez, C. G. and S. Clem (2017). Teaching practices at a Chilean university 3 years after conversion to competency‐based education. The Journal of Competency‐Based Education 2(4)
Rambe Dr, p. (2016). The role of educational technology in design and delivery of curricula programmes: A case of STEPS at a University of Technology. The African journal of information systems 8(2) 5.
Rocha, S. D. (2020). The syllabus as curriculum: A reconceptualist approach, Routledge.
Ross, A. (2003). Curriculum: Construction and critique, Routledge.       
Rumore, M. M. (2016). The course syllabus: legal contract or operator’s manual? American Journal of Pharmaceutical Education 80(10) 177.
Scheffel, M. and J. Wirth (2022). Educational technologies. Unterrichtswissenschaft 50 (4)         
Seibert, M. (1979). Establishing criteria for competency-based education. The American Journal of Medical Technology 45(5) 368-371.        
Wagner, J. L., et al. (2023). Best practices in syllabus design. American Journal of Pharmaceutical Education 87(3) 89-95. 
Woods, A., et al. (2010). Curriculum and syllabus design. International Encyclopedia of Education [3rd edition], Volume 1 362-367.
Educational Technologies in Learning
Volume 9, Issue 32
Spring 2026
Pages 167-193

Home

Editorial Board

Indexing and Abstracting

Submit Manuscript

Contact Us