Document Type : Research Paper
Author
Assistant Professor in Educational Technology, The Institute for Research and Development in the Humanities (SAMT), Tehran, Iran.
Abstract
The present study was conducted with the aim of designing and validating a model for university e-textbook based on the constructivist approach to teaching and learning. To achieve this goal, an inductive qualitative content analysis method was employed. The statistical population included all research findings related to the topic, published in national and international scientific databases. Using purposive sampling, 37 paper were selected and analyzed. The analysis and extraction of findings were carried out in three stages—sample codes, subcategories, and main categories—according to the Corbin and Strauss method. As a result of this analysis, eight main components were identified: creating a context for constructing real knowledge, learner-centered content, content demonstration, knowledge activation, social interaction context, content support, application context, and multiple evaluation and feedback. Based on expert opinions and relevant theoretical foundations, the arrangement of components was determined, and the university e-textbook model based on constructivism approach was designed. Using a researcher-made e-questionnaire with 10 items, 20 specialists and experts in instructional design and technology validated the model. The criterion for selecting experts was the authorship of at least one scientific article on the constructivism approach m. The data obtained from expert opinions were analyzed using descriptive and inferential statistics (one-sample t-test) through SPSS software, and the model’s validity was confirmed. Finally, based on the model’s components, practical guidelines for designing university e-textbook were developed. It is expected that the use of this model in designing university e-textbook content will help facilitate effective learning from textbooks.
Keywords
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