:: Volume 11, Issue 5 (November-December 2019) ::
Educ Strategy Med Sci 2019, 11(5): 122-130 Back to browse issues page
Design and validation of faculty member's cognitive empowerment model in blended learning environments
Azam Bakhtyari 1, Mehran Farajollahi2, Mohamadreza Sarmadi2, Forozan Zarabian2
1- Department of Educational Science, Payame Noor University, Tehran, Iran , pnu.bakhtyari@gmail.com
2- Department of Educational Science, Payame Noor University, Tehran, Iran
Abstract:   (1379 Views)
The present study was a kind of exploratory mix designs (qualitative and quantitative) that aimed to design and validate the cognitive empowerment model of faculty members in blended learning environments. Statistical population of this qualitative research comprised all faculty members of Payame Noor Universities of Isfahan in 2017-2018 and 15 people were selected using snowball sampling method. The components of cognitive empowerment were identified by documentary and central coding method and they were prioritized using the Friedman test. Then, after designing the model, this model was validated formally and content by experts in two phases. Reliability of the questionnaire was also evaluated using SPSS.20 software.Cognitive empowerment, 5 indicators including career development, research knowledge, management, learning and teaching methods, job enrichment and 26 components were identified. The components of participation in activities, activities in a workshop with small groups, self-efficacy and independence had the highest priority and the components of curriculum planning, research skills and decision making had the least priority. The model was composed of management components, research knowledge, learning and teaching methods, professional development and job enrichment. The validity of the model was confirmed on the basis of the Kendall’s Coefficient of Concordance and agreement rate of the experts and its retest reliability was reported at 0.754. Considering that the final design model of the Delphi phases has been approved and agreed upon by experts, it can serve as a benchmark for further research in the field of cognitive empowerment of faculty members in blended learning environments.
Keywords: Keywords: Design, Validation, Cognitive empowerment, Blended learning, Faculty members.
Full-Text [PDF 1080 kb]   (478 Downloads)    
Article Type: Qualitative Research | Subject: New Approaches to Curriculum Design
Received: 2018/12/10 | Accepted: 2018/12/24 | Published: 2019/01/19

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Volume 11, Issue 5 (November-December 2019) Back to browse issues page