Aims: Establishment and development of E-learning requires the use of new technological processes and media along with modern teaching methods. The aim of this study was to design and validate the favorable problem-based curriculum pattern in e-learning universities.

Methods: This quantitative exploring combining study was performed among all the 117 faculty members of the educational centers with electronic courses in Tehran. Qualitative method of phenomenology and theoretical analysis were used to design a pattern in order to reach the aimed facts and data. From the population, 8 informationists were selected, using purposive non- probability sampling method, and they underwent a semi- structured interviews. Interview with faculty members was carried out to the point of saturation. For validation of the model, 18 participants were selected, using satisfaction function, and they answered the questionnaire, using Delphi method. Van Mannen phenomenological approach and content analysis were used for qualitative data analysis, and fuzzy factor analysis based on the fuzzy sets theory was used to analyze data of the quantitative part.

Results: The number of the elements in the problem- based e- learning curriculum might be classified in 114 sub-categories and 12 categories. Except 4 indices which were detected as having low to moderate importance by experts, other indices were important up to the high and very high level in the desired model of the problem-based curriculum.

Conclusion: The desired model for problem-based curriculum for e-learning centers of the state universities in Tehran combines from twelve elements containing goals, environment, tool and infrastructure, instructor, learner, learning methods, area (environment), time, basics, structure, evaluation and strategy.