چکیده:
Objective: The present article was conducted with the aim of identifying the cultural and social drivers of Massive Open Online Courses (MOOC) at Payame Noor University. Method: In this article, qualitative research methods and a qualitative content analysis approach were used to analyze the data. The components used were identified based on the review of documents and records and a semi-structured interview tool. To examine documents and records and analyze interview findings, the inductive content analysis method was used at three levels: open, axial, and selective. To comprehensively identify the dimensions and components of the cultural and social drivers of MOOC courses at Payame Noor University, in addition to reviewing studies conducted in this field, a semi-structured interview was conducted with 15 experts in the field of MOOC courses. Findings: The results showed that the cultural and social drivers of MOOC courses at Payame Noor University include three main dimensions: psychological and social readiness of learners and teaching staff, cultural and social imperatives of MOOC courses, and cultural and social groundwork for MOOC courses among Payame Noor University officials and society; and 17 components. Conclusion: The research results draw the attention of officials, specialists, and those involved in the design and production of MOOC courses to the necessary cultural and social aspects at the course, university, and societal levels to ensure the greater success of these courses.
خلاصه ماشینی:
They believe that culture and cultural characteristics are among the factors affecting the quality of learning and the effective participation of learners in massive open online courses (MOOCs) (Aydin & Kayabaş 2018, 5).
The results of his research indicate that MOOCs in developing Asian countries face opportunities such as encouraging greater participation of universities and creating common ground between them; promoting literacy; facilitating lifelong learning; facilitating courses offered in other countries; better understanding the world; and reducing cultural misunderstandings resulting from a popular and global educational system.
In Iran too, Payame Noor University, as the first and largest distance learning university, is striving to produce, provide, and implement MOOC courses in accordance with the country's local educational, economic, social, and technological conditions and contexts.
Method The present research was conducted with the aim of identifying the cultural and social drivers of MOOC courses at Payame Noor University; therefore, in order to achieve this goal and answer the posed question, qualitative research methods and content analysis techniques were used.
Finally, based on the indicators obtained from the qualitative content analysis of documents, records, and interview texts, the researcher categorized the cultural and social drivers of MOOC courses at Payam Noor University into sub-categories and categories.
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