چکیده:
Relying on the academic capabilities of faculty members and transferring their experiences to students led to the emergence of a teacher-centered educational system in universities worldwide. With the emergence of new teaching-learning theories and their application in the educational process in countries around the world, this perception was largely moderated. The promotion of the distance education system and its expansion in universities and higher education institutions also accelerated the growth and expansion of student-centered thinking. However, due to the dominance of traditional thinking and the professional authority of scientific members, the method of designing, producing, distributing, and presenting educational materials at Payame Noor University has been slower than expected in moving from a teacher-centered system toward a student-centered system. University strategic planners concluded that using this approach cannot be sustainable and sooner or later will become a major obstacle to the university's expansion. They saw the solution in changing the learning environment from this one-sided and passive state to an interactive and participatory environment. As Profi and Ulmen [1] (1998) argue, learning in such environments occurs effectively when faculty members produce educational materials based on self-directed learning so that their motivation is to engage in discussion and exchange of views through social interaction with each other. The main issue for open and distance universities in using this approach is how such an environment can be designed, created, and maintained, and how appropriate educational materials can be produced for it. Regardless of various distance education models, a successful educational program in this system depends heavily on students' commitment to accepting the responsibility of independent and self-led learning. Experience shows that the approach of using ICT and predicting student participation in the teaching-learning process facilitates the acceptance of this responsibility, because receiving rapid and timely feedback increases the willingness to participate more in the teaching-learning process. Therefore, educational planners face two important questions: 1. How can ICT be properly utilized in the teaching-learning process? 2. What guarantee exists for maintaining the quality of education in this approach? The present article is the result of a case study of the process of establishing the Payame Noor Virtual University, in which the stages of program design and implementation are recorded and documented using the action research method [2], so that methods can be improved during the workflow and operations, and a legacy can be provided for future generations through the review of program content.
خلاصه ماشینی:
PNU is planning to have a three-stage approach to create a new learning environment for its students: First, designing the infrastructure of ICT- based course delivery; Second, implementation of ICT in teaching-learning process with reference to TQM, and developing the study materials based on teacher-student and student-student interactions; Third, evaluation and follow-up system.
The design of the macro organizational and executive structure of the virtual university and feasibility studies for its implementation, educational gateway architecture[7], learning management system[8], educational content production management system, knowledge management system[9], and the production of necessary software with capabilities compatible with the Persian language structure and existing international standards were assigned to the Advanced Information and Communication Technology Center of Sharif University.
· The extent and ease of access, user-friendliness, production of required modern instructional tools, computer literacy of faculty members, staff, and students, the ability to produce educational content for the virtual environment at the level of global or national standards [which have not yet been formulated], securing necessary financial resources, cultural discourses and issues, human resource training, etc...
Payame Noor University has made the necessary investments to operationalize the Danhestan program and is exerting its efforts to equip its educational centers with tools and equipment and to train the required human resources; however, until the time of writing this article, Danhestan (the virtual university) has not been launched, even on an experimental basis, because the implementers have faced unforeseen cases and issues, the most important of which is the optimistic estimation of the private sector's capability in designing software and producing standard content for the virtual education environment.
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