Study the Educational Implications of Constructivism Philosophy Based on the Klein Planning Model in Distance Learning

Document Type : Original Article

Authors

1 PhD in Philosophy of Education, Payame Noor University, Tehran Branch, Tehran, Iran

2 Exceptional Schools Teacher, Department of Education, Ardabil Province, Ardabil, Iran

3 PhD Student in Health Psychology, Department of Health Psychology, University of Tehran, Tehran, Iran

Abstract

Today, education is one of the basic rights of humans and is a major factor in economic and social development. The main purpose of this study is to study the educational implications of constructivism philosophy based on the Klein planning model in distance learning. The method of this research is a mixed research of Type exploratory design (identification of educational implications of constructivism) and the statistical population of this study has been formed by all specialists and postgraduate students(Ph.D.) of distance education planning in the academic year of 2017-2018. From this statistical population, a sample of 193 people (132 women, 61 males) was selected by random sampling. Data were analyzed using Confirmatory Factor Analysis (CFA) and structural equation analysis (SEM). The results showed that among the nine elements of the constructivism of the content element, teaching methods, materials and resources for learning and evaluation were effective on the target element of distance learning. Also, among the factors of constructivism, the target element, content, learning activities, teaching methods, materials and learning resources, and time were effective on the content element of distance learning. These results will have important implications for the teaching and learning process through distance learning. Based on this, specialists and distance learning educators can use these results to deepen learning, promote productivity and educational efficiency.

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