مطالب

The purpose of the present study is to measure the dominant curriculum orientation of faculty members at University of Kurdistan. In terms of purpose, this is applied study, and in terms of data collection methods, it is a descriptive survey. The target population consisted of all faculty members who were teaching during the 2014-2015 academic year at University of Kurdistan. To collect the data, the census method was employed due to the limited number of the participants. The data collection tools were the “curriculum orientations inventory (COI)” developed by Cheung and Wong (2002) and modified by Mahlios, Rice and Thomas (2004). The results of the study showed that cognitive process and academic rationalism were the most dominant orientations of the faculty members. The results also showed that there is a positive relationship between the faculty members' curriculum orientation and their expertise.

Purpose : The aim of this study was to Modeling, bedding and planning in Flipped learning process in educational system of Medical Sciences University of Babul Methods : The research design was exploratory mixed type. Statistical population in the qualitative section of academic experts and members of the Education and Empowerment Committee of Medical Universities Babol and in the quantitative section; The staff of the Vice Chancellor for Management and Resources Development was the Health and Education Unit of Mazandaran University of Medical Sciences; In the qualitative section, in-depth interviews were conducted with 12 experts using the snowball sampling method, and in the quantitative section, a questionnaire was used to measure the model using the multi-stage relative class method among 310 samples. The validity of the questionnaire was confirmed by face and content method and the reliability was confirmed by Cronbach's alpha method. Data were analyzed by exploratory and confirmatory factor analysis with SPSS and Smart PLS software. Findings : The results showed that the Flipped learning process has 12 dimensions in terms of learning motivation, individual factors, organizational culture factors, structural factors, the establishment of Flipped learning, facilitation measures, organizational barriers and challenges, non-organizational barriers and challenges, bedrock and planning, awareness, quality of education and quality of learning. The results of the quantitative section showed that all dimensions of the research paradigm model were confirmed. Conclusion : It is recommended to the officials of Mazandaran University of Medical Sciences; to provide the necessary conditions for the establishment of Flipped learning, make the necessary arrangements according to the results of the present study