Abstract

The most important challenge of the global education system in recent years was raised at the end of 2019 with the outbreak of a new epidemic. Less than 1.6 billion people involved in the education system in more than 190 countries and on all of the world were affected by school closures, and Covid 19 led to some fundamental changes in social and organizational interactions. In this way, the Internet became the main tool used and replaced the previous traditional education. During the Covid 19 pandemic, e-learning has become an important alternative to reforming the entire traditional education system. Both teachers and students are forced to change their behavior, teaching / learning style, assessment methods, and so on. Other methods such as television broadcasts,online resources, instructions, online libraries, online channels, and video lectures were also introduced in response to the covid 19 pandemic to continue the learning process. Although the face-to-face learning experience can not be completely replaced, virtual learning learning devices can engage students in effective and meaningful ways to minimize learning disabilities.
social distancing in Iran, As in other countries, was followed by the closure of in-school courses, which prompted our country's education authorities to plan for teaching in new and virtual ways, as well as taking online exams. Therefore, e-learning can be considered a turning point in Iranian education due to the coronavirus. In Iran such as other countries, virtual education for students was conducted through television programs and social media on mobile phones. Television education was used to some extent in our country before it, but in March 1998, following the closure of in-school education in schools, the Ministry of Education designed and introduced an application (messenger) for the (SHAD) student education network. To make it possible to hold online classes through it. Student educational network (SHAD) with features such as channel, group, the possibility of presence and absence, live one-way and two-way communication, live class broadcast, in-app voice call, in-app video call, the ability to send and review assignments From the special section, holding an exam, creating a profile (student portfolio), Shadino with the ability to access multiple study resources, surveys, screen sharing with obs, classification was able to provide a relatively successful experience of educational social network in this field. Which was used by more than 13 million users.
Now, more than two years after the interence and expansion of the (SHAD) student education network, research and evaluation in this field can be effective for future activities related to the subject area. Therefore, considering that the design of a model creates a conceptual framework of a field that provides more knowledge and clarifies and clarifies its framework, territory and requirements. The purpose of the present study is to design a model for evaluating the elements of the educational curriculum in Shad Network and to evaluate it in order to be a guide for those involved and planners of the educational system.
The paradigm of the present study was pragmatic. Research method in terms of purpose, applied; In terms of data collection, the research method was in the qualitative part of phenomenology and in the quantitative part of the survey. The statistical population of the research was in the qualitative part of all teachers, school principals, educational leaders and education experts in South Khorasan Province and in the quantitative part included Educational and training leaders and educational group leaders (390 people), of which 194 people were selected based on the Cochran formula through stratified random sampling. The sampling method in the qualitative part was non-probabilistic and purposeful and up to saturation level. Accordingly, 12 individuals were more consistent with the purpose of the study. They were selected as a research sample in the qualitative section. The sampling method in the quantitative part was stratified random sampling. In order to collect data, a semi-structured interview was used in the qualitative stage and a researcher-made questionnaire was used in the quantitative stage. Qualitative data were analyzed using of Colaizzi's method. Quantitative data were analyzed using one-sample t-test. Based on the results of data analysis, the quality components of the education system in (SHAD) have 32 sub-components in the form of 8 components: infrastructure, support, learning system (SHAD network), teacher, student, educational content, teaching-learning process, Evaluations are segmented In the accreditation section, all components were examined. In the study of construct validity, the results of factor loads showed that the factor loads of all items were more than 0.4 and t-values greater than 1.96. Therefore, the validity of the structures is confirmed. Also, Cronbach's alpha of all components of the evaluation model of the quality of the teaching-learning process in the happy student network is estimated to be more than 0.7. Therefore, no item was removed from the model. Also, in examining the model fit, the results showed that the root value of the estimated variance of approximation error (RMSEA) is equal to 0.035 and less than 0.08. Also, the Adaptive Fitness Index (CFI), the Incremental Fitness Index (IFI) and the Good Fitness Index (GFI) have all been calculated appropriately. Then, in order to ensure the regulated factor structure, second-order factor analysis was used, the results of which showed that the statistical value of the teaching-learning process quality evaluation model in a happy student network with its components is significant and more than Is 1.96. Also, Cronbach's alpha coefficient of the elements of the teaching-learning process quality evaluation model in the happy student network (0.912) has been calculated to be more than 0.7 and shows that the reliability of the structures is at a desirable level. The result of evaluating the education system in SHAD network in Khosf city indicates that the component of infrastructure with an average of 3.12 above the average, learning system or SHAD network with an average of 2.82 less than the average, teacher with an average of 3.12 above the average, Danesh Learner with 2.65 less than average, educational content with 2.76 less than average, learning process with average of 2.65 less than average, evaluation of teaching-learning process with average of 2.92 on average and support with average 82/2.