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Title

IDENTIFICATION, COMPARISON, AND ANALYSIS OF SUBJECT TRENDS OF THE UNIVERSITY TEXTBOOKS FOR INSTRUCTIONAL TECHNOLOGY IN IRAN AND OTHER COUNTRIES

Pages

 Start Page 19 | End Page 48

Abstract

 This research uses descriptive-analytic method for the identification, comparison, and analysis of SUBJECT TRENDS of the university textbooks for INSTRUCTIONAL TECHNOLOGY in Iran and other countries. Using purposive sampling method, 22 Latin books and 22 Persian books have been selected from the list of all the domestic and foreign published books under the title of "instructional design" and "instructional technology". Data gathering has been carried out by a researcher-made checklist, the reliability of which has been verified by a second encoder, and in order to determine its validity, a checklist has been presented to the experts of INSTRUCTIONAL TECHNOLOGY, and after being modified according to their viewpoints, the final version of the checklist was at hand. Frequency and average percent have been used in order to describe the collected data. The findings showed that the Persian books often focus on the traditional subjects of INSTRUCTIONAL TECHNOLOGY, including the behaviorist models of INSTRUCTIONAL DESIGN and ignore subjects such as: constructivist models; the political, social, philosophical, and psychological foundations; the domain of INSTRUCTIONAL DESIGN and the relevant theories; the instruction theories; technology and performance improvement as a new area. On the contrary, the dominance of constructivist approaches in Latin books reflects that these models followed a historical development in this field. Identification of the gaps in the content of the specialized books of INSTRUCTIONAL TECHNOLOGY field will show that authors should pay more attention on the ignored areas and less-studied SUBJECT TRENDS, because focusing on those subjects that have gaps in their content will balance the topical distribution of the books and paves the way for the development of the field.

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