Document Type : Original Research Paper
Authors
1 Department of Educational Technology, Faculty of Psychology and Educational Sciences, Allameh Tabataba'i University, Tehran, Iran
2 Department of Educational Technology, Faculty of Psychology and Educational Sciences, Allameh Tabataba'i University, Tehran, Iran
3 Department of Assessment and Measurement, Faculty of Psychology and Educational Sciences, Allameh Tabataba'i University, Tehran, Iran
4 Department of Educational Psychology, Faculty of Psychology and Educational Sciences, Allameh Tabataba'i University, Tehran, Iran
Abstract
Background and Objectives: Participation has been proposed as an intrinsic part of learning. In addition, participation has a positive impact on learner satisfaction and retention. Online participation provides a platform for learners to interact with their peers and instructors. When used effectively, online participation can increase student engagement and motivation by creating opportunities for collaboration, access to resources, and a platform for sharing academic achievements. Therefore, student participation in online learning should be further studied to determine its effects on student learning. The value of the traditional classroom environment is to engage. As a result, examining instructional design patterns and models with a systems approach, after examining instructional design patterns and models with a systems approach, it was found that most instructional design patterns prescribe inflexible methods due to the assumption that learners have identical learning approaches. We need to design and validate flexible models that are specifically productive based on specific conditions in specific areas and focus on performance improvement. The gap that exists in the past research is that the design and validation of the online participation model has not been addressed. What are the components of this pattern? Therefore, the present study sought to design and validate the online participation model with a qualitative method. With this method, in this research, the researcher examined the design of the online participatory model; therefore, this research can provide both empirical and theoretical background in the field of online participation model. The purpose of this research was to design and validate the online participation model.
Methods: In this research, in order to identify the elements and components of the online participation model for students, a qualitative research method was used in two steps. which include: 1-research synthesis 2-interview with experts. Using the keywords "collaborative learning", "online participation", "online participation model" in the Scopus Science Direct, ProQuest, Eric, Springer and Google Scholar databases in the period from 2018 to 2024; then by applying the final criteria, 16 articles were selected as samples. In the qualitative interview section, in this section, the statistical population included professors and students in the field of educational technology in a state university. The inclusion criteria for the study included having a PhD in educational technology and having at least 5 years of teaching experience in an online learning environment. The sampling method was purposive and a semi-structured interview was conducted with 20 professors and students of the field of educational technology in the state university. Inductive qualitative content analysis method was used for data analysis.
Findings: The result of the research showed that by examining the past research and the experts' point of view, there were 13 components including goals, learning theories, teaching and learning strategies, exploratory community, neurocognitive aspects, types of presence, interaction, content sequence, content type, infrastructure, evaluation, challenges and opportunities. The results of the research also showed that experts assessed the validity of the online participation model appropriately and that the online participation model had internal validity for students.
Conclusion: In summary, this review of research synthesis on identifying the components of online engagement in higher education and providing a conceptual and operational model reveals a dual narrative in this regard. On the one hand, transformative capacities—from personalized learning to innovative teaching methods—offer considerable promise for improving engagement among faculty and students in online courses. As a result of this research, it can be concluded that the instructional model presented in this synthesis study can be used as an effective framework to increase the motivation and progress of students and professors in online instructional courses for greater participation and interaction. In addition, instructional programs should be provided to introduce technologies, tools, and strategies for increasing participation to professors and students, which would be useful in increasing their success in this field.
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© 2025 The Author(s). This is an open-access article distributed under the terms and conditions of the Creative Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) (https://creativecommons.org/licenses/by-nc/4.0/)
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