The present study was conducted with the aim of identifying the indicators, components, and dimensions of the epistemology of Massive Open Online Courses (MOOCs) based on the Fundamental Transformation Document. The research method, in terms of its aim, was applied, and in terms of its execution method, was qualitative, descriptive, and thematic analysis. The statistical population consisted of experts and professors proficient in information technology and philosophy of education. Using a purposive sampling method and adhering to the principle of theoretical saturation, 12 individuals were selected for interviews and as the sample. Data collection was carried out through semi-structured interviews. The method of data analysis involved thematic analysis using Maxqda-V18 software. The findings showed that the dimensions of the epistemology of MOOCs include the cultural dimension, technological dimension, philosophical dimension, social dimension, and economic dimension. The cultural dimension includes cultural education, cultural cohesion, training in cultural skills, and the promotion of human values. The technological dimension includes technological infrastructures, research, information technology, and the use of modern technologies. The philosophical dimension includes the philosophy of education, philosophy of learning, philosophy of upbringing, and philosophy of management. The social dimension includes social cooperation, cultural development, social responsibility, and social cohesion. The economic dimension includes financial skills, sustainable development, entrepreneurship, and resource management. These findings can contribute to more effective course design and the enhancement of online education quality, and particularly emphasize the necessity of addressing each of these dimensions in the teaching and learning process.
Mosavi et al. (Mon,) studied this question.