E-Lerning
S. Abdolmaleki; M. Khosravi; M. Torkaman Asadi
Abstract
Background and Objective:The introduction of ICT in education has revolutionized traditional styles and challenged learning theories. The achievements of such a presence have led to virtual classrooms, smart universities, virtual universities and e-learning in general. In fact, communication in the world ...
Read More
Background and Objective:The introduction of ICT in education has revolutionized traditional styles and challenged learning theories. The achievements of such a presence have led to virtual classrooms, smart universities, virtual universities and e-learning in general. In fact, communication in the world of education has become the basis for all interactions between professors / learners and learners and between educational and governmental institutions and among other institutions. The use of ICT in today's world has led to major changes in teaching and learning: the abundance of information changes students' perceptions of the world; wide distribution and easy access to information have changed the relationship between faculty and students; flexibility transforms the dimensions of space and time of human educational life. All of these changes are evidence that ICT has gradually become an essential element of educational reform and innovation in today's society, bringing our education system closer to the age of e-learning. The education has been influenced by Information and Communication Technology (ICT) and these technologies have influenced teaching, learning and related researches. The purpose of this research was to provide a systematic study and to present a combination of studies in the field of the situation and the role of information and communication technology in the teaching-learning process. Methods: The method was qualitative and was carried out in the form of research synthesis. Relevant research resources were selected, categorized and analyzed from year 2000 to 2016 in a systematic manner; then, in a tiny screening stage, 29 researches that have intended criteria were selected. Then, a synthesis of their findings was presented in accordance with the principles of composition, rethinking and rearrangement of data. Findings:: The findings showed that there are two trends between ICT and the teaching and learning processes: a) Facilitating trend; b) Stream making trend. While these two trends overlap in some cases and it is difficult to draw a clear border between them, they have features which they could be separated from each other and their aspects, features and impacts on teaching–learning processes could be studied. Accordingly, the effects of Facilitating trend on the teaching-learning process be revealed in the short term; these effects are often displayed in hardware and affect the appearance of the components of the teaching -learning process. The stream making trend of ICT in the teaching-learning process involves changes that affect the quality and condition of teaching-learning processes at a deeper and more complex level. These changes can be considered as some form of long-term results of the Facilitating trend which can be appears as software. In fact, the use of technology tools in the short term has changed the form of education, but its consequences in the long-term and in conjunction with other influential factors have led to the emergence of new approaches and trends in education and the general trend of education has undergone fundamental changes. Conclusion: The result obtained in this study indicates that the flow-making process of ICT is definable with ten components: 1) the constructive nature of ICT; 2) the relationship between ICT and personalization of the teaching and learning process; 3) ICT in the service of cultivating multiple intelligences; 4) The relationship between ICT and the motivational effect of learning; 5) The relationship between ICT and student-centered learning; 6) Improving and enhancing thinking skills; 7) The relationship between ICT and evaluation of learning; 8) Emphasis on self-learning; 9) Shaping deep, fast and sustainable learning; and 10) changing the role of the teacher.
Modern Educational Approaches
S. Goharrokhi; A. Saberi Kakhki; M. Sohrabi; M. Jabbari Noughabi
Abstract
Background and Objective:Specialists in education divide teaching methods into two main categories: traditional methods and active teaching methods. In traditional methods, the teacher is versatile and students are passive and accepting, and one-way teaching is done by the teacher. Active teaching method ...
Read More
Background and Objective:Specialists in education divide teaching methods into two main categories: traditional methods and active teaching methods. In traditional methods, the teacher is versatile and students are passive and accepting, and one-way teaching is done by the teacher. Active teaching method refers to methods in which students play an active role in the teaching process and gain experience using teacher guidance and learning has a two-way flow. Teaching methods seem to be on a spectrum, ranging from teacher-centered to student-centered. The command method is a teacher-centered method. In this way, expectations and goals are clear to students and are more suitable for use in large classrooms. Different teaching styles are used by the trainers, but there is not any theoretical agreement on the style that will have the most productivity. Therefore, the purpose of this study was to compare the effect of command and reciprocal teaching styles on the performance and learning of basketball throw with emphasize to Jentile Model. Materials: This is a quasi-experimental study conducted in pre-test and post-test phases. Participants included 43 volunteer teenage girls who were selected by available sampling. The participants were randomly divided into three groups: command, reciprocal and control. Participants practiced basketball free throws in accordance with the Gentile’s model and their performance was measured in four steps including pre-test, immediate retention and delay retentions. For analysis of data, mixed ANOVA with repeated measures and Bonferroni tests were used. Findings: Both command and reciprocal styles had a significant effect on participants' performance (P≤ 0.05). However, there was no significant difference between these styles (P≥ 0.05). Based on the results, it can be said that both styles can have a positive effect on the training process and improve this skill. Conclusion: The general results of the present study indicate that there is no significant difference between the two teaching methods in teaching and learning a basketball fixed shot, which means that both command and two-way methods can have positive effects on the teaching process. Although some researchers today have paid more attention to active teaching methods and emphasized it more, but the results of the present study showed that command teaching method causes the same progress in the learner that students in both teaching methods are likely to have related benefits. These methods have been used, some of which were mentioned in the discussion, and no significant difference was observed between the two teaching methods. Therefore, it is suggested that researchers manipulate other constraints in their research to clarify the hidden angles of the effectiveness of teaching methods.
Educational Technology - Teacher Education
F. Seraji; R. Movahedi; M. SiahatKhah
Abstract
The main purpose of this research is, an investigation to Iranian virtual university teachers having rate teaching skills in these courses. Virtual learning teachers need for a variety of teaching skills which are different from the attendance learning environment. Salmons e-moderator (2004) model ...
Read More
The main purpose of this research is, an investigation to Iranian virtual university teachers having rate teaching skills in these courses. Virtual learning teachers need for a variety of teaching skills which are different from the attendance learning environment. Salmons e-moderator (2004) model is the basic model of this research that for researcher made questioner these were applied. For selecting research sampling, multi stage sampling method was used and 378 students from three virtual universities such as; Mehr e Alborz, Esfahan and Sahand were selected. Data analyzes with using descriptive statistical indexes and one sample T test showed, Iranian virtual university teachers have not most of virtual teaching skills such as; designing and mentoring instructional process, mastering in technological tools and student technical supporting, promoting students to deep thinking, evaluating learning process, presenting instructional objectives, designing learning activities and presenting feedback to students and respecting to individual differences. Also korscal valise test showed, these three universities were different in these skills.
Electronic learning- virtual
M. Mazloom
Abstract
Many discussions are available about the benefits and drawbacks of PowerPoint software in literature; however, according to the author’s review, there is not any comprehensive research about the optimum percentage of time of the classes for teaching with this software. This paper represents the ...
Read More
Many discussions are available about the benefits and drawbacks of PowerPoint software in literature; however, according to the author’s review, there is not any comprehensive research about the optimum percentage of time of the classes for teaching with this software. This paper represents the best methods and percentages of utilizing PowerPoint software in classes. For this purpose, eight different classes of a university course were chosen, and each two classes were taught with a specific training method. In other words, four teaching methods containing four different amounts of times used for teaching with PowerPoint files were selected. This experimental work took four semesters. The percentages of times used for teaching with PowerPoint software were 0%, 25%, 40% and 100% respectively. The statistical analyses on coefficient errors indicate that the suitable percentages of teaching with PowerPoint are from 37% to 52% of the time of classes.
