Education technology - higher education
A. Jadidi Mohammadabadi; M.R. Sarmadi; M. Farajolahi; H. Zare
Abstract
Background and Objectives: One of the forms of knowledge acquisition in the current era is the distance education system, which has changed the traditional teaching methods, made it possible for everyone to learn everywhere and at any time, and has established social justice in the distribution of resources ...
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Background and Objectives: One of the forms of knowledge acquisition in the current era is the distance education system, which has changed the traditional teaching methods, made it possible for everyone to learn everywhere and at any time, and has established social justice in the distribution of resources and facilities. It has created the necessary conditions for standardized education and in accordance with the needs of individuals and society, as well as the significant help that this system can easily and timely modernize education, save time, money and energy consumption, create opportunities for continuing education for employed people, strengthen specializations and creates calmness and reduces anxiety. And given that in addition to classroom teaching at the university, distance learning is now a valid method worldwide and UNESCO and other educational organizations around the world emphasize the expansion of distance learning, it is necessary to seriously develop it and the foundations of epistemology; and make it known to policymakers, planners and learners.The present study was conducted with the aim of identification and assessing the epistemological characteristics of MOOC (massive and courses). Methods: For this purpose, two methods of exploratory search (qualitative) and a questionnaire (quantitative) method were used. In the qualitative part of the research environment, the relevant electronic sources related to the subject matter of the research including 20 related articles were selected. In the quantitative section from the statistical population of 60 specialists in planning distance education in 2018 in the country a sample of 36 people was selected through voluntary sampling. To analyze the qualitative data, content analysis method and content validity index were used for analyzing quantitative data from mean weight and Friedman test. Findings: The results of content analysis indicated that four episodes of the learner, the content, teaching organization and educational environment can be investigated in MOOC epistemology (massive and courses). A total of 35 criteria were identified and confirmed. Quantitative results show that improving the level of information and digital literacy of professors, and knowledge with previous cognitive structures are the most important criterions of the epistemological characteristics of the courses of MOOC; and the criteria of ease of usedigital content, the recruitment of information technology professionals, for knowledge courses and the provision of Internet-based learning group environment, are the most important criterion for epistemology of massive MOOC. Conclusion: The results showed that in the epistemology of massive courses the dim
E-Lerning
P. Mesbahi Jamshid; M. R. Sarmadi; M. Farajolahi; M. Mirdamad; Z. Esmaili
Abstract
Background and Objective:Technology is a widespread and vital event in the present time. The digital form and the telecommunications sector, which have been accompanied by the transformation of social structures, have transformed the daily life more than the biological arenas and the ecology. The essence ...
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Background and Objective:Technology is a widespread and vital event in the present time. The digital form and the telecommunications sector, which have been accompanied by the transformation of social structures, have transformed the daily life more than the biological arenas and the ecology. The essence of technology is not neutral to be passive in the face of human affairs such as culture, but between technology and the production of thought has always been a two-way relationship. Technology has its own knowledge and is related to the philosophical infrastructure of time and it changes with them. This type of knowledge is based on performance and does not have a metaphysical nature. One of the technological events is the realization of a cybernetic space that is closest to the nature of technology. This proportion is due to the technological nature of cyberspace, the new human habitat in the form of transhumanism and the desire to circulate information rhizome, multidimensional and decentralized. The purpose of this research is the philosophical analysis of technology and to find its relation with cyberspace that is done analytically. Methods: The type of research is applied and the research method is analytical-documentary. Findings: Research findings show that what brings an object to the technological level is its structure and rationality, which both meet biological needs and generate new needs for humans; and progresses in a dialectical process to find its relation to the production of thought. Also, the study of the relationship between thought and technology shows that the Gestalt attitude towards technology is related to the relationship between man and technology. This ratio is explained by the specific knowledge of technology based on its conceptual basis in postmodern knowledge. The knowledge that is flexible, relative, and fragile and does not fit into the rational methods of modernism is present in cyberspace, which is the most pervasive form of technological events and, above all, reflects the nature of technology, in the form of pretense, two-tier, and network development. In the section related to human relationship with technology, it was discussed that human beings as creators and users of technology, when faced with a non-technological position, face challenges in the field of ethics, meaning-seeking, transcendence, type and extent. They face responsibility and understand the true relationship with their body and use all their material and spiritual resources to respond to them. Finally, in an ideological context that depicts man's confrontation with technology, cyberspace emerges as an expressive and broad form of technology; an atmosphere that clearly reflects the nature of technology and is a platform for the intersection of technology and society. Research findings show that the abundant entanglement of humans with technology indicates the dominance of the technical object. This dominance is so great that it serves the idea of absolute interconnectedness of the world to more accurately describe the functional life of postmodern man, who has cybernetic imaginary structures and suffers from narcissistic hallucinations as a result of technicality, cyber-extremes and detachment from physical incarnation. Conclusion: The results indicate that the dominance of the technological object and its effects in cyberspace has led to a decrease in responsibility, conflict with the category of meaning, transcendence and moral encounters.
e-learning
N. Ojaghi; Z. Esmaeili; M.R. Sarmadi; B. Saeidipour
Abstract
Background and Objective:e-learning is a new way of teaching that provides and manages learning opportunities to transfer knowledge and skills through the Internet and computer networks. At present, traditional teaching methods are no longer able to meet the needs of continuous growth and development ...
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Background and Objective:e-learning is a new way of teaching that provides and manages learning opportunities to transfer knowledge and skills through the Internet and computer networks. At present, traditional teaching methods are no longer able to meet the needs of continuous growth and development of educational skills. New technologies offer more, newer and more exciting learning opportunities, such as the opportunity to gain a learning experience tailored to each student's ability and way of learning. e-learning through the use of information and communication technology breaks down the boundaries of access and time and provides new tools for learners to learn. On the other hand, because in Iran it is not possible to benefit from higher education in the form of face-to-face classes for all applicants, the expansion of e-learning provides a golden opportunity for the young, dynamic and student generation. Designing optimal e-learning services is a complex task and requires interdisciplinary skills. This research was conducted to investigate the relationship between psychological characteristics, previous experiences, academic background, management and computer skills and student retention in an e-learning environment. Methods: The present research is applied -quantitative in terms of its purpose and descriptive-survey in terms of collecting data. The statistical population in this study encompasses the electronics active students of Payamenoor University. Using 41 researcher-made questions, students were asked to specify their views in relation to any questions in a 5-point Likert scale (from totally agree to totally disagree with). The content validity of the research instrument was approved by five thesis supervisors, consultants, and experts. A confirmatory factor analysis was used to determine the validity of the measurement instrument's structure. All of the questions variables were fitted with factor load. The reliability of the instrument was confirmed by the Cronbach's alpha coefficient which was equal to 0.83. Findings: The results of data collection after adjustment and tabling were analyzed by statistical tests (exploratory). The results of Pearson correlation test showed a significant relationship between academic background and student retention (r=.17), previous experiences and student retention (r=.14), computer management skills and student retention (r=.47), and psychological characteristics and student retention (r=.52). Conclusion: The results of simultaneous regression also showed that predictor variables account for about 76% of student retention changes.
