Technology-based learning environments
F. Tari; M. Javadipour; R. Hakimzadeh; M. Dehghani
Abstract
Background and Objectives: Following the outbreak of covid19, e-learning has provided a unique opportunity to face the limitations of face-to-face education and achieve the ideal of education for all. Since teachers are considered as the most important influential factor in the teaching-learning process, ...
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Background and Objectives: Following the outbreak of covid19, e-learning has provided a unique opportunity to face the limitations of face-to-face education and achieve the ideal of education for all. Since teachers are considered as the most important influential factor in the teaching-learning process, the analysis of their successful and unsuccessful educational experiences can give us a deeper understanding of the current situation and provide solutions to achieve the desired situation and strengthen it. Given the vast amount of research conducted on the challenges and problems of teachers in the electronic context, the present study aims to focus specifically on the strengths of teachers' teaching experiences in the new learning environment. Therefore, the purpose of this study is identifying and modeling the importance of successful educational experiences of elementary school teachers in the e-learning environment.Methods: This is a qualitative and phenomenological study. Participants in this study include all elementary school teachers who had the experience of teaching in electronic context (Shad Program) in the academic year 2020-2021. Eighteen teachers among them were selected through purposive sampling and semi-structured interviews were used to collect information until the researcher could achieve theoretical saturation. The findings were analyzed, using Colaizzi's seven-step strategy. In-depth analysis of the interviews resulted in the identification of 7 main categories and 25 related sub-categories. In the next step, the identified key categories entered into the Interpretive Structural Modeling (ISM) software. In this section, first the structure of the communications between the categories was drawn in the form of an interactive network and then the importance of each of them was determined.Findings: The research findings showed that successful educational experiences of elementary school teachers in the e-learning environment in the order of their importance include the development of technological competencies (61 points), progress and modernization of curriculum elements (60 points), paying attention to emotional-psychological needs (53 points), promotion of social skills (51 points), development of scientific education (28 points), paying attention to aspects of biological and physical education (21 points) and strengthening aesthetic capacities (17 points).Conclusion: The results of the present study can be considered as a continuum in which, on the one hand, the development of technological competencies is of the highest importance and, on the other hand, the strengthening of aesthetic capacities is of the least importance. Based on the results obtained, a major overhaul of pre-service and in-service teacher training methods is needed to keep pace with the developments in technology-rich environments. In order to improve the quality of the teaching and learning process in the electronic context, teachers should also pay attention to the specific requirements of this new educational environment and its developmental capacities, and instead of using traditional teaching methods, prioritize their focus on educating students in all areas, encouraging group collaboration and participation in the virtual classroom, fostering students' curiosity and flourishing their individual creativity, strengthening students’ motivation students and paying attention to students’ individual abilities, interests, talents and personal differences of students in the new ecosystem so that they teachers could hope for an effective and active presence of students in their virtual classes.
e-learning
M. Badali; M. Dehghani
Abstract
Background and Objectives: The outbreak of the disease in Wuhan, China, called Corona, caused a crisis in regional and global public health, which led to changes in most aspects of life. Due to social distancing and protection from the disease, the method of education changed; it also led to reducing ...
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Background and Objectives: The outbreak of the disease in Wuhan, China, called Corona, caused a crisis in regional and global public health, which led to changes in most aspects of life. Due to social distancing and protection from the disease, the method of education changed; it also led to reducing the learning and academic performance of students. Students in higher education have also been severely affected by the virus due to travel restrictions and social distancing, isolation measures, quarantine, closure of university campuses and closure of borders, which also damaged students' academic motivation. Delaying admission to university was one of the biggest challenges. A review of research has shown during COVID-19 pandemic, the rate of learning and academic motivation declined, so there seemed to be a need for an educational solution to address this issue. The electronic flipped classroom in Corona conditions could be considered. Although research indicated a better effect of the flipped classroom on learners' performance, it is not still clear how the electronic flipped classroom would lead to better performance and more research is needed. Therefore, this study was conducted to determine the effectiveness of the electronic flipped classroom on students' academic performance and motivation.Methods: The research method was quasi-experimental with pre-test and post-test design having experimental and control groups. From the educational students of Tehran University, 38 students were selected as the sample through convenience sampling method and were randomly divided into experimental and control groups. The research instruments were a researcher-made performance test and an academic motivation questionnaire (Walrand et al., 1989). The sessions were held for both groups for three months weekly (a total of 12 sessions). The findings were analyzed using SPSS software version 23 and covariance method. It is noteworthy that before using the covariance method, its assumption was tested using the Kolmogorov-Smirnov test and the Levene's test.Findings: In this study, 38 students participated in two experimental and control groups, aged between 19 and 22 (M = 20.44, SD = 1.33), comparing the two groups with independent t-test (t = 0.651), showed that there was no significant difference between the mean age of the experimental group of 20.14 ± 0.70 and the control group of 20.68 ± 0.49. A total of 82% of the participants were girls. The results showed that the EFC had a significant effect on academic performance and academic motivation (P≤0.001), so that after the experimental intervention, the mean of the experimental group was higher than that of the control group in both variables.Conclusion: The EFC affects students' academic performance and motivation. Therefore, use the EFC improves academic performance and motivation as well as the success of e-learning.
Modern Educational Approaches
Z. Abolhasani; M. Dehghani; M. Javadipour; K. Salehi; N. Mohammadhasani
Abstract
Background and Objectives: Design thinking is a participatory problem-solving method with a human-centered approach that enhances innovation by enhancing learners' creative thinking abilities. Although design thinking has become an integral part of design and engineering as well as business, it can have ...
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Background and Objectives: Design thinking is a participatory problem-solving method with a human-centered approach that enhances innovation by enhancing learners' creative thinking abilities. Although design thinking has become an integral part of design and engineering as well as business, it can have a positive impact on the 21st century education in other fields, too. Using design thinking in educational settings, students read, think, and reason logically and can solve complex problems. However, there are several definitions of design thinking, as many authors have stated that there is no fixed universal definition of design thinking. Therefore, it seems necessary to try to understand and demystify design thinking. In this regard, the purpose of this study researchis to analyze the concept of design thinking and study the models of design thinking and definitions of the 21st century skills as well as the role of design thinking on the 21st century skills by systematic collecting, evaluating and reviewing the related articles on this topic.Methods: In this study, searches were performed in the databases of Eric, ScienceDirect, Taylor and Francis, Springer, and Google Scholar, and all articles indexed in their databases from 2000 to 2020 were collected in English. After searching the databases, the relevant articles were selected and evaluated according to the CASP evaluation criteria. After reading the abstracts and the initial review and removal of irrelevant articles, the full version of 83 articles was prepared and reviewed. Then, among the available articles, the relevant ones were selected and evaluated for detailed evaluation based on CASP evaluation criteria.Also, in the manual search that was done through the sources of articles, according to the nature of design thinking, 3 reference sites were added to present the model and 3 books and 2 websites were added for the skills of the 21st century. Finally, 54 articles, books and websites were selected for detailed study.Findings: According to the obtained/aforementioned studies, they were categorized in four groups: 1- Articles that have explained the skills of the 21st century. 2- Articles that have offered a new definition of design thinking. 3- Articles that have presented new models of design thinking. 4- Articles that have used the models in implementing the design and improving the skills of the 21st century. Given the results, despite the similarities and connections that can be identified in the context of 21st century skills, different terms and definitions are often used to describe a skill or a set of skills that cause ambiguity and confusion. In this regard, the skills that are mentioned in all frameworks are as follows: cooperation and communication; ICT literacy; social skills; creativity; critical thinking; problem solving, production of quality products and productivity. The results of the studies also showed that the implementation of design thinking leads to strengthening problem-solving skills, innovation and creativity, and the skill of using integrated thinking. Continuing the implementation of design thinking along with empathy, cooperation, teamwork leads to self-confidence and value of the learner.Conclusion: According to the research results, in general, it can be said that today's society needs to educate a generation equipped with the 21st century skills to advance the high goals of the society, so paying attention to creating the necessary conditions for the implementation of design thinking plays a unique role in raising a productive generation.
Books evaluation
Z. Abolhasani; M. Dehghani
Abstract
Background and ObjectiveS: The field of training and learning of work and technology is one of the eleven areas included in the national curriculum and includes the acquisition of practical skills for a productive life and the acquisition of competencies related to technology related sciences. One of ...
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Background and ObjectiveS: The field of training and learning of work and technology is one of the eleven areas included in the national curriculum and includes the acquisition of practical skills for a productive life and the acquisition of competencies related to technology related sciences. One of the main foundations of curriculum reform in the 20th century is the trend of increasing technology education. These competencies are essential for technological education and healthy life in the cyberspace, as well as readiness to enter professions and jobs in various economic and social sectors. According to Islamic teachings, work and employment have educational values and through work, human polishes their existential personality, establishes their identity and prepares the ground for their existential development and the possibility of earning a lawful livelihood and provides to meet the needs of the community. Another step in developing minimum skills is teaching design and technology in schools. Technology education, work and skills training will lead to personal development, increase productivity, participation in social and economic life, reduce poverty, and increase income and development. It should be noted that pathology is a systematic process of data collection in order to interact effectively and usefully in order to solve problems, challenges, pressures and environmental constraints in society. In fact, the pathology of the work and technology curriculum can help in determining hindrances, weaknesses and strengths, and challenges and opportunities and proposing suitable strategies. Also, warranting the quality in work and technology education is amongst the top priorities to develop the related curriculum, job selection and applied disciplines. If the quality of the curriculum of work and technology is not examined systematically, the entrepreneurship that is the top need of the country is not developed. The purpose of this study is to identify the damages in the implementation of the technology curriculum. Methods: This research is qualitative and phenomenological. This research was performed using a participatory observation tool and a semi-structured interview. The statistical society of this study was all Technology teachers and all students in secondary school in Baharestan city. Twenty of teachers were selected through available sampling, 80 of students were selected through accessible sampling and group interviews were conducted in groups of 6 to 8 people. Then the text of the interviews was analyzed in a 7-step manner. Findings: The findings of the research showed that from the perspective of teachers of technology education, five categories of "constraints, social factors, structural inadequacy, motivating strategies and curriculum planning" and ten sub-themes and from the perspective of students’ three categories of "social factors, motivational strategies and curriculum planning" and eleven sub-themes are vulnerable. Conclusion: There are many problems and damages from the point of view of teachers and students, for implementation of Technology Curriculum; Therefore, it is necessary to pay attention to the conditions for the implementation of efficient methods of Technology curriculum, as it plays an essential role in generating entrepreneurial generation. Therefore, policy makers and educators need to pay more attention to the proper implementation of this curriculum. Policymakers and educators should pay more attention to the proper implementation of this curriculum. In line with this research, the following practical suggestions are presented: in-service courses should be held for teachers regarding the complete training of skills and modules; necessary funds should be awarded to fully equip the schools with the necessary facilities to carry out activities; the content of the curriculum should be revised according to the needs of the students and the facilities of the school in order to provide the necessary context for communication with the real life of the students; a clear framework and criteria for student evaluation should be established.
Mobile learning
M. Dehghani; S. Rahimi; O. Amrollah
Abstract
In M-learning, learning takes place in natural environments and educational messages are transmitted electronically. Hence, the purpose of this study was investigating the level of application and usefulness of mobile learning (devices and applications) among university students. It is a descriptive ...
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In M-learning, learning takes place in natural environments and educational messages are transmitted electronically. Hence, the purpose of this study was investigating the level of application and usefulness of mobile learning (devices and applications) among university students. It is a descriptive quantitative study. The population included graduate students of Educational Sciences, Mechanical Engineering and Architecture of University of Tehran; and Hygiene of Iran University. 268 students were selected by stratified random sampling. Data were gathered by a valid and reliable researcher-made questionnaire with 21 items. The data were analyzed through descriptive statistics and one sample t-test, Anova and Scheffe test. The results of data analysis showed that familiarity, application and utility of the tools and applications of mobile learning are slightly lower than the mean among students. Students’ familiarity and application of mobile learning were found to be significantly different. The greatest difference was found to be between students of educational sciences and architecture. No significant difference was found between the students considering the efficacy of mobile learning. It can be concluded that university students of different majors use mobile learning (devices and applications) differently based on their field of study.
