Educational Technology - Blended Learning
A. Ghofrani; F. Narenji thani; M. A. Shahhoseini; Kh. Abili; J. Pourkarimi
Abstract
Background and Objectives: Blended learning approach uses a face-to-face learning environment with the capacities of an electronic environment. This approach has attracted the attention of researchers for more than 15 years due to the significant advantages it brings by compensating for the disadvantages ...
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Background and Objectives: Blended learning approach uses a face-to-face learning environment with the capacities of an electronic environment. This approach has attracted the attention of researchers for more than 15 years due to the significant advantages it brings by compensating for the disadvantages of both face-to-face and e-learning environments. However, today, after the spread of the epidemic of Covid-19 in the world, it has become a necessary choice not only for researchers but also for managers and business owners, including educational systems. Therefore, researchers worldwide are increasingly trying to provide the best ways to benefit from the advantages of face-to-face and e-learning approaches in the form of blended learning models for the educational system, including universities. Therefore, the current research was conducted to explain the dimensions and components of the model of the blended teaching-learning system in the university.Methods: The qualitative research method was grounded theory and of emergent type. The research field included 15 university instructors selected through purposeful sampling based on predetermined criteria. The selection criteria of experts included "member of e-learning association and more than five years of active presence in this field" and "authors of outstanding scientific works and operational experience in e-learning". In order to collect the findings, a semi-structured interview was used and continued until theoretical saturation. Then, the findings were analyzed using the content analysis method in three stages open, axial and selective coding. Finally, the validity of the research findings was evaluated using Lincoln and Guba's four criteria, including credibility, confirmability, transferability, and reliability; its reliability was checked by re-coding and two coders.Findings: The results of the analysis of the findings led to the identification of 219 key phrases, then in the form of 29 principal components including change management, support from senior management, strategic plan, action plan, attracting, developing, retaining, technical resources, financial and physical resources, information and knowledge resources, teaching strategies and scenario writing, interaction, educational package, evaluation of students, required beliefs and attitudes for stakeholders, required skills for stakeholders, required knowledge for stakeholders, common attitudes, shared values, common meanings and concepts, psychological support, process and pedagogical support, technical support , intra-university communication, extra-university communication, evaluation, monitoring, protection of intellectual property, respect for privacy were categorized and finally 11 factors including transformational leadership, planning, human capital management, resource provision, teaching-learning process management, required competencies stakeholders, culture-building regarding new approaches, support system for main and internal stakeholders, internal and external university communication, university assessment and quality assurance system, and ethical considerations were obtained in order to implement a blended approach in the university.Conclusion: The results of this research can be a practical guide for senior managers of universities and higher education institutions in order to implement the blended learning approach in the said institutions, especially first-level universities; in this way, they can keep themselves aligned with the latest changes, especially the new developments in the approaches of the teaching-learning system, and have an effective performance in the direction of educating students with the qualifications and competencies required for the society, and turn the threat of using the electronic environment into an opportunity to transform educational approaches and establish a blended learning system using the online environment.
E-Lerning
F. Narenjithani; M. Keramati; M. Hosseinisohi
Abstract
Background and Objectives: One of the most crucial objectives of education systems is to respond to students' learning, social and emotional needs, particularly in critical situations. Over the past two years, the coronavirus pandemic (COVID-19) has been one of the most significant recent crises in education ...
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Background and Objectives: One of the most crucial objectives of education systems is to respond to students' learning, social and emotional needs, particularly in critical situations. Over the past two years, the coronavirus pandemic (COVID-19) has been one of the most significant recent crises in education systems. As a result, most educational institutions are temporarily locked out, and many turn to e-learning. Although e-learning for some reasons such as; easy access at any time and place and reducing stress in the Covid-19 are gaining popularity; however, criticisms such as weaknesses in student evaluation, harm interpersonal communication and its reduction, have been caused that receiving opinions, lived experiences and stakeholders' perceptions about the quality of teaching-learning in universities and evaluating its effectiveness has become one of the essential concerns for core stakeholders of education systems. If the teaching-learning process is not practical, it may affect students' sense of belonging to the university, their sense of worth, and even their mental and physical health, so evaluating the effectiveness of teaching-learning (especially in the electronic environment) situations is more important. It can reduce some of the challenges we have today. Therefore, to evaluate the effectiveness of the process in the electronic environment, it is necessary first to define the concept and then identify the primary and critical factors affecting its successful implementation. At the same time, we live in an age where we deal with a huge bulk of knowledge and information. Everyday technological advances are increasing; consequently, teacher-centred education systems are no longer able to meet the learning needs of students. Therefore, paying attention and reinforcing the individual skills of learners such as self-monitoring, self-assessment, self-directed learning leads the individuals to pursue and learn what they need to know. Therefore, given the problem and its importance, this study was conducted to explain how effective e-learning based on self-directed learning was in the pandemic Corona crisis.Methods: The research methodology is applied in terms of objective, and representations of data collection are descriptive-correlational. The study population consisted of all graduate students from the University of Tehran who studied between 1399 and 1400. Using the Cochran formula and stratified random sampling, 377 persons were selected as the statistical sample. The tools for collecting the required data included the elf-directed Learning Questionnaire and the e-learning effectiveness questionnaire. Content and construct validity were used to evaluate the e-learning effectiveness and self-directed learning questionnaire. The results showed that the model had a good fit. Finally, to analyze the data in the present study, t-test (to determine the status of research variables), Pearson correlation coefficient (to examine the simple relationship between research variables), stepwise regression, and finally confirmatory factor analysis (for validity), Structure and explanation of the role of variables) were used.Findings: The results showed that 1) the self-directed learning and effectiveness of e-learning status are higher than average from the students' point of view. Among the components of self-directed learning, learning, motivation has the highest value, 2) self-directed learning and its components have a positive and significant relationship with the effectiveness of e-learning. Among the components of self-directed learning, learning motivation, planning, and executive abilities are the most related ones to the effectiveness of e-learning, and finally 3) the result of stepwise regression indicates that self-directed learning and its components can explain about 30% of the effectiveness of students 'e-learning.Conclusion: Therefore, since self-directed learning is an essential factor in learning effectiveness and improving the quality of students' learning in e-learning, students' self-direction programs can be strengthened in the form of strategies such as self-management training, self-regulation, increasing learning motivation, management, and planning in the implementation of teaching-learning activities in the e-environment and interpersonal communication skills and student interaction and participation. Learners who regulate their learning with specific targeting, monitoring, and planning strategies are better developed and more effective, but this seems more important in the e-learning environment. Perhaps this is because, in the e-learning environment, the learner is more responsible for his learning than in any traditional learning environment and should have more self-control and management.
e-learning
F. Narenjithani; J. pourkarimi; S. Hejazi
Abstract
Background and Objectives: E-learning is the necessity of the information society and the main condition for achieving the goal of the Fourth National Development Plan (Knowledge-Based Development) which has paid special attention to the university activities while benefitting from the electronic learning ...
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Background and Objectives: E-learning is the necessity of the information society and the main condition for achieving the goal of the Fourth National Development Plan (Knowledge-Based Development) which has paid special attention to the university activities while benefitting from the electronic learning in higher education in order to provide equal education opportunities and increasing the coverage of the student population. Along with the development of e-learning at the level of universities and institutions of higher education, the issue of evaluating the e-learning system and justifying the implementation of programs and the need to meet the proper requirements and standards for designing, developing and implementing e-learning in higher education is important. Given that the structure of e- learning is complex and consists of various components, it is necessary to examine all these components to evaluate the e-learning system. Therefore, it is necessary to conduct a comprehensive study to identify and introduce the main and practical indicators of evaluating the e-learning system so that they can be used for designing and developing appropriate frameworks and tools for evaluation of this system. Evaluation of the e-learning system provides the relevant staff and managers in higher education with the opportunity to identify the strengths and weaknesses of this system and enhance the strengths or eliminate possible deficiencies and shortcomings. Methods: This research was an inquiry into the lived experiences of the faculty members of the University of Tehran in 2019 of evaluating the e-learning system. In this study, an attempt was made to identify the components of e-learning system evaluation in the University of Tehran by using qualitative methodology. The data of this research have been extracted through a qualitative approach with a descriptive phenomenological method and with semi-structured interview tools and the data have been analyzed through coding and categorization methods. Sampling in this study has been purposeful and standard and a total of 17 experts in the field of e-learning from Tehran University have participated in thestudy. The validity of qualitative data using four judgment criteria of Lincoln and Goba)1985( including validity or reliability, transferability verifiability or neutrality, and reliability or compatibility and reliability of qualitative data through recoding by the second encoder and the encoder himself has been confirmed. Findings: Based on the research findings, the factors related to the evaluation of e-learning system are classified into three dimensions of pedagogy, organization and technology which, on the whole has 17 components and 95 concepts. These components have been identified in the form of teacher, student, teaching assistant, teaching-learning process, content, evaluation, support services, interaction, education and empowerment system, motivation system, university goals and strategies, knowledge management system, culture, physical resources, software, hardware and infrastructure. Conclusion: In general, the results of this study indicate important points that can provide valuable information for administrators and authorities the University of Tehran in the field of e-learning system to adopt principled policies regarding the evaluation of this system to improve and enhance the quality and effectiveness of e-learning. It is recommended that the university uses the model presented in the present study in order to evaluate the e-learning system of the University of Tehran.
Electronic learning- virtual
Kh. Abili; F. Narenji Thani; Z.S. Mostafavi
Abstract
Background and Objective:Evaluating the quality of the teaching-learning system is a process that is done to improve the quality and increase stakeholder’s satisfaction with e-learning programs, and in line with the development of university e-learning courses, attention to the evaluation of the ...
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Background and Objective:Evaluating the quality of the teaching-learning system is a process that is done to improve the quality and increase stakeholder’s satisfaction with e-learning programs, and in line with the development of university e-learning courses, attention to the evaluation of the quality of these courses has become important in several ways. First, the managers and staff of these courses need continuous self-evaluation to increase the quality of the courses. Second, the identification of quality e-learning courses at the national and international levels will help to develop the horizons of activities in this field. Finally, the development of e-learning will allow more attention to customer orientation in higher education and education customers can choose the best option by identifying quality university courses. The aim of current study is the evaluation of learning-teaching system from the students’ viewpoint at the Faculty of Psychology and Education in the University of Tehran. Also, the research seeks to find the main related factors and variables with the evaluation of e-learning system. Methods: The current research is applied and descriptive-correlational and the research population included all students who were studying in the academic year 1394-95. The sample included 175 students selected by simple random sampling. In this study, after reviewing the literature about measuring quality at different context, 28 main indicators affecting quality of online teaching-learning systems are identified and after the survey of experts, the final model is designed. This model consists of training, technology, communication, evaluation, management, resource support, ethical and institutional dimensions based on Badhal Khan's model. Then, the research data were analyzed based on the questionnaires and research questions Findings: The results of the structural analysis indicated that the model is fit. Also the results revealed that the management actor had the most and the ethical factor has the least connection to the quality of teaching-learning system from the perspective of the students Conclusion: In general, the results of this study showed that in terms of desirability, students' attitudes about assessment factors in e-learning courses are at a relatively desirable level, which indicates some strengths and weaknesses of the e-learning system in the country that can provide valuable information. This provides for managers and officials of the country's higher education system to adopt principled policies and use appropriate strategies and strategies to improve and enhance the quality of dimensions, and by allocating resources and reviewing the development of appropriate standards and mechanisms for the system have proper planning and e-learning.
