M. Falahi; M. R. Nili Ahmadabadi; H.R. Maghami; I. Zaraii zavaraki; A. Delavar
Abstract
Background and Objectives: Where there is a lot of time for individual expansion and complete work, there are various programs that are different according to the requirements of the course and the type that is available for individuals on different surfaces, from the channell of the administration of ...
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Background and Objectives: Where there is a lot of time for individual expansion and complete work, there are various programs that are different according to the requirements of the course and the type that is available for individuals on different surfaces, from the channell of the administration of a group and a group of people in the form of a letter, i. You can check this information and remove the problem and remove the problems that are present in the program, which can be taken from the path of Buzzhord Graften and Arziba Mia. Banabrain is an investigator who has been working on the technology of Chegongi Tarahi to supply electronics with a view to the work of Karknan Ra in the Tehran Neft Public Company, the supplier of Kendokau. We are looking forward to the resources of many of them in the present office. You are interested in the direction of the direction of the course of any electronic mentoring course, according to the importance of the work of the Karkanan company in Tehran. This is a suitable electronic tuning; what is the meaning of Karkanan's work?Methods::This is very useful for using a qualitative analysis of the content and analysis of the content. A university with a comprehensive resource, including all articles, written sources, statements, names, and chains of reference available in various pieces of information, and all professors and specialists who have established a mentoring seminary. Change the size of the nameplate Use it as a target type.Take advantage of it as a collection of information about linguistics, information, and information about the language that has been checked for different purposes. This is a type of qualitative content analysis, an inductive type, and guaranteed analysis, in my opinion, which is of great benefit. I would like to take a picture of this to begin with, with a deep picture of the theoretical foundations of Mentoring, with a deep picture of the source of reading and decision-making, and the excitement of accompanying the name I chose from. More than fifteen people are specialists who are experts in the work of mentoring and long-term work, and they are damaged by the removal of the money. Findings: After the initial interview with the experts and associated content of the interview, three-stage coding was done. Then the collected data was analyzed using MAXQDA software. In the design of the researcher-made questionnaire, first the theoretical foundations and research literature on employee performance improvement were studied in detail, and based on that, semi-structured interview questions and finally a researcher-made questionnaire were designed to measure employee performance improvement with the help of specialists and experts.Conclusion: In the end, components were extracted from this order and used in the design of the electronic mentoring model: mentor characteristics, mentor competencies (management competencies, mentor learning competencies, mentor communication competencies, mentor specialized competencies, competence intercultural mentor), soft skills of mentor, electronic interactions in mentoring, electronic feedback in mentoring, electronic evaluation in mentoring, technological infrastructure in electronic mentoring, mentee competencies in electronic mentoring. Finally, it was suggested to design the model of electronic mentoring in other organizations and industries, as well as in mobile variables of employees. Also, design a consolidated mentoring model in organizations and industries. Educational workshops should be held in order to nurture and train mentors. The organizational position of mentor should be determined and appointed due to the high sensitivity of their work. The mentee is promoted after passing the mentoring courses.
Technology-based learning environments
V. Bakhshi khilgavani; K. Aliabadi; M.. R. Nili Ahmadabadi; S. Borzoeian; A. Delavar
Abstract
Background and Objectives: In recent years, the emergence of information and communication technology has affected the world of education. As some experts believe, the previous methods, models and theories of learning and education are not able to explain learning and education in this era. Connectivism ...
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Background and Objectives: In recent years, the emergence of information and communication technology has affected the world of education. As some experts believe, the previous methods, models and theories of learning and education are not able to explain learning and education in this era. Connectivism theory is one of the new theories of the digital age that tries to explain learning from a different perspective. The purpose of this research was to explore the elements of a suitable educational model based on connectivism in teaching and learning.Methods: The research was qualitative in terms of paradigm and among the types of qualitative research, it was qualitative content analysis. The research population included original research articles related to connectivism teaching and learning for the last 10 years (from the beginning of 2013 to the end of 2022) available in 4 databases (1) Eric (2) Emerald Insight (3) Springer (4) Science Direct. There were 592 articles, which were reduced to 194 articles after the initial review of the abstract and full text in two stages and the removal of irrelevant items. After organizing the remaining articles and using targeted sampling, 28 of these articles were analyzed, and due to the repetition of the obtained codes and the achievement of theoretical saturation, the analysis of the remaining articles of the studied population was stopped. Free coding with inductive approach was used to analyze the texts.Findings: From the content of the analyzed works, three layers called "theoretical and technological foundations", "principles and assumptions of connectivism" and "learning networks" were extracted as the main components for a connectivism-oriented learning environment. The first layer included 14 theories, approaches, movements and technological developments as sub-components. Each of these theories, movements and approaches with their principles and assumptions had aa direct and an indirect influence on the next layers. The second layer was related to the general and specific principles, characteristics and assumptions about knowledge, learning and network phenomena, and its sub-components contain facts that strongly affected the executive layer of the connectivism-oriented environment, and the learning environment was designed based on this. It distinguished the theory from other theories. In this layer, four sub-components with the titles (1) connectivism principles of Siemens and others (2) connectivism assumptions about learning (3) connectivism assumptions about knowledge (4) features and principles of the network/learning environment were also identified. In the third layer, there were networks, each network had 9 sub-components :(1) types of tasks, actions and learning activities (in 6 overlapping forms of cooperation, interaction, evaluation, communication, involvement and participation) (2) the role of the teacher (3) the role of the student (4) the place of learning (5) the stages/steps of learning (6) the levels of learning (7) the required skills (8) the materials/resources/appendices/media or nodes learning, and (9) building new networks.Conclusion: The results of the research showed that the connectivism-oriented learning environment is an open, non-targeted, chaotic environment that lacks an organized framework and fixed elements. Two theoretical levels and basic assumptions as layers influence the operational environment of connectivism learning. Theories, as the first layer, are the theoretical and technological foundations of connectivism, which dominate the other two layers like an umbrella and determine the assumptions and activities of this environment. The assumptions and principles of connectivism, which are considered as the second layer of this environment, affect the third layer and determine the framework and types of scientific activities of this environment.
Emerging educational technologies
Z. Rashidi; M.R. Nili Ahmadabadi; E. Zaraii Zavaraki; A. Delavar
Abstract
Background and Objectives: Teachers are considered as one of the most important and vital elements of virtual in-service training, and supporting them is one of the basic elements in the virtual training system. Supporting teachers in the virtual learning environment is one of the key factors in the ...
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Background and Objectives: Teachers are considered as one of the most important and vital elements of virtual in-service training, and supporting them is one of the basic elements in the virtual training system. Supporting teachers in the virtual learning environment is one of the key factors in the success and development of the virtual training system that if it is not continuously provided, it will lead to a waste of capital and a lack of motivation to stay in the virtual learning environment. Support for teachers has different areas, among which we can mention instructional support. In virtual in-service teachers training, instructional support has priority over other different areas of support and is more important. Instructional support is one of the main components affecting the effectiveness of virtual training. Dynamic computer-based scaffolding is one form of instructional support that supports learners in a personalized way. The purpose of this research was to investigate the effect of dynamic computer-based scaffolding on the effectiveness of virtual in-service teacher training.Methods: This research was conducted in a quasi-experimental way using a pretest-posttest design with an experimental and a control group. The statistical population of this research consisted of elementary school teachers in the academic year of 1401-1402 who applied to participate in virtual in-service training. A total of 30 elementary school teachers were selected as a sample to participate in the research, who were randomly divided into two groups of 15 people, experimental and control. The tool used in this research was a researcher-made questionnaire for the evaluation of virtual in-service teacher training based on Roderick Sims’s developed model. This model has 11 components including educational objectives, content, design and user interface, interaction, evaluation, support services, outcomes quality, organization, management, educational technology and information and communication technology ethics. The validity of the questionnaire was confirmed by experts. Also, the reliability of the questionnaire was obtained as Cronbach's alpha coefficient of 0.82. The experimental group received dynamic computer-based scaffolding during the virtual in-service training, but the virtual in-service training was presented to the control group in the usual way. Descriptive statistics indices (mean and standard deviation) were used for data analysis, and covariance analysis was used in the inferential statistics section.Findings: The results of the research showed that training through dynamic computer-based scaffolding was of significant impact on the effectiveness of virtual in-service teacher training. Also, dynamic computer-based scaffolding in each of the components of the effectiveness of virtual in-service teacher training, including organization and management, educational technology, educational objectives, content, design and user interface, information and communication technology ethics, interaction with the user interface, evaluation, support services and quality of outcomes had a significant effect.Conclusion: In virtual in-service training, dynamic computer-based scaffolding can provide the help and guidance needed by teachers and lead to mastery in learning and helps teachers to play an active role in training. Regardless of this, the use of web-based tools and technologies is emphasized in the studies as long as they can facilitate the performance of learners in learning, and have an effect on the effectiveness of education. Therefore, considering the benefits of dynamic computer-based scaffolding, it is suggested that those involved in virtual in-service teacher training include the design and development of dynamic computer-based scaffolding in their work agenda.
Modern Educational Approaches
Sh. Soleymani; Kh. Aliabadi; I. Zaraii Zavaraki; A. Delavar
Abstract
Background and Objectives: The need for performance and autonomy in problem-solving styles of learning English grammar for students in the current knowledge-based world is essential. Therefore, the present study aimed to improve it under the flipped learning pattern.Methods: The present study is applied ...
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Background and Objectives: The need for performance and autonomy in problem-solving styles of learning English grammar for students in the current knowledge-based world is essential. Therefore, the present study aimed to improve it under the flipped learning pattern.Methods: The present study is applied and quasi-experimental research. The statistical population consisted of 380 people in a purposeful and accessible manner among all students registered in the Aladdin English Short-Term Specialized Training Center between 2018 and 2020. The criterion for selecting language learners was random substitution and exclusion criteria were the pre-test and post-test questionnaires where learners did not fully answer the questions or some items. Finally, the participants were 220 people divided into two groups, control (N=110) and experimental (N=110). To collect the required data, Cassidy & Long's (1996) problem-solving questionnaire was used with 24 questions set on a three-point scale (yes, no, and I do not know) measuring six factors. Participants in the control and experimental groups first completed the questionnaire as a pre-test. Then, the instructor used the usual teaching methods in the control group, which all instructors in language centers use Flipped classroom method was implemented in the experimental group. The instructor used this method for 16 months in 10 courses (5 courses for each experimental and control group). Each course consisted of 39 sessions of 90 minutes (58.5 hours), two sessions per week, or 20 sessions of 180 minutes (60 hours), one session per week held only on fridays by one instructor. The instructor asked students some questions about the previous lesson to measure their' knowledge and solve their problems at the beginning of the new session and took a pre-test based on the content of the new session. Researchers utilized a repeated measurement test and T-test of a sample to answer the research questions.Findings: Findings indicated the effect of this teaching method on improving the students’ performance and autonomy in solving the problem of learning English grammar under the flipped learning pattern.Conclusion: The results showed the value and acceptability of the pattern along with traditional teaching methods and its impact on the performance and autonomy of problem-solving styles of learning English grammar among the students. It seemed to increase learners' confidence, too. Implementing the same research in different courses of different academic disciplines is suggested for future research.
Game-based Education
M. Roshanian Ramin; K. Aliabadi; A. Delavar
Abstract
Background and Objectives: Today Computer games are one of the most effective media among various educational media. However, playing games can be used as a training method in education process. But in the opinion of many researchers, the making the game by the students can have deeper effects and it ...
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Background and Objectives: Today Computer games are one of the most effective media among various educational media. However, playing games can be used as a training method in education process. But in the opinion of many researchers, the making the game by the students can have deeper effects and it is an instructive and enjoyable experience for people, especially students. Computer game-making will stimulate thinking and creativity because in this action individual engaged in the multi-dimension activities. Due to the computer game-making by students is the new phenomenon and lack of enough research on the impact of this activity on creativity, there is a need for more research in this area. In this regard, the main purpose of this study was to investigate the effect of computer game-making on the creativity of elementary male students and sub-objectives were include: 1-Investigating the effect of computer game-making on the fluid dimension of creativity. 2- Investigating the effect of computer game making on the originality dimension of creativity. 3-Investigating the effect of computer game making on the flexibility dimension of creativity. 4- Investigating the effect of computer game making on the expansion dimension of creativity. Materials and Methods: The research method in this study was a quasi-experimental pre-test and post-test design with a control group. The statistical population was all boys' primary schools in the city of Islamshahr. One of these schools was selected. The sample of this study was 40 students from fourth to sixth grade who were selected using simple random sampling method and were randomly assigned to the control and experimental groups. The data collection tool was the Torrance Form B Creativity Test, which includes four subscales: fluidity, flexibility, originality, and expansion. The method of data collection was survey and the method of data analysis was differential t-test. Findings: Data analysis showed that computer game-making had a positive effect on creativity and its dimensions. Regarding the sub-hypotheses, the results showed that the mean score of the fluidity dimension of creativity in the experimental group was 9.21 with a standard deviation of 4.52 and the mean score of the control group was 2.25 with a standard deviation of 1.43. Analysis of the data showed that the experimental group experienced more changes in the creative fluid dimension than the control group and their fluidity increased compare to before playing, (sig 0.001). Therefore, the research hypothesis was confirmed at the level of P Conclusion: game-making involves the user in a real multidimensional problem, and it can provide the context for fostering creativity. Game-making required the presentation of new ideas in the process of designing and producing games, and students saw the result of their work objectively, they had an inner motivation to keep working and continued to complete their ideas as well as come up with new ideas, and this is the point that has been emphasized in theories of creativity.
Electronic learning- virtual
Kh. Aliabadi; A. Delavar; M.R Nili; M. Iziy
Abstract
Background and Objective: The educational system, each decade, faces special audience as learners. These students have special educational characteristics, needs, interests, and preferences that significantly improve the policies, quantity, and quality of the educational system services. The emergence ...
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Background and Objective: The educational system, each decade, faces special audience as learners. These students have special educational characteristics, needs, interests, and preferences that significantly improve the policies, quantity, and quality of the educational system services. The emergence of a generational phenomenon in academic discourses are addressed with themes such as "students of this period of time" and issues such as the differences between the students of the current period of time and the past with respect to motivation, scientific perseverance, academic interests, and academic ethics. The subject of the differences between the learners of one period and another is referred to as the generation gap. Generational issues are one of the most important themes in the field of education, especially higher education. In the early years of the 21st century, some theories about the new generation entering universities were proposed stating that these learners have certain characteristics due to their birth and growth in the age of technology. Labels such as Digital Natives, Millennial, Network Generation, and Digital Learner have been set. The present study aims to validate the Digital Native Characteristics Scale (DNAS). Methods: Regarding to the issue of validity consideration in electronic versions of the instruments; therefore, electronic and printed versions of this scale validated by descriptive-survey method. The population included 7320 undergraduate students of Birjand University who were studying in the academic year 2017-2018. The number of samples in the present study was 374 students who selected from 10 faculties of Birjand University based on the table of sample size of Krejcie and Morgan and using cluster sampling method. The sampling method was such that one class was randomly selected in each faculty, and about 50% of the class population randomly completed the Digital Natives Measurement Scale electronically and the other 50% in print. Findings: The results of exploratory factor analysis showed that both electronic and printed versions had satisfactory validity and reliability. The scale revealed 4 features for digital natives, including: (1) grow up with technology; (2) reliance on the graphic in communication; (3) multitasking; and (4) instant feedback. The electronic version and printed version explained 65.71% and 62.43% of the variance respectively. The total reliability was obtained by Cronbach alpha for the electronic and printed version were α = 0.89 and α = 0.91 respectively. All four identified components in both print and electronic versions had optimum reliability. Conclusion: Comparing the psychometric characteristics of the two electronic and printed formats in the present study did not show a significant difference between these versions. According to the research findings that have confirmed the construct validity and reliability of this scale, this instrument can be used in future research for the purpose of measuring the characteristics of digital natives in Iranian culture and at the academic community. However, pre-university courses it require more research. Also, this instrument can be used for educational design and teaching purposes by educational designers and can be used to adapt the training to the characteristics of this generation. Despite the optimal validity and reliability of the scale in this research, it is recommended that new instruments be designed and validated in future research considering the findings of the present study and using generational theories in Iran.
Mobile learning
S. Mosa Ramezani; E. Zaraii Zavaraki; M.R. Nili; A. Delavar; M. Farajollahi
Abstract
Background and Objective:Mobile learning is a subset of e-learning and focuses on the use of portable learning tools. This method of learning allows learning regardless of time and place. In learning, students are able to learn from a variety of sources around the world. This enrichment leads to effective ...
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Background and Objective:Mobile learning is a subset of e-learning and focuses on the use of portable learning tools. This method of learning allows learning regardless of time and place. In learning, students are able to learn from a variety of sources around the world. This enrichment leads to effective and meaningful learning. In addition, learners in this environment can change their learning environment and use a variety of learning experiences. The role of social (communication) and managerial processes (teaching and classroom skills) is also important in this regard. The purpose of this research is Impact use of education model based on mobile learning environments on Social peresence and teaching peresence for Smart schools students in mathematical lesson. Methods: in this research goal, a mixed methods research was used. In this research we used quasi-experimental with pre-test and post-test design with control group. Research statistical population included all girl students studying in Tehran Smart schools. In order to select the sample size using multi-stage cluster sampling method from among smart schools in Tehran, one school was selected and finally 15 people were in the experimental group and 15 people in the control group. Multivariate analysis of covariance was used to test the first and second hypotheses of the study. Findings: The results showed that the application of this model was effective on all dimensions of social presence and teaching presence in the experimental group compared to the control group (in the post-test). Conclusion:. The present study was conducted to investigate the effect of the application of mobile learning model based on social presence and attendance of smart school learners in mathematics. The results of the analysis of research data indicate that the application of mobile learning model has a positive effect on social presence and the presence of smart school students teaching in mathematics. Students in the mobile learning management system scored higher than the other group trained in the traditional environment. This indicates the effectiveness of the environment designed for mobile learning in terms of social presence and teaching.
Information literacy
R. Ahmadi; E. Zaree Zavaraki; D. Norouzi; A. Delavar; F. Dortaj
Abstract
Background and Objectives:Given the impact that new technologies have had on individual and social activities, it is the task of education to respond to the growing needs of the society. To emphasize this task, UNESCO, in 2008, in collaboration with major companies such as Microsoft, Intel, Cisco, the ...
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Background and Objectives:Given the impact that new technologies have had on individual and social activities, it is the task of education to respond to the growing needs of the society. To emphasize this task, UNESCO, in 2008, in collaboration with major companies such as Microsoft, Intel, Cisco, the International Association of Education Technology, the Polytechnic Institute and the University of Virginia, designed a document for teacher information and communication technology knowledge. Due to the importance of the issue and the welcome of member countries, this document was further revised. In the introduction to this document, students and teachers must be able to use technology effectively to live, learn and function successfully in highly complex, knowledge-based and information-rich environments. Education should strive to design students with specific characteristics that meet the needs of today's societies by designing an appropriate environment. Some of these characteristics are: capable of using information technology, searcher, analyst and information evaluator, decision maker and problem solver, capable of effective and creative use of productivity tools, informed, responsible and participatory citizens. By increasing the daily and effective use of technology in the educational process, student-teachers gain the opportunity to learn through technology. The growth and development of various information and communication technologies has made it possible to build a variety of software, hardware and Internet networks that can help the educational system of any country in a variety of formal, informal and free learning. Accordingly, given the important role that the teacher has in organizing learning experiences, it is necessary for them to be trained in a way that finds the necessary attitude, knowledge and skills. Accordingly, in-service and pre-service professional programs for teachers should include objective experiences of information and communication technology in the professional dimension. The present paper aims to construct, validate and estimate the reliability of the questionnaire of technology competencies of student-teachers at Shahid Rajaee Teacher Training University (SRTTU) in Tehran. Methods: To do so a questionnaire was developed after a systematic review of literature on theories of technology competencies. Through a random cluster sampling a sample of 60 student teachers of SRTTU was selected and the questionnaire was administered among them. The instrument included 49 items. Item analysis such as item discrimination and loop, construct validation (factor analysis) and reliability analysis (Cronbach Alpha) were utilized. Findings: In factor analysis, three factors were identified as: technology knowledge, knowledge consolidation and knowledge production. The reliability of the questionnaire turned out to be .98. The results indicate that the instrument is both reliable and valid and can be readily used to assess student-teachers’ technology competencies. Conclusion: The results indicate that the instrument is both reliable and valid and can be readily used to assess student-teachers’ technology competencies.
