Electronic learning- virtual
M. Minaeinezhad; Y. Mahdavi Nasab; N. Mohammadhasani
Abstract
in the learning process of students; one of these technologies is educational multimedia. Among the principles and criteria of multimedia production is the use of educational agent in its design. An educational agent is an animated character that talks and is embedded in educational computer programs ...
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in the learning process of students; one of these technologies is educational multimedia. Among the principles and criteria of multimedia production is the use of educational agent in its design. An educational agent is an animated character that talks and is embedded in educational computer programs and helps to provide multimedia content or students' participation in learning. Although there have been numerous studies with the aim of investigating the effect of the educational agent in education, there has been no research regarding the use of several educational agents with different roles in educational multimedia. In this study, using multimedia with one educational agent and multimedia with three educational agents (each of which has a different role), and the effect of educational agents on learning, retention and academic engagement of students in science course was investigated.Methods: The statistical population of the research included all sixth-grade students in Khorram Abad in the academic year of 2020-2021. Using random sampling method, three classes of 30 students were selected among the sixth-grade classes of Khorram Abad schools and were randomly assigned to experimental groups. The research method was quasi-experimental with a pre-test-post-test design. The research tools included a researcher-made learning test, a retention test, and Rio's academic engagement questionnaire, and the reliability coefficient was calculated as 0.821 using Cronbach's alpha coefficient for the academic engagement questionnaire. The classrooms were taught simultaneously and separately for four sessions using educational multimedia tools developed by the researcher.Findings: The results of covariance analysis showed that there was a significant difference between the experimental science course scores in the groups (F=68.42, P<0.005) and the use of educational agent had a significant effect on learning. The difference in the average scores of the post-test learning of students who were trained with one educational agent (experiment group one) and students who were trained with three educational agents with different roles (experiment group two) was -9.35 and with 95% confidence of using three educational agents was more effective than using an educational agent and led to better learning of science lessons. In the retention variable, the results showed that there was a significant difference between the scores of the experimental groups (1 and 2) and the control group (F=7.6, P<0.05) and the use of an educational agent had an effect on retention compared to not using an educational agent and the presence of an educational agent in the education process led to better retention of information in the memory in the long run. The difference between the average scores of the memory test of the students of experiment group one and the students of experiment group two was -0.928 and there was no significant difference between the use of three educational agents compared to the use of one educational agent. In the variable of academic engagement, there was a significant difference between the grades of groups (F=7.24, P<0.05) and the use of educational agents had a significant effect on academic engagement, and the students of experimental groups 1 and 2 who were trained with educational agents. They had more engagement in academic assignments and tasks. Moreover, according to the results, using three educational agents with different roles was more effective than using one educational agent and caused more active engagement of experimental group 2 in doing the academic assignments of the science course.
e-learning
N. Mohammadhasani
Abstract
Background and Objectives: The biggest challenge posed by the Coronavirus pandemic (COVID-19) to educational institutions was the force to make an unexpected transition from face-to-face to online learning. The abrupt closure of face-to-face education led academics towards experiencing "unfamiliar areas" ...
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Background and Objectives: The biggest challenge posed by the Coronavirus pandemic (COVID-19) to educational institutions was the force to make an unexpected transition from face-to-face to online learning. The abrupt closure of face-to-face education led academics towards experiencing "unfamiliar areas" due to the need to adapt quickly to e-learning environments. In advance, the benefits of these environments increased the demand for their usage in higher education. But today, given the special circumstances of the outbreak of the Coronavirus, this sudden change has undoubtedly posed challenges for educational institutions Although these environments provide numerous opportunities for learning, they require the readiness to become familiar with a wide range of technologies, the lack of which, both for teachers and learners and at the organizational level, poses some challenges in the implementation of online learning. In this regard, the present study was conducted to explore the challenges of faculty members in teaching and managing online learning environments.Methods: The present study was conducted adopting a qualitative method with a phenomenological approach. The target population of the study included the faculty members of Kharazmi University. Data were collected through in-depth semi-structured interviews. The data collection process continued until the theoretical saturation was reached, based on which 19 interviews were conducted. The final reliability and validity criteria were used to confirm the validity and reliability of the data.Findings: The results of the study led to the identification of the following categories: communication and interaction, presence and engagement, technical issues, quality, skill, evaluation, economic issues, time, and organizational challenges. As an important result, data analysis referred to the synergy and interrelationship of categories and the effects that they had on the quality of online learning. The most common codes were related to the categories of communication and interaction and presence and engagement, which were related to the category of skills and influenceed other categoriesConclusion: The analysis of the interviews showed that, it is possible to reach high-quality online learning by prioritizing these challenges and paying attention to key components. The emergence or consideration of these challenges, as well as their impact on each other, leads us to map the relationship among these challenges. The results of the analysis emphasize the need to pay attention to the sudden changes in the category of time, the emergence of related challenges, and the division of challenges into faculty members-related items individually or in relation to organizational challenges that include skill and quality. Now that the Coronavirus pandemic resulted in the rapid digitalization of higher education around the world, identifying and overcoming the challenges of entering or adapting to online environments is essential to guarantee the quality of the future of higher education.
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.
Educational Technology
N. Mohammadhasani; S. Asadi
Abstract
Background and Objectives: Problem solving is one of the important ideas in mathematics instruction. According to the National Curriculum Document, the ability to solve math problems and apply it to real problems should be one of the most important skills of a high school students; However, the evidence ...
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Background and Objectives: Problem solving is one of the important ideas in mathematics instruction. According to the National Curriculum Document, the ability to solve math problems and apply it to real problems should be one of the most important skills of a high school students; However, the evidence show the lack of attention to the Problem solving and its applications in Iranian mathematics instruction, and the evidence for this claim is the poor results achieved by Iranian students in international exams. One reason is relying on inefficient teaching methods and neglecting to design learning environments based on modern technologies; Learning environments based on the findings of learning sciences and the learner-centered approach. One of the technology-based environments that broadly supports learning interactions is Computer Supported Collaborative Learning (CSCL). CSCL is the new usage of computers in education to facilitate collaborative learning through computers and explores how computers can help learners in small groups in learning communities. In addition, the use of math software is another important element of enrich environments in math instruction and enhances students' ability to deeply understand various concepts and their aspects in life; In particular, dynamic mathematical software that strengthens multiple representations and make divers in learning methods, making learning faster and deeper. In previous studies, no research has been done to investigate the effect of combining two factors of collaborative learning and dynamic mathematical software, especially in online learning, so the aim of this study was to investigate the effect of designing a computer-based collaborative learning environment and the dynamic math software on problem solving skills. MethodS: This study was performed by a pre-test and post-test experimental design. The statistical population was all 10th grade male students in Nazarabad city of Alborz province in the academic year 2017-2018. The statistical sample was selected by multistage cluster sampling (n = 96) and the participants were randomly assigned to three groups. The instructional design model for all three groups was Jonasson's model of constructivist and problem-based learning environments. In the control group, the participants learned by mentioned model in conventional method, the experimental group 1 used the model through individual learning using dynamic mathematics software and in the experimental group 2; the model was integrated with CSCL using dynamic mathematics software. The research tool was research-made test of mathematical problem-solving skill. The ANOVA test was used to analyze the data. Findings: The results confirmed that, although learning in CSCL environment (M=16.33) and individual learning using dynamic mathematics software (M=14.2) are both effective in enhancing students' math problem solving skills, the effect of CSCL was more than the individualized learning method (P <0.05). The present study also emphasized on the appropriate instructional design of the learning environment with adherence to the principles of the theoretical framework adopted, as in the present study for all groups Jonasson's model of constructivist and problem-based learning was used to design the environment. Conclusion: According to the results, CSCL design and dynamic mathematics software can be used to increase the mathematical problem solving skills.
