Education technology - Lifelong learning
R. Shahverdi; M. RezaeiZadeh; M. Vahidi-Asl
Abstract
Background and Objectives: Student participation dropped significantly in teaching online and has become one of the challenges of virtual teaching. For this reason, having social and communication skills, among other skills, is one of the competencies needed by instructors to teach online courses in ...
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Background and Objectives: Student participation dropped significantly in teaching online and has become one of the challenges of virtual teaching. For this reason, having social and communication skills, among other skills, is one of the competencies needed by instructors to teach online courses in higher education. Therefore, one of the necessities of online teaching is developing interaction strategies to promote online class interactions. Based on this, the aim of the current research was to identify various methods and tools to create effective interaction between the instructors and students in virtual university classes.Methods: This research was based on the qualitative approach of digital ethnography. Research data was collected using observation. The research community included the university virtual classes, which were selected using criteria-based purposeful sampling of virtual classes in the educational science department. To this end, 16 lessons related to 12 instructors (89 sessions and a total of 120 hours) were observed. In the data collection process, the researcher's role was as a non-participant observer. In addition to being descriptively recorded, the observation data or field notes were also reflected upon (the observer's perception of the situation and people).Findings: The research findings related to various methods and tools for creating interaction were categorized into four sections, including interaction at the beginning of class, during the class, at the end of class, and outside the class. Class preparation, follow-up homework, diagnostic assessment and knowledge review were the most frequently used methods of interaction at the beginning of the class. Regarding interaction during the class, question and answer (questioning), presentation-based learning, providing feedback, using students' opinions, using motivators, managing participation, and role-playing were the most frequently used methods and techniques. Summarizing and planning, evaluation and feedback were included in the end-of-class interaction section, and in relation to out-of-class interaction, providing additional training, sending assignments, discussions, and scientific-research collaborations were the most frequently used methods. The methods and techniques that were mentioned entailed using chat tools, microphone, webcam, screen sharing, status pod, slide, Word file, video, image, survey or poll, WhatsApp, Moodle (including test plugin, assignment, forum, and file).Conclusion: Based on the findings, we cannot expect to improve the quality and quantity of students' learning just by creating interaction. Rather, the effective interactions require compliance with principles and techniques such as the use of reflective questions along with descriptive ones, and awareness and overcoming obstacles to creating effective interactions. Also, the use of various tools and technologies does not necessarily lead to the effectiveness of interactions, but how to use them at the right time is more important. Another noteworthy point is that interactions outside the class (such as Feedback on assignments) are very important along with the interaction inside the virtual class. In addition, sharing experience and knowledge among professors and participating in knowledge-enhancing courses can help them become familiar with the methods and tools for creating interaction in the virtual classroom. Also, it is necessary to create opportunities for professors to practice the methods they have learned and to help them make teaching and interactions more effective by trial and error and receiving feedback.
Electronic learning- virtual
susan mehrzad; zeinab Golzari; Zahra Taleb
Abstract
Abstract: The purpose of this study was to investigate the effect of the use of the interactive book on learning and remembering of students. The statistical population consisted of the students of Imam Hassan Mojtaba (pbuh) Conservatory in the academic year of 1396-97 and among this sample size, 60 ...
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Abstract: The purpose of this study was to investigate the effect of the use of the interactive book on learning and remembering of students. The statistical population consisted of the students of Imam Hassan Mojtaba (pbuh) Conservatory in the academic year of 1396-97 and among this sample size, 60 subjects (30 in the experimental group and 30 in the control group) were selected by available sampling method. . The research method is semi-experimental with pre-test-posttest design with control and experimental group. To collect information, two researcher-made questionnaires (pre-test and post-test) with appropriate validity and validity of 0/73 and 0/76 have been used. Data analysis has been used central tendency and dispersion at the descriptive level and also in inferential analysis has used covariance test. In addition, the correlation t-test, second post-test scores was compared to the post-test scores which were performed with a one month interval from the first pre test. The results of the findings indicate that the use of the interactive book has a positive effect on students' learning. The use of an interactive book also has a positive impact on student recollection
Preparation and compilation of electronic content
M. S. Mosavi Shafigh,; Z. Khoshneshin; Y. Mahdavi Nasab; M. Mojadam
Abstract
Background and Objectives: Concept mapping as a collaborative tool for enhanced learning has been explained in many studies. The present study described effectiveness of teacher- and student-based concept mapping on students’ motivation and learning. Teaching on the basis of concept mapping is ...
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Background and Objectives: Concept mapping as a collaborative tool for enhanced learning has been explained in many studies. The present study described effectiveness of teacher- and student-based concept mapping on students’ motivation and learning. Teaching on the basis of concept mapping is known as an active method, to improve learning ability and motives.Methods: The research was designed based on quasi-experimental method of analysis. Sample of research included 60 students selected randomly from two high schools and the pretest and posttest were administered. Hermann’s standard questionnaire was used to estimate the motivation achievement and a researcher-made questionnaire was used to measure learners’ motivation and learning. The reliability of the questionnaires was estimated by Cronbach's alpha as 0.82 and 0.85. Covariance analysis was used to analyze the data compartments of the pre- post-test scores in experimental groups after the intervention.Findings: It was revealed that there was a significant difference (sig 0.05) in pre- and post-test scores of students’ different levels of learning and motivation. It was also found that experimental teaching method, using concept mapping, to improve students’ cognition skills and their motivation could increase the opportunity of discussion among peers and understanding the content. Concept mapping in different ways of implementation as teacher- or student-based activities could promote the students’ learning level and motivation.Conclusion: Implementation of teacher- and student- made concept mapping enabled students to learn better and improved their motivation and led to the improvement of their learning skills.
Technology-based learning environments
M. Hosseini; S.B. Hosseini; F. Mozaffar
Abstract
Background and Objectives: Reflective learning has been studied in various studies. Reflecting while learning architecture alongside practice helps the student to evaluate and refine the design idea, and this round-trip process is mostly repeated. The application of reflective learning in the field of ...
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Background and Objectives: Reflective learning has been studied in various studies. Reflecting while learning architecture alongside practice helps the student to evaluate and refine the design idea, and this round-trip process is mostly repeated. The application of reflective learning in the field of architecture while practicing needs to be examined to understand to which extent teachers are committed to this teaching method in studios. The investigation and recognition of assessment features along with reflection in architectural studios was the subject of this research.Methods: In order to know the status of assessment in architecture schools, the behavior of teachers in this field and their preferences during assessment were studied through a semi-open questionnaire and the importance of reflective assessment indicators including rational assessment with micro-score was examined. In this study, the presence of students and round trip evaluation based on the design process were also asked from a sample of fifteen participants from the teaching community. For each question, Likert scale answers from 1 (very low) to 5 (very high) were collected and analyzed. Then, their preferences about choosing between twenty-three indicators in assessing each work were examined.Findings: The study of reflective assessment indicators in the sample population of this study showed that 66% of teachers were committed to reflective assessment in practice and the others did not use it. The results showed that reflective assessment in architecture was equally applicable in all types of universities in the country. The study of the effect of gender factor revealed that females’ assessment was more committed to reflective assessment criteria than that of men. Examination of the age factor in refereeing demonstrated that older referees distanced themselves from microscopic and reciprocal refereeing and showed more tendency to single-stage and intuitive refereeing. The use of reflective assessment showed that for jurors who adhered to the reflective assessment, "efficiency and performance of the plan" were more important than anything else, and “innovation” was placed next, while other jurors called it "innovation". "Design aesthetics", "graphic presentation" and "form quality and composition in architectural design" were more important.Conclusion: Assessment with reflection has been introduced as a new method in current research. By presenting a logical, step-by-step, interactive and back-and-forth form of teaching, this method has changed the assessing process from the end of the semester to the entire semester and made it as a tool for learning. The effect of this method, whose indicators were approved by the experts in this research, showed that changing the teaching method can improve learning the basic concepts among architecture students. The efficiency of this method is when the teachers change the current education process in a purposeful way which prioritizes the efficiency and performance of students' plans. This assessment method has changed from intuitive, single-step, product-oriented and independent of interaction with students towards the indicators presented in this research. The findings of the research show that this goal has been achieved in more than half of the architecture studios, but considering its positive results in improving students' learning and there is a need for more detailed planning and coherent management for this purpose.
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.
Technology-based learning environments
S.R. Emadi; A. Mokhtarisami
Abstract
Background and Objectives: The present age is called the age of communication and the most prominent symbol of that is the media. Today, educators, especially teachers, strive to use a variety of media to improve teaching and learning so that they can provide students with most information in an effective ...
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Background and Objectives: The present age is called the age of communication and the most prominent symbol of that is the media. Today, educators, especially teachers, strive to use a variety of media to improve teaching and learning so that they can provide students with most information in an effective way in the shortest possible time. In many domestic and foreign studies, infographics have been introduced as one of the most effective media in the field of education and researchers in many studies have found that infographics can improve academic performance in normal students and facilitate learning in students with disabilities. In this study, we try to examine the effect of using an infographic in the learning environment based on the Glasersfeld model on the level of motivation, learning, and retention in the fifth grade of the social studies course. This research is practical in terms of purpose.Methods: This study was quasi-experimental in terms of research method, using pre-test and post-test design with separate experimental and control groups. The sample was comprised of 30 fifth-grade students randomly divided into two groups of 15, i.e., the control group and the experimental group. Researcher-made tests as that were used as the main methodological instruments administered for eliciting data in this study were validated by the comments of the experts in this field, the educational technology professors, and the thesis supervisor. Moreover, the Cronbach alpha and scholars’ assessment methods were employed to measure the reliability of multiple choice tests and open-ended question types, respectively. In addition, to analyze the data collected in the study, both descriptive statistics (that is, mean, standard deviation, skewness, and kurtosis) and inferential statistics (that is, Kolmogorov–Smirnov test, T test, Analysis of Covariance( were used by applying the SPSS software.Findings: The results of this study revealed that the amount of learning and retention of the students who were trained with the help of an infographic in the learning environment based on the Glasersfeld model was statistically significant as compared to that of those students who have not used infographics in the social studies course (p<0.05). But with respect to motivation, since P = 0.87 and F = 0.02, no significant difference was observed between the two groups and the hypothesis was not confirmed (P> 0.05).Conclusion: An effective education is one that can attract the attention of students and keep them involved and active in the learning process. Infographics are tools that provide information in the forms of both text and image, enabling learners to use their full capacity for cognition which actually leads to more and better teaching-learning. An infographic is the visualization of information or ideas that convey complex information to the audience in a way that is too fast and easily comprehensible and, therefore, easily retrievable. Since infographics simplify difficult materials, they are very helpful in learning and memorizing complex and difficult lessons. In the teaching method with infographics in a learning environment based on the Glasersfeld model, conditions are provided for the learners to be involved in education and actively build knowledge and be able to visualize complex and difficult content in a simple, concise, and structured way in their minds.
Mobile learning
N. Saeid; A. Jadidi mohammadabadi
Abstract
Background and Objectives:Today, traditional and old methods of teaching and learning are losing their effectiveness with the advent of new technologies and methods. Learners need to find new ways to transfer knowledge and enhance learning to keep up with the ever-changing environments around them. The ...
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Background and Objectives:Today, traditional and old methods of teaching and learning are losing their effectiveness with the advent of new technologies and methods. Learners need to find new ways to transfer knowledge and enhance learning to keep up with the ever-changing environments around them. The aim of this study was to determine the effect of mobile education on students' learning, concentration and academic satisfaction.
Methods:The present study is applied in terms of purpose and quasi-experimental in terms of method with pre-test- post-test control group. The statistical population includes 56 medical students of Kerman Azad University who were examined through a test in relation to the relevant course content and concentration and among those with lower scores, 44 students were selected. Then, they were randomly divided into two groups of control (n=22) and experimental (n=22). The two groups were also homogenized as much as possible in terms of semester, age, and level of learning and concentration. The educational materials prepared by the experts were weekly sent to the students via whatsApp and short message service (SMS). In this way, an educational video about the mentioned lesson, including theoretical and practical cases, was sent to students in 8 sessions through WhatsApp, and in session 8, students’ problems were questioned and answers were provided through WhatsApp and SMS service. The research instrument included a learning questionnaire in which 35 questions related to the curriculum were prepared and its validity was confirmed by the instructor. Savari and Oraki Concentration Skills Questionnaire (2015) which consists of 13 items and two factors, namely voluntary concentration and involuntary concentration was used. The voluntary concentration subscale consists of 8 items and the non-voluntary concentration subscale consists of 5 items. In order to determine the reliability of the above-mentioned questionnaire, Cronbach's alpha method was used and it was found to be 0.74 for the whole scale and 0.72 for the subscale of voluntary concentration skills and 0.70 for involuntary concentration skills. Moreover, the validity of the aforementioned questionnaire was examined and confirmed using Factor Analysis. The content and face validity of a researcher-made academic satisfaction questionnaire consisting of 11 items was confirmed by the opinion of 10 professors, and its reliability of 0.85 was determined by Cronbach's alpha and 0.82 by retest method. Data collection was performed in two stages before the teaching began and after the termination of teaching the entire content. The experimental group received training in 8 sessions of 2 hours. Descriptive and inferential statistics in the form of tables and figures as well as MANOVA, Analysis of Covariance-Levene’s test and Kolmogorov-Smirnov test were used to analyze the data.
Findings: The results showed that mobile learning has a significant effect on an effect on students' learning, concentration skills and academic satisfaction. This means that mobile learning can increase students' learning, concentration skills and academic satisfaction.
Conclusions: Based on the findings, mobile learning due to its availability, portability and easy access to the content at any time can be a good way to teach different educational topics to students. Mobile learning also allows people to access learning content anytime anywhere. Individuals can also have access to valuable educational materials that enhance their learning quality and academic satisfaction. Due to the high flexibility of this type of education, students can learn according to their circumstances and based on their mental readiness which, in turn, prevents distraction and reduces interfering factors in concentration.
Educational Technology
S. hazrati ghasemgheshlaghi; Y. Mahdavinasab; S. Ghasemtabar
Abstract
Background and Objectives: The creation of an educational system that has the potential to educate students to live in a world which is constantly changing is one of the fundamental goals of education in developed societies, so it is not surprising that many educational systems decide to use modern educational ...
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Background and Objectives: The creation of an educational system that has the potential to educate students to live in a world which is constantly changing is one of the fundamental goals of education in developed societies, so it is not surprising that many educational systems decide to use modern educational technologies to achieve an advanced system. One of the reasons for the efficiency of advanced educational systems is that they study teaching and learning methods and always use the best and most effective methods. Therefore, it is predicted that using augmented reality as an emerging tool to promote innovation in conventional educational systems can facilitate the achievement of educational goals. On the other hand, multimedia designing principles in the digital educational applicatins is very important and must be considered in augmented reality design. Therefore, the purpose of this study was to compare the use of conversational education style and formal education style in augmented reality on the learning rate of natural science course for eighth-grade high-school students.Method: The statistical population of the study included eighth-grade schools of Alborz province in the academic year 2020 – 2021; and the students of three classes were assigned into two experimental groups and one control group. The research metod was experimental by pre-test-post-test design with a control group. The experiment group was trained by the augmented reality application aids in formal style and another experiment group with augmented reality application in conversational style and a control group with the convetnitonal instruction. The measurement instrument was a experimental science achievement test and its validity was assessed by teachers and educational technology experts.Findings: The results of ANCOVA test showed that there was a significant difference among the scores of the control, conversational education and formal education groups on learning of experimental sciences (F=133.13, p <0.05); and thtat the use of a conversational teaching style compared to the conventional teaching had a significant effect on learning. The difference between the mean scores of the control group and the two groups of conversational education and formal education was significant (p <0.05). The use of both formal and augmented reality teaching styles was more effective as compared to the control group and led to better learning of experimental sciences in eighth-grade high-school students. Also, the difference between the mean scores of the formal education group and the conversational education group was significant (p <0.05); and the use of an augmented reality conversational teaching style was more effective than the formal teaching method and led to better learning of the experimental sciences.Conclusion: According to the collected data and the results of the analyzes, the learning outcomes of the group trained with augmented reality application in the form of formal education were significant with the control group. On the other hand, the results of the comparison of the group that received training from the augmented reality application in the style of dialogue training with the control group were significant. Also, the results of comparing the group that was trained with the augmented reality application in the style of conversational education with the group that were trained with the augmented reality application in the style of formal education were significant and, in general, the use of conversational style was more effective for learning.
e-learning
M. Masoomifard; , M. Mahmodi; M. Parsa Sirat
Abstract
Background and Objectives: Technological teaching methods in today's world, such as flipped teaching, as an important and integral part of the set of teaching-learning activities, have created unique opportunities for teachers to teach better and use different teaching approaches according to the needs ...
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Background and Objectives: Technological teaching methods in today's world, such as flipped teaching, as an important and integral part of the set of teaching-learning activities, have created unique opportunities for teachers to teach better and use different teaching approaches according to the needs of each student to help them learn more. The purpose of this study was to compare the effect of flipped approach and traditional teaching method on the learning rate and the academic self-efficacy of Persian lessons for the second-grade elementary students.Methods: This is applied research in terms of purpose and a quasi-experimental design with pre-test and post-test in terms of nature. The statistical population included all female students in the second grade of elementary school in district 4 of Tehran in the academic year of 2018-2019. Sampling was done randomly in multi-stage clusters. Two classes were selected as the research sample of the study with 25 students in one class and 35 students in the other. All students were pre-tested and then distributed homogeneously in both classes. In one of the classes, the Persian lessons were taught using flipped instruction (an advanced teaching approach based on information and communication technology), and in the other class, the same lessons were taught utilizing the traditional teaching method (a conventional way of teaching including lectures, questions and answers) and then the post-test was taken. It should be noted that all students who received flipped method had at least one electronic device such as a tablet, cell phone, DVD or CD player and computer at home in order to watch the videos and have classroom feedback the next day. Data collection instruments to assess the level of learning Persian lessons included the researcher-made Academic Achievement Questionnaire for the Persian lessons of the second-grade elementary school. Also, the data collection instrument to measure the students' self-efficacy was the Standard Academic Self-Efficacy Questionnaire (MJSES), the content validity of which was confirmed by twelve educational experts while the reliability of both scales was evaluated and confirmed by the statistical tests.Findings: The results of the analysis of covariance showed that the flipped instruction had a positive effect on the learning rate and self-efficacy of the second grade elementary students in the experimental group; that is the rate of learning and self-efficacy of the students who have learned the Persian lessons of second grade elementary school by the flipped approach, has been higher than the students who have learned the Persian lessons by the traditional teaching method including questions and answers.Conclusions: Using the flipped instruction as a new technological teaching method can strengthen individual learning and increase students' sense of self-efficacy more than the traditional teaching method. Since the learner actively learns by engaging with the content of the lessons before attending the classroom, she/he can participate in the class with more readiness. It means that his or her previous preparation leads to deeper learning and a sense of efficiency. Therefore, using this technological teaching method especially during the corona pandemic while attending the classes is limited is recommended and it should be included at the top of the education agenda in order to deepen students' learning experiences in Persian lessons.
e-learning
S. M. Seyedaliyan; K. Salehi
Abstract
Background and Objectives: Knowledge and skill in mathematics are considered as one of the most essential individual skills for living in modern societies. For this reason, mathematics is seen as a major discipline in education. One of the problems in the field of education today is the decrease in students' ...
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Background and Objectives: Knowledge and skill in mathematics are considered as one of the most essential individual skills for living in modern societies. For this reason, mathematics is seen as a major discipline in education. One of the problems in the field of education today is the decrease in students' interest in learning, especially in subjects such as mathematics. Despite its wide range of applications, mathematics and mathematical thinking are considered as complex around the world, and teaching mathematics is often a difficult task. Many students avoid mathematics or show their true ability in mathematics less than usual, so the study of factors affecting the learning of mathematics in recent decades has attracted the attention of many experts and educators. Due to the lack of studies in our country Iran and the importance of educational materials and their effects, making a comparison between traditional teaching method and the method based on the use of technology and teaching aids was necessary to examine its impact on improving the learning of math students in high school. Therefore, the main hypothesis of this study is based on the principle that the use of teaching aids is effective in learning mathematics better.Methods: For this purpose, a study with a quantitative approach, using quasi-experimental method and pre-test-post-test design with a control group was used. The statistical population includes all high school students in Mahdi Shahr city from Semnan province .Thrity-three female students in grade 12 whose field of study was mathematics were selected and assigned randomly into two experimental and controlled groups. Data collection was done using a teacher-made achievement test with validity and reliability considerations. After validation of the intervention protocol, the training program was performed on the experimental group in 12 sessions of 2 hours per week using teaching aids.Findings: Multivariate and univariate analysis of covariance (MANCOVA & ANCOVA) were used to analyze the data. The results showed that teaching mathematics with the help of teaching aids and using information technology had a significant effect on students' learning rate. The groups were almost identical before applying the independent variable, but after the experimental period, there was a significant difference between their scores which could be related to the teaching method (p<0.05). The squared value of the obtained ETA shows that 71% of the variance of the dependent variable is derived from the independent variable. Supplementary studies showed that at the level of individual courses, the difference related to the topics of conic sections and circles is significant (p < 0.01). This means that the post-test scores of conical and circular sections in the experimental group were significantly higher than the control group, which indicates the positive effect of the intervention program. Also, according to the ETA squared scores, it can be said that in the test of conical sections 29% and in the test of circle 66% of the changes are due to the effect of the teaching program with the help of teaching aids and information technology.Conclusions: Overall, the findings showed that teaching with the help of ICTs can improve the learning process and achievement in mathematics by facilitating the transfer of lessons, improving the learning process and its sustainability, enhancing learning motivation, improving the grades and problem-solving skills. This program can be used as a useful and effective intervention for improving the learning of mathematics.
Educational Technology
A. Dana; S. Ghorbani; A. Fathizadan
Abstract
education is increasing among sports researchers. Although the use of written methods is the first step in the influence of technology in physical education, with the advancement of computers and new technologies, the method of media education is fully developed and has created an interaction between ...
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education is increasing among sports researchers. Although the use of written methods is the first step in the influence of technology in physical education, with the advancement of computers and new technologies, the method of media education is fully developed and has created an interaction between learning and bridging the gap between audio education and audio-visual education. Physical education is one of the most important subject matters in the field of education to educate students to be sociable and responsible. As the use of educational technology can increase the participation of students more actively and engage them in this lesson, the aim of this study is to investigate the effects mentioned and the use of technology in the learning and teaching of physical education in schools. Methods: The present study is a qualitative-observational and case study that was conducted through interviews and observation of activities. The statistical population is all students and teachers of Gorgan city in Iran. Three schools were randomly selected from among the selected schools. Eight students were randomly selected from each class. Six teachers from each school were randomly selected to be interviewed. Three methods have been used to collect data for this research: 1) interview with the teacher, 2) interview with students, 3) observation of the classes during the activity. To achieve the objectives of the research, special classifications were made. These classifications are as follows: 1) Observing the quality of physical education (entertainment, activity, progress), and 2) Observing the performance of oneself and others (self-efficacy, motivation and group dynamics). In this study, video cameras were used to record the performance of students to increase motivation and learning physical education among them. Data were collected during two periods of school observation and telephone interview with the teacher a few days after the second observation.Findings: The results showed that students value learning new skills in physical education such as combat (5 people agreed) and entertainment (5 people agreed) and consider it a key component for quality of physical education. More interestingly, the students believed that the use of videotaping for recording their performance increased the success of the lesson. Students also consider the use of technology in physical education as one of the methods for successful physical education. In this regard, teachers find the use of technology in physical education in schools more useful and believed that it affects the emotional and social developments of students. Based on the findings of the present study, it seems that students have considered activeness, being in a group, staying healthy and having fun as the main components of the quality of physical education. Teachers believe that a virtual tutor is a good way to motivate students.Conclusion: Technology should be for the awareness and improvement of the quality of physical education and learning, and the combined use of the two will lead to the growth and improvement of teacher education and student learning. This research can justify and recommend the use of technology in elementary school physical education, which is more focused on increasing the quality of physical education, so the main goal is to develop motor skills. The use of technology in education can help teachers to enhance all aspects of learning (physical, emotional, social and cognitive) in students by using this opportunity.
Educational Technology
V. S. Vahedi
Abstract
CALL) programs have been incorporated into language classrooms over the past five decades, it has become more important to find a clear answer to questions such as to what extent, and under which moderator variables CALL programs can yield more effective outcomes as compared to traditional language instruction. ...
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CALL) programs have been incorporated into language classrooms over the past five decades, it has become more important to find a clear answer to questions such as to what extent, and under which moderator variables CALL programs can yield more effective outcomes as compared to traditional language instruction. The present meta-analysis is a comprehensive investigation to determine the extent of the effectiveness of hypertext annotations on the learners' vocabulary learning. Moreover, the study aimed at identifying the moderator variables that influence the heterogeneity of the effect of various studies. Methods: The statistical population of the present study consisted of all the studies conducted in the past related to the effectiveness of hypertext annotations on learners' vocabulary learning. To this aim, an exhaustive research of the multiple electronic databases was carried out in order to identify all the studies examining the relative effectiveness of CALL on enhancing learners' vocabulary learning The main criterion for selecting the studies to be analyzed in the present research was their publication in journals or proceedings of conferences during the period between 1950 to 2014. Concurrently, the experts in this area were also consulted for articles that had not been identified in the primary search. Eventually, the search process resulted in the identification of 132 articles of potential relevance to the present meta-analysis. In the next stage, all studies were investigated more carefully and examined based on the checklist which was the criterion for the final selection of those studies that should be included in the present meta-analysis. Finally, a total sample of 36 studies met the required criteria and selected for the final analysis. Data analysis was performed using Comprehensive Meta-analysis Software (Version 2). Findings: With respect to the overall effect size of the hypertext annotations on the students’ vocabulary acquisition, the results of 36 study in the present meta-analysis revealed that hypertext annotations had a large, positive, significant effect on students' vocabulary. Acquisition (+140). In addition, there was a highly significant heterogeneity in the distribution of the effect sizes in the meta-analysis under investigation. To further explore the sources of the heterogeneity between the effect sizes across studies, moderator analyses were administered in terms of six variables (research design, sample size, proficiency level, age, duration of the program, year of publication). It was found that the variable of the sample size had significantly affected the inconsistency of the effect sizes across the studies under investigation to the extent that studies with a sample size of more than 60 individuals produced a large effect size, whereas studies with sample size of less than 60 individuals generated medium effect size. Another significant finding was that the mean of the effect sizes statistically differed across different duration levels of the teaching program. That is, studies with a higher duration of teaching program had a larger mean effect size than those with a lower duration, indicating that the learners' vocabulary achievement enhances significantly as the length of the teaching program increases. Moreover, the results revealed that publication year was also a significant moderator variable so that the studies published in the recent years had a higher effect size as compared with those published in earlier years. Other findings revealed that the dissimilarity of the effect sizes in the present meta-analysis was not influenced by the differences among research design, proficiency level, and age of the language learners. Conclusion: Based on the findings of the present meta-analysis, it is necessary to integrate CALL into traditional language classes in order to reach better learning outcomes. With respect to future research, the researchers are recommended to provide more details of the study so that it could be possible to confirm or reject the factors that are effective in the role of computer in second language (L2) learning.
E-Lerning
Kh. Aliabadi; H. Abbasi
Abstract
Neo multimedia model and the researcher-made multimedia model on student teachers’ learning in smart board training. To produce multimedia electronic content, various models have been proposed, such as the software development life cycle model and the design and production model of Neo and Neo ...
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Neo multimedia model and the researcher-made multimedia model on student teachers’ learning in smart board training. To produce multimedia electronic content, various models have been proposed, such as the software development life cycle model and the design and production model of Neo and Neo educational multimedia with a constructivist approach. Methods: The statistical population was 310 students of Farhangian University, Alzahra Campus of Zanjan. Using purposive sampling, 110 students were selected as the sample. Randomly, 55 people were placed in the form of 2 classes in the experimental group of the Neo-Neo model; and 55 people were placed in the form of 2 classes in the experimental group of the designed multimedia model. The research type is applied and a quasi-experimental method with a post-test design has been used. The research instrument was a researcher-made test. The validity was confirmed by the technology experts. To determine the reliability, split-half method was used and a reliability coefficient of 82% was obtained. The training was conducted in two experimental groups of 4 sessions of 90 minutes, and then a post-test was performed. Descriptive statistics and inferential statistics (Independent samples t-test) were used to test the hypothesis. Kolmogorov Smirnov test was used to determine the normal distribution of the data, Also, SPSS 22 software was used to analyze the results. Findings: Dispersion and central indices were used to evaluate descriptive statistics. The average and standard deviation of student teachers’ learning who have been trained using electronic content with Neo and Neo multimedia production model was 8.05±2.26 and the average and standard deviation of student teachers’ learning trained according to the researcher-made multimedia production model was 11.14±1.91. Based on the results of Kolmogorov Smirnov test, the variance was equal and the normality of the data distribution was confirmed. The reliability coefficient was 0.95 and the significance level of the mean comparison test (0.000) was lower than the default value (0.05); so the null hypothesis (equality of the average learning rate of student-teachers who have been trained using electronic content based on the Neo and Neo multimedia production model with student-teachers trained based on the researcher-made multimedia production model) was rejected and the opposite assumption (inequality of the average learning rate of student-teachers who have been trained using electronic content based on the Neo and Neo multimedia production model with student-teachers trained based on the researcher-made multimedia production model) was accepted. Also, the value of t = 7.73 was obtained. Conclusion: The results showed that there is a significant difference between the amount of learning of teacher-students trained with Neo and Neo multimedia production model and teacher-students who has been trained with the multimedia production model. The amount of teacher-students’ learning who have been trained by produced electronic content on the basis of researcher-made multimedia model has increased.Therefore, the researcher-made model can reduce the existing shortcomings and limitations. It is suggested to use researcher-made multimedia model in teaching unfamiliar content, direct tutorials and training to novice audiences.
Educational Technology
V. Salehi; B. Ghanbari
Abstract
Background and Objectives: With the increasing importance of instructional multimedia and the use of their interactive and unique features in the teaching-learning process, we are witnessing the design and production of this technology and its use in teaching courses and different levels of the educational ...
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Background and Objectives: With the increasing importance of instructional multimedia and the use of their interactive and unique features in the teaching-learning process, we are witnessing the design and production of this technology and its use in teaching courses and different levels of the educational system. Cognitive load theory, as one of the theories related to information processing, is one of the most effective theories in instructional design and an effective guide for designing multimedia and other instructional materials. The basic premise of this theory is that learners have very limited working memory capacity to process when facing with new information. The purpose of this theory is to predict learning outcomes by considering the capabilities and limitations of human cognitive structure. Cognitive load theory is based on the idea that the design of instructional materials should be based on our knowledge of how the human mind works. Based on this assumption, the various processes of acquiring knowledge and understanding are explained based on the load they place on the human cognitive system (which is an active system with limited information processing capacity). Because this theory links the design features of instructional materials to the principles of human cognitive processing, it can be used in a wide range of learning environments.The present study aimed to compare the effects of Merrill and Gagne's instructional design models on students' cognitive load, learning and instructional efficiency in Science lesson. Methods: The study was quasi-experimental with pretest and posttest design with two experimental and one control groups. The statistical population consisted of all male students of the sixth grade elementary school of Qazvin. The sample including three 30 students’ classes were selected through convenience sampling procedure and the classes randomly assigned to experimental and control groups. The materials and instruments included instructional multimedia contents, learning tests, and cognitive load assessment scale. The first experimental group studied the multimedia based on the Merrill model, the second group studied the multimedia based on the Gagne model and the control group studied non-model multimedia. Data were analyzed by using analysis of covariance (ANCOVA). Findings: The results of the study showed that multimedia based on the Merrill instructional design model compared to multimedia based on Gagne instructional design model and non-model multimedia, has led to less cognitive load, more learning and instructional efficiency. Also, multimedia based on Gagne's instructional design model compared to non-model multimedia led to less cognitive load, more learning and instructional efficiency. Conclusion: One of the concerns of educational designers in the process of designing the content of multimedia educational materials and other learning materials has always been focused on the appropriate selection of instructional design models. Since there are different models for instructional design of learning materials, to choose a suitable model, one should rely on theoretical foundations and the results of research conducted in various theoretical areas, including cognitive load theory. According to the findings of this study, it is suggested that in order to reduce the cognitive load and increase students’ learning, Merrill instructional design model would be used in designing instructional multimedia content.
Emerging Technologies
S.A. FAREGH; M. Jafari Sisi
Abstract
Background and Objectives: Education plays a key role in human life. While the teaching of experimental sciences is one of the most important topics that should be accompanied by student's direct experience, in many cases, due to spatial, temporal, or cost-related constraints, it is based solely on traditional ...
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Background and Objectives: Education plays a key role in human life. While the teaching of experimental sciences is one of the most important topics that should be accompanied by student's direct experience, in many cases, due to spatial, temporal, or cost-related constraints, it is based solely on traditional books and their one-dimensional media. With the spread of new technologies, there are new opportunities for existing teaching and learning methods that can transform the educational structure. Augmented Reality (AR) technology, as a novel paradigm, potentially adds a new feature to the range of traditional student books that not only adds multimedia elements, but also allows interactive engagement with the content of them. Augmented reality, as one of the ways of distance learning, by simulating the real world in the form of animation, virtual objects, three-dimensional images, sound and similar elements makes it possible for the user to interact with the with the experiments of a lesson virtually. This study aims to evaluate the effect of interactive augmented reality based education on the learning and remembering of the content of textbooks. Methods: An experimental study in the pre-test and post-test quasi-experimental framework was performed on two groups of 18 sixth grade elementary school students. For this purpose, two scenarios have been selected from student science book and implemented in an interactive augmented reality application. The control group was trained through traditional teaching method. On the other hand, in addition to the traditional teaching method, the experiment group’s training was reinforced with the AR application. Students' learning and remembering evaluation was carried out through two tests. The validity of tests confirmed by the teachers of science in Education District 2 of Tabriz and their reliability has been calculated through Kuder – Richardson Formula. Findings: The results of analysis of covariance (ANCOVA) showed a significant statistical difference between the control and experimental groups. Also, the learning and remembering in students who were trained in interactive augmented reality were more effective than the other group. Conclusion: According to the results of the experiments, and the comparative review of the theoretical subjects, the use of augmented reality technology has been reported as a useful and effective supplemental tool for textbooks that can, beyond the spatial and temporal constraints, facilitate the training process. Also, the interaction in AR encourages learners to replace the active role with the passive one and to learn the topics with more mental participation. On the other hand, the possibility of repeating augmented reality scenarios in educational topics, regardless of spatial, temporal, and cost-realted constraints, allows users to fix bugs and ambiguities, which are other advantages of using this technology. Finally, by examining these capabilities and the ubiquity of mobile phones in today's world, we can predict the presence of virtual laboratories in mobile smartphones in the near future; which can be useful in deprived areas of the country as a replacement of the lack of minimum facilities.
e-learning
L. Dehyadegari; S. Khajehasani
Abstract
Background and Objectives: The future of the world is based on science and technology and raising the level of science is the basic need of developing countries. So, if the causes of the increase or decrease in the scientific level of students can be identified and investigate the causes of them, the ...
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Background and Objectives: The future of the world is based on science and technology and raising the level of science is the basic need of developing countries. So, if the causes of the increase or decrease in the scientific level of students can be identified and investigate the causes of them, the youth will surely be more aware of the use of science and technology in the future and will show more flexibility in using them. Therefore, in this study, we examine the effect of using virtual social media on students' learning level. Methods: The present study is a cross-sectional descriptive-analytical study conducted at Sirjan University of Technology. Criteria for entering the study include: being a student of Sirjan University of Technology, third semester or higher, undergraduate students, students who have access to virtual social networks and the desire to participate in the study. Criteria for leaving the study include: first and second semester students, students who will be transferred during a study, a party, dropping out of school or expulsion, unwillingness to cooperate, incomplete completion of questionnaires and students who are only at the time of sampling. In the whole academic semester, they only have an internship unit. The samples include 200 students studying at Sirjan University of Technology, who were selected by random sampling from the study population (all students studying at Sirjan University of Technology) (if the necessary conditions for Have entered the study). Data collection tools included a two-part researcher-made questionnaire using social networks. The test questions are based on the Yang Internet Addiction Questionnaire, as users of these networks are Internet users. In order to confirm the validity, the questionnaire was given to several faculty members and its validity was confirmed (formal validity). In order to determine the reliability, it was first provided to 40 students and using the retesting method, the coefficient Its reliability was calculated to be about 88%. Findings: According to the amount of the correlation coefficient of the Taukandal (-0.135), the results of the research show that there is a meaningful and inverse relationship between the use of virtual social networks by Sirjan University students (type of use, duration of use, daily use) and their scientific level. Conclusion: According to the results, in terms of the relationship and consequences of virtual social networks with the promotion of scientific level, it can be said that there is a significant and inverse relationship between the two components of membership time and the use of virtual social networks by students of Sirjan University of Technology. As the use and activity of young people in virtual networks increases, so does their learning and promotion. The well-known components of the "use of virtual networks" variable include the length of membership and the amount of use per day confirming the results that the main research hypothesis shows. In other words, the more students attend and use the space of virtual networks and their membership history than these virtual networks, the learning and promotion of scientific level is significantly affected and reduced. But since the correlation coefficient is the type of membership in virtual social networks and the promotion of scientific level and positive learning, it can be concluded that the relationship between the two is direct. This means that the type of social network can have a direct impact on students' learning.
Electronic learning- virtual
S. M. Jafari; J. Babashahi; N. Eskandary; M. Zandi Nasab
Abstract
Background and Objectives: Today, with the development of mass communication tools and computers, the penetration and expansion of the Internet in various areas of life is undeniable. One of the most pervasive phenomena that has emerged on the Internet in recent years is the emergence of social ...
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Background and Objectives: Today, with the development of mass communication tools and computers, the penetration and expansion of the Internet in various areas of life is undeniable. One of the most pervasive phenomena that has emerged on the Internet in recent years is the emergence of social media. Social media has affected social and economic life. The spread of social media has attracted the attention of various segments of society, including educational administrators. From the perspective of educational administrators, social media provides unique opportunities for teaching and learning. Social media is a group of Internet-based applications that rely on the basics of Web technology to create and share user-generated content. Social media, in addition to the entertainment aspect, is used to access and disseminate learning information, and their use to achieve educational goals has been studied in detail. One of the applications of social media is learning, in which the learning process takes place through knowledge sharing. With the development of social media, proper and efficient use of it is inevitable. Social media is a good tool for learning. In order to have a better and more advanced society, special attention should be given to the role of learning through social media. One of the issues that promotes the development of learning through social media is the loyalty of users to learning through social media. Therefore, in the present study, the antecedents of learning loyalty through social media have been studied. Methods: The present study is a descriptive study in terms of objective and applied in nature. The data gathering instrument was a questionnaire and the population of this research was the users of the Telegram group of Qom IT Centre. In the current study, convenience sampling was used to collect 364 questionnaires. Data were analyzed using SPSS and LISREL software. Findings: The findings of the study showed that more than 95% of the statistical population were university educated and all the research hypotheses were confirmed. Conclusion: The results of the research show that two indicators for measurement of learning loyalty through social media (behavioral intention to continue using and willingness to recommend to others) are affected by satisfaction, and satisfaction is also affected by self-efficacy of learning and interest to learning through social media. The results also showed that the cognitive disability of the Internet has disadvantages and causes a decrease in self-efficacy and interest in learning through social media. When a person feels the self-efficacy of learning through social media, they find interest and satisfaction in learning through it. Also, the interest in learning through social media leads to the satisfaction of learning through it, and finally, if a person finds satisfaction in learning, they have a behavioral tendency to continue using social media and a tendency to advise others.Through the above, the development of social media as a learning tool is possible, and this brings many benefits, including reducing learning costs, reducing learning time, expanding learning fairly, and improving learning.
Electronic learning- virtual
M.A. Rostaminezad; A.A. Ajam; H. Zabet
Abstract
Background and Objective: One of the most sensitive parts of the education system in every person's life is elementary school. A period that plays a very important role in the life of each person; and the success or failure in this period will have very serious effects on the future of the individual. ...
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Background and Objective: One of the most sensitive parts of the education system in every person's life is elementary school. A period that plays a very important role in the life of each person; and the success or failure in this period will have very serious effects on the future of the individual. Meanwhile, the role and importance of mathematics is felt more than other subject matters as many students are weak in this course. For this reason, the teaching of this course should be changed from a strict and inflexible subject matter that is limited to lecturing to various approaches in accordance with mathematics education and active teaching methods along with new educational technologies. Educational technology and e-learning are some of the concepts that were introduced and attracted a lot of attention in the field of education with the growth and development of information and communication technologies (ICTs). Recently, Wanser proposed a theory of educational humor processing, a theory that has evolved from the basic models of persuasion and incompatibility theories to explain the role of educational humor in facilitating learning. This research conducted with the aim of evaluating the effectiveness of the electronic humorous content on the learning and retention of students' mathematics. Methods: The present study was a semi-experimental research using pre-test-post-test design with experimental and control groups. The population consisted of all 5th grade students (N=2200) in elementary schools at Birjand in 2018. The statistical population of the study consisted of 58 people who were selected with convenience sampling. The study sample included a class as the experimental group and another class as the control group selected out of four classes, each consisting of 29 people. For data collection, Teacher-made test used in pre-test and post-test. In addition to, descriptive analysis, covariance test used to analyze the data. Findings: There is a significant difference between the mean scores of the experimental and control groups' mathematical learning variable. Regarding ETA, we can say that using humorous content, explains 15.4% of the variance of post-test scores ( = 15.4%،p < .05). There was no significant difference between the mean scores of pre-test and post-test of retention in the experimental group compared to the control group. The findings of this study showed that the effect of humorous electronic mathematical content on learning was significant (15%), but the effect of humorous electronic content on retention was not significant. Conclusion: The use of e-content is a step forward toward the effectiveness of the teaching and learning process. The application of this research results for pedagogues is that in order to improve mathematics learning, we should pay attention to the role and function of humorous education and electronic content; and by combining these two direct mathematical teaching methods to create interest in this subject matter. Combining the process of teaching mathematics with humorous e-content will increase students' attention and motivation, improve their mathematical learning, and foster their creative power. The findings of several studies suggest that providing opportunities for collaborative, moderated, and competitive learning in schools can help reduce anxiety and improve students' math performance. This requires a systematic and purposeful effort on the part of the education system to bring about a change in math textbooks and teaching methods. For this reason, it is necessary to take essential measures to make the e-content as effective as possible. This requires that professionals, teachers, and all educators collaborate effectively and efficiently to successfully design and produce e-content.
Teacher Education
Z. Abolhasani; M. Javadipour
Abstract
Background and Objective:Instructors are one of the main pillars of teaching-learning process that play an undeniable role in improving the quality or disqualifying the educational system. UNESCO sees education as the key to the development of societies and a path that empowers individuals to ...
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Background and Objective:Instructors are one of the main pillars of teaching-learning process that play an undeniable role in improving the quality or disqualifying the educational system. UNESCO sees education as the key to the development of societies and a path that empowers individuals to realize competencies and increase control over the decisions that affect them. However, in order to teach and create sustainable learning, teachers in the education system must have a set of knowledge and skills that are called professional knowledge or professional competencies of the teacher (teacher competencies); at the same time, training capable students is one of the concerns of the education system. In order to have professional and entrepreneurial people, they must be properly and scientifically trained in schools so that they can play their role in the labor market and society properly. This requires improving teaching methods and increasing the skills of teachers. Given that countless people are studying and wanting to do a good job, governments and most likely the people hold the education system, especially teachers and administrators, directly responsible for their learning or non-learning. In this regard, one of the learning strategies in the national curriculum is to benefit more from active, creative and uplifting methods, by innovative and creative organization of the process of collecting and cumulating facts, to provide the basis for science and knowledge. The purpose of this article is study about the relationship between middle school teacher’s job satisfactory and their competency; also measuring the level and amount of this professional competency based on constructivism approach. Methods:The study type is applied research and descriptive (mean and frequency) and in inferential statistics part, mean, independent t-test, single t-test, and Pearson correlation coefficient methods has been used. The competency for constructivism test was used by means of questionnaire. Reliability of the constructivism professional competency questionnaire based on Cronbach's alpha was 0.98 and for questionnaire of job satisfactory based on Cronbach's alpha was 0.81. Middle school teachers (164 male and 177 female teaching during 2016-2017) in Baharestan area were the participants. For sampling, Census method has been used. Findings: Results of independent t-test showed that teachers have an average amount of constructivism professional competency. Based on Pearson correlation coefficient between job satisfactory and constructivism professional competency is 0.37. In whole, results showed that teachers who have higher job satisfactory will have a higher amount of constructivism professional competency. Conclusion: Overall, this study showed that teachers have a moderate level of professional competence and in fact a constructive attitude, and this competence is related to teachers' job satisfaction. Therefore, it is suggested to the authorities that appropriate in-service courses be held to familiarize teachers more with the constructivist approach. Also, since job satisfaction is related to the competence of constructive professionals, to make this approach more effective they have to try to provide conditions for job satisfaction of teachers.
Educational Technology
M. Rahimi; A. Shahryari
Abstract
Background and Objective:With the expansion of technology infrastructure and the increasing penetration of smartphones, the use of new technologies and applications among the general public, especially the younger generation, is increasing rapidly. The use of these applications not only increases social ...
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Background and Objective:With the expansion of technology infrastructure and the increasing penetration of smartphones, the use of new technologies and applications among the general public, especially the younger generation, is increasing rapidly. The use of these applications not only increases social communication in the context of cyberspace, but also can accelerate and facilitate the process of homework and student projects from the beginning (resource search) to the end (report writing). Obviously, the use of new technologies requires the use of special skills and strategies for successful and beneficial interaction with virtual environments and technology. Research on information literacy provides a long list of skills needed by technology users in the 21st century to manage the challenges of using new technology tools. Definitely one of the basic and important skills that is needed when working with word processors is typing words quickly and correctly to enter data and receive appropriate feedback from the system or other users. The ability to type quickly and insert words correctly is essential in the use of cyberspace and the effective use of many applications, and not mastering how to enter information correctly can disrupt the process of installing or running applications. This study aimed at examining the role of autocorrect software use in learning English as a foreign language. Methods: 203 university students of General English courses participated in the study. Their use of autocorrect software was evaluated by Autocorrect Software Use Scale (ASUS). ASUS assesses autocorrect software use with respect to five components including the importance of spelling skills in learning English with autocorrect, students’ awareness of the way autocorrect works, its educational value, its error correction function, and its value in improving English spelling and writing skills. Achievement in learning English was assessed by both formative and summative evaluations in General English course. The data were analyzed by both descriptive (mean and standard deviation) and inferential statistics (correlation and regression methods). Findings: The results of correlation showed that there was a positive and significant relationship between learning English and ASUS and its four components; while the strongest correlations were related to factor 1, the importance of spelling skills in learning English (r= .215, p < .01) and factor 3, educational value of autocorrect software (r= .214, p < .01). The result of multiple regressions revealed that these factors function as the facilitator of learning English and can significantly predict more than 10% of its variance. Conclusion: The present study showed that the attitude towards using automatic word correction software has a significant relationship with learning English as a foreign language. The importance of spelling skills and awareness of the educational value of software was one of the facilitating components of language learning, while the general language course focuses on vocabulary learning, reading, and learning techniques. It is suggested that research be conducted on the role of automated software in classes that focus more on oral skills. The role of these software programs in sending text messages via SMS or micro-blogs (such as Twitter) in language learning should also be examine
Architecture
J. Mahdinezhad; B. Ssaleh Sedghpour; R. Najjari
Abstract
Background and Objective:In tracing the recent crises of contemporary architecture, one of the roots of this crisis is the lack of attention and learning from traditional architecture in the educational system. Architecture education in Iran has been codified in the form of uniform programs, which has ...
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Background and Objective:In tracing the recent crises of contemporary architecture, one of the roots of this crisis is the lack of attention and learning from traditional architecture in the educational system. Architecture education in Iran has been codified in the form of uniform programs, which has overshadowed architecture. Fixed and uniform programs in higher education in architecture, in the field of architectural activity, have paid little attention to traditional architecture, which can be understood by going through the city and looking at the buildings built in recent years. In order to formulate an organized system for teaching architecture in educational centers, it is necessary to know the basic effective principles in architectural education. In educational processes, the relationship between traditional and modern education is decisive. The purpose of this relationship, in addition to the transfer of information, is to gain in-depth knowledge that is more important than the exact meaning of the message sent. In order to define the specific features of scientific communication, modern concepts in the form of new perspectives on educational methods should be used. This gives rise to new theories of communication that incorporate different ways of recognizing, learning, and transmitting information in order to make non-interrelationships between modern and traditional education. Learning from the potential of traditional architecture, especially Bazaars is helping to design modern commercial-social spaces in today's urban space. To create effective and dynamic urban spaces, that are in harmony with the social, cultural, environmental, physical, psychological and economic needs of the society people has always been the interest of, architects and urban planners. The purpose of this study is to construct, validate, stabilize and standardize the scale of socialization in traditional Bazaar. Methods: The construction of socialization -related items was conducted through an open interview selected by open and central coding, and after review, and evaluation of validity and reliability, 58 items were presented for the participants by eliminating problematic issues. The sample size is 326 which have been selected by random cluster sampling. In order to evaluate the internal coordination of the questions, differential coefficient method and to validate, the exploratory factor analysis, has been done. Finally, the normative table was presented for the main factors. Findings: Considering the results of the research, it can be concluded that this questionnaire has a proper validity and justifiability, and the factors that can be extracted from the factor analysis can measure the learning of traditional architecture. Conclusion: The findings indicate an acceptable initial validity and reliability for the sociability scale. To assess the validity of the questionnaire, exploratory factor analysis was used, which indicates the extraction of 12 components: Culture and belief, new business centers, activity-behavioral component, functional capability, socio-cultural component of the market, social factor, diversity and visual attractiveness, social mixing, physical component, structural values of place, environmental impact on place, physical quality, access and communication. The scale has sufficient factor load to predict the validation measurement tool, ensuring the degree of sociability.
Educational Technology
M. Moeinikia; A. Zahed Babelan; E. Aryani Ghizghapan; Z. Bigdeli
Abstract
brought another technology called information and communication technology (ICT). This technology has a much wider impact capacity, compared to previous technologies, and in the field of education, by being affected by this new capacity, beneficial developments can be made in the pillars of the relevant ...
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brought another technology called information and communication technology (ICT). This technology has a much wider impact capacity, compared to previous technologies, and in the field of education, by being affected by this new capacity, beneficial developments can be made in the pillars of the relevant components. It is a matter of further reflection and understanding in recognizing various aspects, including opportunities or threats arising from the use of this technology. In other words, today the world with the features that have shaped the computer and Internet communications, has emerged to the extent that the networking community has led to the comprehensiveness, complexity and technological networking in various fields. The purpose of the present research was analysis and synthesis analysis presented in the context of the application of ICT in teaching and learning on students’ learning outcome. Methods: The research method is a meta-analysis. The population of the study consists of the written works such as theses and articles available on the websites Irandoc, Magiran, Sid and Noormagz and some papers indexed in journals between years 1387-1394. From among the done works, 36 studies were selected. Data analysis was performed with the help of three software programs, SPSS 22, CMA 2 & EXCEL. For descriptive statistics frequency and percent frequency were used, for inferential statistics, to calculate the effect size G Hedges, fixed effect and random effect model were used. To study the significance of frequency of the research, counting method (chi-square) and in order to combine effects sizes T Vainer possible combination method was used. To study the problem of publication bias in primary studies Funnel chart was used. Findings: It showed that publication bias in the primary study of learning outcome variable existed. To fix this problem, two models of fixed and random effects of Dual and Tweedy fitness test were used. In order to study the homogeneity of the studies, Q and I2 tests were used. The results showed that the primary studies are not homogeneous. Also, the calculated effect size was significant for studies under both models, fixed and random, for the examined variables. Vainer t possible combination results showed that there were significant differences between the combined effects sizes. Finally, the application of ICT in teaching and learning in students' learning outcome is verified Conclusion: According to the results of the research on the significance of the effect of using ICT in the learning efficiency of learners, it is suggested that practitioners (education planners) to consider the use of teaching aids and the use of new technologies as a priority. It is obvious that the development of ICT expansion infrastructure in the country, especially in educational centers, and providing opportunities for the entry of information technologies into schools and universities without ICT, which creates new social contexts for students to learn, is a key step in this direction. Ultimately, it is certainly the teachers who hold the key to effectively using technology to improve learning, but if teachers do not fully understand how to use ICT effectively to advance student learning, the huge investments made in ICT innovations will be easily wasted. According to the results of the research, it is suggested to encourage teachers to use new technologies in the process of teaching and learning in order to use them more and better, proper training should be held and to raise the level of their scientific knowledge in the above fields. Certainly, in order to succeed in this way, proper investment to equip schools with new technological tools is an important and vital thing that needs to be given more attention by the authorities
Modern Educational Approaches
S. Goharrokhi; A. Saberi Kakhki; M. Sohrabi; M. Jabbari Noughabi
Abstract
Background and Objective:Specialists in education divide teaching methods into two main categories: traditional methods and active teaching methods. In traditional methods, the teacher is versatile and students are passive and accepting, and one-way teaching is done by the teacher. Active teaching method ...
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Background and Objective:Specialists in education divide teaching methods into two main categories: traditional methods and active teaching methods. In traditional methods, the teacher is versatile and students are passive and accepting, and one-way teaching is done by the teacher. Active teaching method refers to methods in which students play an active role in the teaching process and gain experience using teacher guidance and learning has a two-way flow. Teaching methods seem to be on a spectrum, ranging from teacher-centered to student-centered. The command method is a teacher-centered method. In this way, expectations and goals are clear to students and are more suitable for use in large classrooms. Different teaching styles are used by the trainers, but there is not any theoretical agreement on the style that will have the most productivity. Therefore, the purpose of this study was to compare the effect of command and reciprocal teaching styles on the performance and learning of basketball throw with emphasize to Jentile Model. Materials: This is a quasi-experimental study conducted in pre-test and post-test phases. Participants included 43 volunteer teenage girls who were selected by available sampling. The participants were randomly divided into three groups: command, reciprocal and control. Participants practiced basketball free throws in accordance with the Gentile’s model and their performance was measured in four steps including pre-test, immediate retention and delay retentions. For analysis of data, mixed ANOVA with repeated measures and Bonferroni tests were used. Findings: Both command and reciprocal styles had a significant effect on participants' performance (P≤ 0.05). However, there was no significant difference between these styles (P≥ 0.05). Based on the results, it can be said that both styles can have a positive effect on the training process and improve this skill. Conclusion: The general results of the present study indicate that there is no significant difference between the two teaching methods in teaching and learning a basketball fixed shot, which means that both command and two-way methods can have positive effects on the teaching process. Although some researchers today have paid more attention to active teaching methods and emphasized it more, but the results of the present study showed that command teaching method causes the same progress in the learner that students in both teaching methods are likely to have related benefits. These methods have been used, some of which were mentioned in the discussion, and no significant difference was observed between the two teaching methods. Therefore, it is suggested that researchers manipulate other constraints in their research to clarify the hidden angles of the effectiveness of teaching methods.
Educational Environment
S. Kowsari; A. Tarkashvand
Abstract
Background and Objective:People differ in their ability to understand complex concepts, to adapt effectively to the environment, to learn from experience, how to reason, and to overcome obstacles using thinking. Learning experts believe that learning occurs in different ways in people and in most learning ...
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Background and Objective:People differ in their ability to understand complex concepts, to adapt effectively to the environment, to learn from experience, how to reason, and to overcome obstacles using thinking. Learning experts believe that learning occurs in different ways in people and in most learning situations, people use their desired learning style. The similarity of users and the similarity of learning methods in different people, causes the incompatibility of the body of schools with the individual characteristics of students and different ways of learning in them. Student's individual characteristics and learning styles highly depend on their intelligence. According to Gardner's multiple intelligence theory, intelligence in individuals has different aspects and types. Each of these intelligences can be strengthened by acquiring skills in doing some activities. The present study seeks to find spatial qualities that increase students' inclination to do these activities in each space. Understanding these qualities and applying them in school spaces can increase the likelihood of occurrence of intelligence-related activities and consequently increase the likelihood of developing these intelligences in students. Therefore, in this research, field studies have been conducted to identify the physical characteristics and qualities of spaces which lead to more correspondence between spaces and intelligence-nurturing activities. Methods: The statistical population of this study was elementary school students in Mashhad. 172 students were selected as a sample population, using a clustered random sampling method. They were asked to identify and describe the qualities of their desired space pictures for doing the above-mentioned activities among 6 provided images. The qualities were coded and classified according to the importance and frequency of repetition in SPSS software. Findings: Qualities derived using the qualitative research strategy and the in-depth interview technique, after evaluations and analyses, have turned to guidelines for designing elementary schools. The purpose of these guidelines is to increase the desirability of school spaces for occurring activities that develop each intelligence in students. Conclusion: Some qualities have been proposed only to improve the conditions under which a particular activity group occurs in a particular space and have not been repeated in other spaces and activity groups. Therefore, these qualities, from the students' point of view, merely facilitate the occurrence of that group of activities in the relevant space. On the other hand, some qualities for a single space are repeated in different activity categories. This means that activities appropriate to that space all need those qualities in order to be realized in the desired way. In other words, the space inherently needs those qualities. For example, shading on a learning terrace tends to involve all related activities. Another part of the qualities, such as the size and pleasantness of the space, are repeated in most spaces and activity categories. Students' frequent attention to these qualities, in different spaces as well as in different activity categories, can have several reasons
Learning Environment
S.M. Behrooz; E. Zarghami
Abstract
Background and Objective:The child's healthy development is the path to achieving the necessary abilities to guide him to adulthood and participation in the mature life of the society. Child development includes biological, psychological, and emotional changes that occur from birth to adolescence. Neuronal ...
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Background and Objective:The child's healthy development is the path to achieving the necessary abilities to guide him to adulthood and participation in the mature life of the society. Child development includes biological, psychological, and emotional changes that occur from birth to adolescence. Neuronal pathways in the brain develop in childhood through the movement and stimulation of the senses, indicating the importance of daily experiences, social interaction, and physical activity of young children for their socio-emotional, physical, and linguistic development. More than half of the world's population now lives in urban areas. In the past, children spent most of their free time outdoors; this time was spent on activities in informal spaces, without monitoring and, in other words, unstructured. These spaces in ancestral life were the pure ancestral nature and the neighborhood, which has been an important place for children to play throughout the history all across the world. Yet, today's children spend most of their free time indoors, and most of their time outdoors in scheduled and structured activities. Children’s opportunities to have free and independent experience (the main prerequisite of natural learning) in outdoor space have declined in urban environments. Former research acknowledges the role of parents’ perception of safety. On the other hand, large cities have witnessed an unprecedented isolation from natural elements and processes. In this study, 3 to 12 years old children’s behavior was mapped in a Kavikonj Nature School, and the results were elaborated with staff interviews. Methods:. The behavior observation method was combined with the mapping of the GIS map to create a database of environment-behavior interactions that is directly related to spatial patterns. The initial stage included initial site observations to examine the main areas of observation and view of all sections of the site. Based on this, the site was divided into several areas for viewing, to make sure that each round of observations includes all sections of the site. Detailed data collection included systematic observations of all sections of the site in multiple and different situations. The observer observed all the desired ranges, which was in fact a 9-minute visual scan of all ranges. These observations were supplemented by additional data, including children's names, the intensity of their activity (static, moderate, and severe), and the elements involved in children's behavior. Weather conditions - temperature, wind, humidity, and sunlight - were recorded for each observation round. Then, to better understand children's behavior and interpret observations, a group-foused interview was conducted with six facilitators (the most experienced) at school. Findings: Our observations revealed some patterns of children’s behavior; while interviews revealed that children’s “imagination” is the foremost driver of their spatial choices and movements. We argue that children’s right to their everyday spaces should be acknowledged based on their own natural rhythms. Conclusion: Early findings suggest that the immediate spaces of "home" or "representation of the home," which we call "extension of the house," are of great importance to young children, where they spend most of their time and return many times during their long journeys. Further findings could help our knowledge of the environmental aspects of children's motor development. In addition, these findings will provide implications for the design of children's centers, and more importantly, housing in which children live, and are supposed to be the main source of community sense for them to make friends and establish their first true social connections.
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