Electronic learning- virtual
F. Sedaghat; F. Khodadadi Azadboni
Abstract
Background and Objectives: The COVID-19 pandemic has significantly impacted the education system worldwide, leading to a sudden shift to virtual and electronic learning. With the closure of schools, remote learning has become a major challenge for every education system. It is clear that if new physics ...
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Background and Objectives: The COVID-19 pandemic has significantly impacted the education system worldwide, leading to a sudden shift to virtual and electronic learning. With the closure of schools, remote learning has become a major challenge for every education system. It is clear that if new physics content is taught using traditional (conventional) methods and not utilizing innovative teaching methods appropriate to the content, the new goals of the physics curriculum will not be achieved. Physics, by providing the ability to understand the relationship between observed phenomena and the concepts and laws governing the natural world, expands the mind in such a way that prepares individuals well for participation in society and solving future problems and crises through scientific methods and precise planning. The use of active teaching methods, especially a context-based approach, plays a fundamental role in understanding physics concepts. The present study aimed to investigate the impact of context-based physics education on the learning, self-regulated skill and effectiveness of students in the virtual learning environment.Methods: The present research method was a quasi-experimental pre-test - post-test design with a control group. The statistical population of this study included all 8th-grade students of the first secondary school of the Enghelab school in district 2 of Mashhad in the academic year 2020-2021. Using the available sampling method, 60 female 8th-grade secondary school students were selected from the Enghelab public school. These individuals were randomly divided into two groups of 30 students, an experimental group and a control group. The experimental group received a 90-minute Curriculum-Based Instruction intervention for eight sessions while the control group received traditional instruction. The subject of the research was static electricity. To collect the data, the standard self-regulation questionnaire by Bouffard et al. (1995) and the standard self-efficacy questionnaire by Sherer et al. (1998) were used. In this research, researcher-made questions were used to assess learning. The test-retest method was used to determine the reliability of the instruments. Both groups were evaluated before and after the intervention in the virtual space using the researcher-made learning questionnaire, the Bouchard self-regulation questionnaire, and the Sherer self-efficacy questionnaire. The results of both groups were examined and compared using analysis of covariance, standard deviation, and regression.Findings: The results of the analysis of covariance test showed that the difference between the post-test of the two groups in the variable of self-efficacy (P=0.001, F=72.86) and self-regulated learning (P=0.001, F=80.90) was significant at the level of.01. Therefore, it can be concluded that there is a significant difference in the scores of self-regulated learning and self-efficacy between the experimental and control groups in the post-test. The results also showed that the adjusted mean of the physics scores of the experimental group is higher than the control group, so the physics education with the context-based approach has an effect on increasing the learning of students in the first year of high school.Conclusion: Based on the results of the present study, despite the educational limitations in the virtual space, it can be concluded that the use of a context-based approach in teaching physics has a positive impact on the self-efficacy, self-regulation, and learning of middle school students. This method, by creating diverse learning opportunities, leads to increased knowledge and a broader understanding of the topics in electricity physics. Since physics covers a wide range of subjects that prepare individuals for participation in society and solving future problems and crises, the use of active and context-based methods in physics classes can create an effective and practical educational system. It is suggested that to achieve a dynamic and creative educational system, active and context-based methods should be used. This will lead to the creation of intellectual transformation and fundamental changes in the structure, methods, patterns, ideas, and attitudes.
Technology-based learning environments
F. Kadkhodavand; A. Momeni rad
Abstract
Background and Objectives: Education and learning are based on correct communication and this communication is dependent on choosing the right media. Multimedia is one of the most effective media for learning due to its many advantages. But in some cases, despite spending a lot of time and cost on multimedia ...
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Background and Objectives: Education and learning are based on correct communication and this communication is dependent on choosing the right media. Multimedia is one of the most effective media for learning due to its many advantages. But in some cases, despite spending a lot of time and cost on multimedia design, the results are not satisfactory. Failure to pay attention to the principles of educational design, individual characteristics of learners, learning processes, and human cognitive structure in many cases leads to ineffective multimedia design and production that prevent learning. One of the influential theories on educational design is cognitive load theory. In poor designs, such as the effect of split attention, where complementary and essential information is not located near each other, it imposes an additional load on the memory and disrupts the processing and learning. As a result of the split attention due to the limited capacity of active memory, it is assumed that if the image and the related text are placed in the vicinity of each other, the cognitive processing of the two contents will be done at the same time and optimal cognitive resources will be consumed. The present study was conducted to investigate the effect of split attention in multimedia on learning and the perceived cognitive load of students with self-regulation moderation.Methods: This research was practical in terms of purpose and in terms of method, it was quasi-experimental research with a pre-test-post-test design with a control group. The statistical population of this research included all the female students of the third-grade primary schools in Hamedan in the academic year 2022-2023. In this research, Rah Noor 1 girls' primary school was selected using the available sampling method. Among 24 third-grade students, 12 were placed in the experimental group and 12 in the control group using random assignment. To determine the level of students' self-regulation, Buford’s (1995) self-regulation questionnaire was used. For education, the researcher made two educational multimedia, which included educational multimedia with the effect of dividing attention and educational multimedia without this effect. A week before the training, the learning pre-test was performed on the students of both groups. The students of both groups completed the PASS (1992) cognitive load (mental effort) scale in the middle and at the end of the training and immediately participated in the learning post-test. In this research, SPSS statistical software was used to provide descriptive statistics (dispersion and centrality indices) and inferential statistics (Kolmogorov-Smirnov tests, ANCOVA, and independent t-test) for data analysis.Findings: The results showed that the control group performed better in the learning tests than the experimental group (split attention effect) and received less cognitive load. However, the findings indicated that self-regulation had no significant moderating role in learning and the perceived cognitive load of students who were under multimedia education with the effect of split attention.Conclusion: If the text and image information are integrated, there is less need to search and process. Therefore, less additional load is imposed on the memory and thus facilitates learning. Self-regulating students do not have the possibility of optimal processing without training appropriate strategies for processing non-optimal designs, because they face two types of additional load imposed on their memory.
Modern Educational Approaches
V.S. Vahedi
Abstract
Background and Objectives: Reverse classroom strategy is one of the new teaching-learning methods that has been able to attract the attention of many researchers and experts in recent years and is presented as a solution to overcome the problems and challenges. In addition, in the field of English language ...
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Background and Objectives: Reverse classroom strategy is one of the new teaching-learning methods that has been able to attract the attention of many researchers and experts in recent years and is presented as a solution to overcome the problems and challenges. In addition, in the field of English language teaching, many experts have recently focused on teaching-learning strategies as an effective factor in language learning. Today, many specialists believe that learning language skills alone does not guarantee the success of language learners and the development of self-directed language learners is of high importance. The aim of the present study was to investigate the effect of flipped teaching of learning strategies (cognitive and meta-cognitive) on learners' speaking proficiency and self-regulation.Methods: This study was quasi-experimental using pre-test/post-test design consisting of experimental and control groups. The participants of this study included 120 intermediate language learners who were homogenized and divided into three experimental groups and one control group. The first experimental group was taught learning strategies (cognitive and metacognitive) through flipped classroom along with teaching the usual textbook at the institute. The second experimental group was taught the institute textbook through the flipped classroom method without combining the teaching of learning strategies. The third experimental group, while teaching the textbook, were taught learning strategies (cognitive and metacognitive) through the traditional classroom. The students of the control group were taught the textbook in the usual traditional way and not being taught any of the learning strategies. In order to assess speaking proficiency of the participants at the beginning and end of the treatment, common institute speaking tests that were designed based on the content of the textbook were used. The validity of the instrument was reviewed and confirmed by several experienced language instructors of the institute. The reliability of the instrument was measured by Cronbach's alpha and was reported to be 0.88. The learners' self-regulation was also assessed by the self-regulation questionnaire designed by Bofard et al. (1995). Data were analyzed using multivariate analysis of covariance and two-way ANOVA.Findings: Findings showed that flipped teaching of learning strategies had a positive and significant effect on improving students' speaking proficiency. The results also showed that the independent effects of two variables, i.e. flipped teaching and learning strategies on the level of self-regulation of learners were significant, while the interaction of these two independent variables was not significant. Furthermore, according to the results of Tukey post hoc test for the effect of flipped teaching method and also teaching learning strategies, it was found that the difference between the mean scores of self-regulations of all groups in relation to flipped teaching method and also teaching learning strategies was significant.Conclusion: As a consequence, it is recommended to integrate CALL into traditional language classes in order to reach better learning outcomes. In addition, English learners mainly complain about the lack of interaction in the out-of-classroom environment, and flipped classrooms can address this need by providing interactive out-of-classroom communication environments.
