Modern Educational Approaches
M. Mojadam; Z. Khoshneshin; A. Ghasemtabar; A. Najafi
Abstract
Background and Objectives: The endeavor of organizations and companies to reach large global markets has led them to use the most effective and practical methods to reach this aim. One of these methods is the new teaching methods for employees which in the present study have been examined to determine ...
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Background and Objectives: The endeavor of organizations and companies to reach large global markets has led them to use the most effective and practical methods to reach this aim. One of these methods is the new teaching methods for employees which in the present study have been examined to determine the feasibility of applying new teaching methods in National Petrochemical Company of Iran, so that the company and especially its staff can benefit from these new teaching methods.Methods: This study is designed in an applied and descriptive-surveying format using a researcher-made questionnaire. It includes five components with 56 items that have separately studied readiness (17 items), the effectiveness of the teaching methods of former courses (10 items), the quality of the teaching content (8 items), the opportunity to develop new teaching methods (12 items), and the opportunity to develop new teaching methods in accordance with structural and infrastructural facilities. The reliability of the questionnaire was estimated by Cronbach's alpha coefficient and found to be 0.85، 0.87، 0.85، 0.70، 0.90 respectively. Data were analysed in SPSS software using one sample t-test. The sample of the present study consisted of 270 staff and managers of National Petrochemical Company varying from grade 9 up to B (the specific levelling of the company’s staff). The Morgan Table was used for sampling in which from a population of 270, 120 individuals were selected as a sample from which 91 individuals received the questionnaire. Findings: The results indicate the possibility of implementing new teaching methods in accordance with multiple dimensions. Among the dimensions of feasibility, except for the human dimension which is in the desired condition, other dimensions are not in the desired condition. For such dimensions, t is equal to -8.40 at the significance level of (0.000) which is lower than the assumed average (3) and is reported as undesirable. In the following five areas or dimensions of feasibility, the perspective of managers and staff were studied: 1) the amount of readiness of the managers and staff in using the new teaching methods; 2) the attitude of the managers and staff towards the quality and effectiveness of the teaching methods in the former courses; 3) the attitude of managers and staff towards the methods of presenting the teaching content and the quality of the teaching materials; 4) the opportunities for the development of new teaching methods in accordance with the attitude of the managers and the staff; 5) the opportunities for the development of the new teaching methods in accordance with the structural and infrastructural facilities in terms of the perspective of the managers and the staff. Except for the first question, for the rest of the questions, a negative value in a one sample t-test was shown which indicates there is a distance to reaching the desired situation. Moreover, the correlation among the components 1, 2, 3, 4, and 5 was also calculated which were 0.34, 0.69, 0.72, 0.66 and 0.53, respectively. Friedman test was used to prioritize and identify the components that are most desirable Conclusions: The inferential results derived from the statistical findings showed that the readiness of the managers and the staff to promote the culture of using new teaching methods according to the findings is in desirable condition. So is possible that implication of the new teaching methods is predictable based on the perspective of the managers and the staff’s point of views. In other dimensions, such as knowledge, technical, organizational, structural and infrastructure, there are signs that optimized conditions to benefit from new teaching methods. Referred to generality of findings indicates the human, technical, organizational and structural dimensions, it can be claimed that the feasibility indicators are not in a desired condition in the company. Except for the attitude and acceptance of using new teaching methods that are in favorable and appropriate condition, the rest of the indicators are less than the average.
Educational Technology
A. Habibi-Azar; J. Keyhan; B. Talebi
Abstract
Background and Objectives: Research findings about the application of information and communication technologies in classroom has shown that despite the efforts had been done and the large amount of costs spent for empowering teachers' computer skills, but these activities have not been able to create ...
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Background and Objectives: Research findings about the application of information and communication technologies in classroom has shown that despite the efforts had been done and the large amount of costs spent for empowering teachers' computer skills, but these activities have not been able to create desired changes in the role and activity of teachers in schools. Therefore, the purpose of the present study was to study the phenomenological process of Iranian teachers' ICT competence in order to present a native model. Methods: This was a qualitative phenomenological research, because the lived experiences of teachers in achieving technological competence in the classroom have been used to explore the objectives of the study. The statistical population of this qualitative study were all teachers in Urmia city. 22 teachers (13 females and 9 males) were selected by non-probability purposeful sampling method with considering the desired characteristics and theoretical saturation based-rule. Participants who engaged in 17 different schools including public, board of trustees, smart, nonprofit, and rural schools, were selected. The data collection tool was semi-structured interview. Voice recording and note-taking (with emphasis on voice recording), as Two techniques for gathering data, were used. George's (1970) four-step coding approach were used to analyze the data. The coding process was performed in MAXQDA10 software. Findings:The findings of the qualitative analysis indicated that the process of teachers ICT-competence can be organized into five components, including; 1) motivation/ tendency/ interest in teachers including the following sub-components: “Changing in teacher’s salary”, “Changing teachers’ position”, “Create need”, “Classification of teachers based on the prior knowledge”, “Pay attention to the timing of the courses” , “Changing the look to the teaching profession” and “Choosing the right professor”; 2) planning, including the following sub-components: “Teachers Rating (Needs Assessment)” , “Determining curriculum (educational topics)”, “Choosing the right professor”, “Locate the right place” and “Determine the right time”; 3) beginning of the learning process including the following components: “Hardware training”, “Software training”, “Problem-solving training”, “Information literacy training”, “Facilitate access to educational resources” and “Support”; 4) implementation of the learning process including the following sub-components: “In-service preparation courses”, “In-service training courses”, “Specialized school courses”, and “Out-of-school courses” and 5) " institutionalization of technology competence " including the following sub-components: “Problem-solving training’, “Formalize collaboration between teachers” and ‘Formalize follow-up courses for teaching and learning”. Conclusion: This model is presented by looking at the needs of teachers, the conditions and Organizational structure of education, the facilities of schools, the status of courses, the cooperation between teachers, and so on. In this model, all the influential factors in the process of acquiring information and technology competence by teachers have been included and based on the content of the interviews, each of them has been considered in the relevant step. Although it could be organized these components or steps in hierarchical or step-by-step structure, but in many places it is possible to go back and start from the previous step. It is hoped that this model will be a step towards developing an appropriate model in the field of staff technology competence for the Education Organization and other organizations.
Emerging Technologies
F. Davari; M. Vahidi-Asl; P. Alikhani; M. RezaeiZadeh
Abstract
Background and Objectives: Oral presentation is a key competence for success in the diverse work environments that academics need. It is recommended as part of a higher education curriculum. The role of technology in improving oral presentation skills and especially facilitating feedback, is significant. ...
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Background and Objectives: Oral presentation is a key competence for success in the diverse work environments that academics need. It is recommended as part of a higher education curriculum. The role of technology in improving oral presentation skills and especially facilitating feedback, is significant. In particular, the combination of serious game and virtual reality is a new area of research that is a modern alternative to traditional skills training. The interactive digital environment, real-time feedback, the realism of the learning scenario, the direct experience, and the persistence of the knowledge gained are some of the virtual reality opportunities for skills training. It should not be overlooked that insufficient budget, negative attitude of users about their physical and psychological condition after experiencing virtual reality, and poor technological design of virtual reality environments are also among the limitations of this technology. However, recent meta-analyzes confirm the influence of virtual reality in learning environments. Accordingly, the purpose of this study was to measure the impact of virtual reality on a serious game with the serious purpose of oral presentation training. Methods: We designed and developed an SG and conducted a quasi-experimental study with a post-test on 32 graduate students. The research question we sought to answer was “to what extent can VR impact the effectiveness of SGs in oral presentation training?” The authors also analyzed the cost-effectiveness of incorporating VR elements. The game focused on three key skills, eye contact, walking around while presenting, and time management. The experimental group played the game with the HTC Vive VR system and the control group played the same game with an HD display, a keyboard, and a mouse. In addition to that, we collected in-game data while players were playing the game. Mann-Whitney U test and Student's t-test were used to compare the two groups. Findings: Results revealed that VR elements did not have a significant impact on the demonstration of the players' eye contact skills but they increased players' tendency to walk around the virtual environment. Analysis of players’ performance regarding time management skills showed no significant difference between the two groups. Conclusion: It is concluded that even though playing the serious game with an HD display, a keyboard, and a mouse can be effective, turning the game into a VR experience would result in further improvement in the demonstration of some of the presentation key skills (walking around while presenting). However, creating a VR experience requires developers to spend more time and resources into developing the game. According to researchers, creating a VR SG for improving oral presentation skills allows for training to be done in the context that it occurs within. Moreover, the VR SG can be effectively used to overcome public presentation nerves. Also, due to the challenging economic situations outside the university and the need to benefit from communication skills and oral presentation, a serious game based on virtual reality can improve the indicators of oral presentation. Achieving this requires higher education attention to interactive technologies such as virtual reality.
Education technology - higher education
B. Abadi
Abstract
Background and Objectives:One of the main challenges in Iranian higher education system is the fact that students are not entitled to the skills of thinking and reasoning. In particular, this issue manifests itself in situations where learners are expected to critique and redesign old ideas and thoughts ...
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Background and Objectives:One of the main challenges in Iranian higher education system is the fact that students are not entitled to the skills of thinking and reasoning. In particular, this issue manifests itself in situations where learners are expected to critique and redesign old ideas and thoughts with the power of creativity and innovation, and even creating new and innovative ideas and theories. The lack of attention paid by universities and higher education institutions to training and transferring of thinking skills, creative thinking, and problem-solving ability to challenge decision-making situations has made students rely solely on memorization and pre-prepared results. One of the fields of application of thinking is the issue of entrepreneurship, the close connection of which with creativity has clearly been confirmed in the literature. By institutionalizing entrepreneurship education through the transfer of thinking skills to students to create ideas, they are acquainted with the concept of entrepreneurship, by which they are inspired to create innovative ideas and thoughts. In this regard, entrepreneurial universities develop entrepreneurial skills and help students to start new businesses and network with economic agents in order to support university entrepreneurs. If universities and higher education institutions are not able to step towards entrepreneurial development and do not give thought to this issue, there would be no justification for their survival and continued work in long run, as macro-development frameworks will be implemented based on objective economic indicators and criteria. Hence, the six-hat method of thinking relies on students' thinking power to design career topics. This approach, in essence, will help students have the necessary efficiency and skills in thinking about different aspects of a business issue, especially in designing a business plan. For this reason, the present study was conducted with the aim of investigating the effect of six thinking hats (STHs) of De Bono on improving the cognitive abilities and skills of agricultural students in the entrepreneurship course. Methods: In this study, 80 undergraduate agricultural students in the University of Maragheh (the academic year 2016-2017) were randomly assigned to treatment and control groups according to a quasi-experimental design of Solomon's four stages. To assess the cognitive ability of the cases, a business questionnaire for the construction of a fish farming unit was used. SPSS software was used to analyze the data and calculate the effect size of the results. Findings: The results unveil that the approach of STHs makes a significant difference in the knowledge of the cases in four experimental groups on the development of business plan (F = 40.89, df = 79, p < /em> < 0.001). Furthermore, there was a significant difference between pre-test and post-test scores of the participants in different groups (SΔ = 8.16, df = 22, p < /em> < 0.0010) with the effect size of 0.75 ( = 0.75), indicating a significant effect for the STHs on learning. Additionally, the qualitative results of the research manifest that the participants were able to design a standard business plan. Conclusion: It is recommended to use the STHs method in entrepreneurship centers of universities and higher education institutions.
Electronic learning- virtual
Gh. Montazer; A. Moosavi
Abstract
Focusing on quality and expansion of skill education to train creative and skill ful human resources has had a significant increase over the last years. In this regard، creating E-Training centers is among issues that should be carefully considered by training authorities. In this paper، evaluating ...
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Focusing on quality and expansion of skill education to train creative and skill ful human resources has had a significant increase over the last years. In this regard، creating E-Training centers is among issues that should be carefully considered by training authorities. In this paper، evaluating different models for E-readiness، relying on comparative studies، and analyzing data obtained from national studies، a comprehensive conceptual framework has been designed to study e-training readiness in the country. The achieved model includes three main dimensions: “hard infrastructure readiness”، “soft provisions readiness”، “supervision، and arrangements readiness”، as well as fifteen indexes which offer a comprehensive model to the countries training system and define its position in the development of mass scaled E-learning.
competency of teachers
A. Farahani; A. Nasr-E-Esfahani; M. sharif Khalif Soltani
Abstract
Considering that teacher is important and the most important factors in the development of effect qualitative education system, the present research have assessed methods of elementary school teacher’s training. In this research, the quantitative and quality methods of study have been utilized. ...
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Considering that teacher is important and the most important factors in the development of effect qualitative education system, the present research have assessed methods of elementary school teacher’s training. In this research, the quantitative and quality methods of study have been utilized. The statistical population of this research includes the principals of elementary schools, experts, and teachers of teacher training center of Qom in the educational year of 2008-2009. In order to select the principals, classified sampling method was used in congruency with the size; purposeful sampling method was used to determine the experts' sample. In this regard 162 principals', 20 experts and members of the faculty's view analyzed who had a great research background. The validity of the questionnaire and the interview has been confirmed by some of the professors and PhD and M.A students. The reliability of the questionnaire has been estimated in selection as 0.87 respectively, using the Crunbach alpha. In order to analyze the results descriptively and analytically, the SPSS software has been used; in order to analyze the interview, the categorization method has been utilized. The results show that In order to teach and train the teachers, up- to- date and implicational subjects and courses should be prepared, experienced and qualified teachers should be employed, training courses should be held, equipments should be provided in accordance with the teachers' needs to improve the generic and technical qualification of both students and teachers. In this regard, using the experience of developed countries (Paying attention to cultural differences); in teacher training programs were underlined to make the reviewing, amending and developing possible. Finally, some recommendations were suggested to improve the training of the elementary teachers.
Architecture
M. Mazloum
Abstract
: The lateral load bearing systems of structures are divided to four major groups, which are: moment frames, shear walls, bracings, and combined systems that contain a combination of the previous ones. Nowadays, the combined systems of moment frames and shear walls are utilized in high-rise reinforced ...
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: The lateral load bearing systems of structures are divided to four major groups, which are: moment frames, shear walls, bracings, and combined systems that contain a combination of the previous ones. Nowadays, the combined systems of moment frames and shear walls are utilized in high-rise reinforced concrete structures frequently; therefore, the method of educating these systems is quite significant for postgraduate students and professional engineers. It is worth noting that according to the Iranian code of practice for seismic resistant design and also the Iranian concrete building code, the analysis and design of these combined structures have been complicated because the moment of inertia of cracked sections should be used. In this paper, the different methods of educating the combined shear wall – moment frame structural systems, which are conventional, computerized and a combination of these two methods, have been investigated. The results of statistical studies show that the combination of conventional and computational methods was more successful than the other ones. The only negative point of this method was that the time taken for teaching was improved about two times. Obviously, using the prepared handouts containing some necessary information and examples, decreased this period, and it became about 1.5 times of the other methods.
