E-Lerning
F. Sharzehee; N. Khatib Zanjani; M. Masoomifard; M.R. Sarmadi; N. Pourasghar
Abstract
Background and Objectives: The new changes and approaches created by Covid 19 and the rapid movement into the digital world in education have led to the development of technological skills and self-directed learning for students. This has led to the use of new learning models using technologies such ...
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Background and Objectives: The new changes and approaches created by Covid 19 and the rapid movement into the digital world in education have led to the development of technological skills and self-directed learning for students. This has led to the use of new learning models using technologies such as MOOCs (massive open online courses). Optimal utilization of MOOC facilities requires review of the latest research conducted inside and outside the country. Given the dispersion of these studies, their integration and aggregation in a comprehensive framework and the study of research priorities of each group seems necessary. A review of the research literature indicates that the number of meta-analyses conducted in the field of MOOC is limited and the studies were mostly conducted several years ago. Therefore, considering the speed of growth of this technology, especially in recent years, this research tries to collect and present useful information from new studies in this field in Iran and the world for the development of researchers' perspectives. Therefore, the purpose of this research is to outline the image of MOOC field research at the local and global scale.Methods: This research is applied in terms of purpose, descriptive in terms of data collection method and qualitative/quantitative in terms of nature of the data. The method of data collection is to examine documentary studies by electronic search of articles available on the Internet and extracting their files. The research method was meta-analysis in accordance with the Rathe and Schell model and the statistical population of the research is all local and foreign doctoral dissertations and scientific research articles in the field of MOOC, which were indexed in Irandoc, Gigalib, Magiran, SID, Springer and Science Direct site, and also, the articles to which access was provided through the Google Scholar search engine. The statistical sample included 6 doctoral dissertations and 42 foreign papers in English and 5 doctoral dissertations and 18 local papers, a total of 69 local and foreign studies that were selected via purposive sampling. The input criteria of the studies were related to the subject of MOOC, electronic publication, publication in the last five years and publication in databases and authoritative journals, which among them, the studies that were carried out from a technical point of view in the field of MOOC or have been not scientifically valid or access to their full text was not possible, were excluded from the statistical sample. The selected studies were entered into Max QDA software for content analysis and were divided into two groups of internal and external categories, and then were categorized based on the year of publication to remove duplicate articles and to compare and review articles more closely. After that, the content of each article was carefully reviewed and the important contents of each article such as title, keywords, type of MOOC were discussed. The educational level of MOOC content in these researches was coded using descriptive statistics and comparison of data in two categories of local and foreign research were conducted. Findings: The findings of this study indicate that in general, the literature of MOOC in Iran and the world is mainly concerned with the following themes: the effectiveness of MOOC, Developing an educational design model for MOOCs, Challenges and solutions in MOOCs, Factors influencing the focus and analysis of research. In addition, in Iranian studies, in comparison with the international ones, the issues of interaction in MOOCs, hybrid MOOCs and student MOOCs have been very limited and insignificant.Conclusion: The lack of technical preparation and internet infrastructure and the lack of technological literacy among the students and the lack of attention to the necessity of interaction can be the possible reasons underlying lack of sufficient attention to hybrid and student MOOCs, but with the restrictions of Corona virus and forced shift of education to virtual space, they have relatively improved and their necessity has been highlighted. Therefore, with regard to the findings of the current research, regarding the importance of interaction, hybrid MOOCs and student MOOCs in foreign research, in order to make more use of the possibilities of MOOCs, it is necessary to pay attention to these topics in Iran as well.
Machine-translation
V. Mirzaeian
Abstract
Background and Objectives: Although an increasing number of studies have addressed the benefits of using Machine Translation (MT) for language learning, there are other studies pointing out the disadvantages of using this technology in language learning. The general attitude in language teaching societies ...
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Background and Objectives: Although an increasing number of studies have addressed the benefits of using Machine Translation (MT) for language learning, there are other studies pointing out the disadvantages of using this technology in language learning. The general attitude in language teaching societies is the avoidance of translation – traditional form and/or electronic – for language learning. Therefore, the present study examines the application of this technology in language learning to conclude whether the use of this technology is generally useful for language learning or not.Method: One hundred articles on the impact of MT on language learning, published between 2000 and 2020, have been reviewed. To select these articles, important keywords were identified, searched in important databases and then manually by checking important journals in the field of Computer Assisted Language Learning (CALL). In this research, two methods of scientific review and meta-analysis have been used to analyze the data. In the first stage, statistical information such as number of participants, languages taught, language pairs used, variables, and language skills were extracted; and in the second stage, meta-analysis of the impact of this technology on language learning was performed. Twelve studies were selected for meta-analysis and a random model was used to follow the meta-analysis framework. Due to the small size of the samples, the G-hedge coefficient employed was based on Cohen.Findings: The results indicated that most MT studies emphasized that MT was a useful tool for language learning. However, careful examination also revealed that learners had mixed views on the use of MT for language learning. These findings raise a variety of perspectives and concerns, and while MT can increase the results of writing in a foreign language by reducing lexical errors, it may not ultimately lead to language learning. The present study identified the lack of correct educational scenarios for implementing MT in language learning. Since the mere use of tools does not guarantee learning, language teachers must first understand the nature of MT and then try to find appropriate ways to use MT with their learners. Because previous research has shown that various factors affect the quality of MT output, teachers should consider these factors. In addition, diversity among learners is itself an important issue that needs to be addressed. However, instructional design should not be limited to ways to effectively use MT in language assignments, but should look for ways to foster long-term language learning. As there is little research on this topic, more research examining the long-term effects of MT on language learning is also needed. In addition to instructional design, there are other important issues that teachers need to deal with.Conclusion: When MT becomes very accurate, instructors may encounter students' lack of motivation to learn languages. In addition, as MT becomes more prevalent, both in everyday life and in educational settings, learners may not find the use of MT immoral, and MT may become a necessity in the language learning culture in the near future. In this regard, instructors should provide students with clear guidelines on ethical considerations regarding the use of MT.
Electronic learning- virtual
N. Amini; A.R. Nasr; B.E. Zamani; B. Tork Ladani
Abstract
Background and Objectives: The nature of higher education is evolving due to the advancement of ICT while these technologies have had a significant impact on the mission of universities in education and research directions. ICT is a mdeiator that enables the expression of a wide range of information, ...
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Background and Objectives: The nature of higher education is evolving due to the advancement of ICT while these technologies have had a significant impact on the mission of universities in education and research directions. ICT is a mdeiator that enables the expression of a wide range of information, ideas, concepts and messages. This phenomenon, with all its features and applications, is the collection, organization, storage and dissemination of information, including audio, video, text or number, using computer and telecommunications tools. ICT as a new approach is complementary to education, not its alternative, and its the purpose of development is to improve and make education resources more efficient in general and human resources in particular. Numerous studies in the past have shown the positive effects of ICT in teaching. The development of information technology and the use of new tools and concepts provide the basis for the expansion of information and easy and low-cost access for learners, including school and unviersity students and teachers in the online way and enable the rapid exchange of information and cultural interactions. Higher education institutions are increasingly planning to use ICT as a tool for teaching-learning, scientific collaboration, scientific communication, development, and faculty empowerment, and in practice, are trying to use ICT to achieve goals. In facing the global need, ICT use help educators replace traditional teaching methods with technology-based teaching and learning tools and facilities. But today this is much more important for education than in the past, because new tools and the use of ICT are effective in instructional methods. ICT seems to have a tremendous impact on the learning process in higher education by providing new and exciting opportunities for faculty and students. The present study aims to Meta-analyze the previous studies on the effect of ICT on the faculty members' educational and research performance to show the real value 0f ICT. Methods:The research sample consists of all previous studies done on the effect of ICT till 2018 in Iran. The purposeful sampling was done for selection of 6 studies on the effect of ICT on the faculty members' educational performance and 5 appropriate studies regarding the impact of ICT on their research performance to enter the meta-analysis. The isntrument for data gathering includes a checklist of choosing studies technically and methodologically. The meta-analysis method consists of the mixed approach of Hunter and Smith and Cohen for interpretation of results. Findings: The findings confirmed that ICT has a significant effect on faculty members' educational and research performance. The effect size was of ICT on the faculty members' educational performance was 0.413. Also, the effect size of ICT on the faculty members' research performance was 0.315. Conclusion: Vsing ICT has significant effect on educationl and research per formance of faculty members. Considering the obtained results and the quantity and quality of existing research studies, it is suggested that the researches of these two fields be carried out at a higher level in terms of quality and observance of the rules of academic paper writing and conducting research. Also, to achieve a reliable result in the first stage, use parametric statistics in their design and use strong statistical methods with appropriate sample and appropriate sampling methods in accordance with the population.
Educational Technology
R. Alidehi Ravandi; M. S. Taher Tolou Del
Abstract
Background and Objective:Given that the current century is associated with innovation, speed and advances in information technology and knowledge transfer, the new generation is looking for ways to keep up with these changes. Therefore, improvements should be made in the content and method of learning. ...
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Background and Objective:Given that the current century is associated with innovation, speed and advances in information technology and knowledge transfer, the new generation is looking for ways to keep up with these changes. Therefore, improvements should be made in the content and method of learning. One of the new educational methods is education with technology. Technology is a tool created by human knowledge to produce, solve, and meet needs or wants with resources. Therefore, educational technology can be considered as the use of technology to create and manage technological resources and processes to improve educational performance with the aim of motivating and encouraging students to learn and facilitate the educational process. The present study was aimed at the meta-analysis and synthesis of the results of research on the impact of the use of technology in mathematical education considering the rapid progress of ICT in the present age and, consequently, the significant increase in studies on the impact of technology on the effectiveness of education. Methods:The statistical community is a research that studies the impact of using technology in advancing the goals of mathematical education and with the review of the history, 19 studies were found in this field. Findings: The research findings showed that the use of technology at 0.38 of variable variance predicts the achievement of the goals of mathematical education, so if technology can be fully integrated into teaching methods, it can be as an effective tool to improve students' learning in mathematics, therefore, considering the effectiveness of using technology in mathematical education, it is essential that the mathematical curriculum be formulated to bring content with a combination of technology. Conclusion: The aim of this study was to integrate the results obtained regarding the effect of using technology in advancing the goals of mathematics education by meta-analysis. The independent variables of this research include: educational software, computer games, multimedia, graphic images and computer use; dependent variables were: learning, self-efficacy, academic motivation, performance, executive functions, progress, self-regulation, memorization, attitude and participation in math lessons. Due to the correlation between the use of technology and the advancement of the goals of mathematics education, it is recommended that educational planners take the necessary care in compiling textbooks accordingly, and teachers' teaching methods should be in line with this issue and modified by using new technologies.
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
Distance Learning
A. Mosavi; H. Kaviani
Abstract
Background and Objective:Higher education has faced many challenges and issues during the last two decades, among which we can mention the following: inability to produce theoretical knowledge and use of basic and theoretical knowledge produced in other countries. Of the world, the inapplicability of ...
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Background and Objective:Higher education has faced many challenges and issues during the last two decades, among which we can mention the following: inability to produce theoretical knowledge and use of basic and theoretical knowledge produced in other countries. Of the world, the inapplicability of university education, the lack of an inappropriate relationship between the university and other social sectors, neglecting research functions and services in universities, the problem of multiple decision centers and the existence of multiple trustees on the one hand, and the excalating growth of students and applicants to universities and institutions of higher education, the slight expansion of the higher education system regardless of the existing capacity and economic, social and cultural capacity of the community to accept university graduates, reduced financial resources and pressure from society For responsibility and accountability on the other hand; the higher education system needs to maintain and improve the quality of higher education to meet these challenges. To succeed in this, all the functions of higher education in general must be considered comprehensively. In this regard, one of the measures that higher education deliberates to answer its problems was technology-based education, including distance education and distance learning. Considering the contradiction in the findings of the studies conducted on the effectiveness of distance education methods, the present study was conducted to evaluate the effectiveness of distance education in higher education. Methods: The research method is based on secondary analysis and meta-analysis. The statistical population consists of all quasi-experimental studies which have already been conducted on the effectiveness of various types of distance education in higher education in Iran. The whole census was used for sampling. According to the inclusion and exclusion criteria, 79 studies were identified as the sample size.To collect the data, a researcher-made worksheet was employed in three sections: bibliographicaldata, methodological data, and findings. To analyze the data, the effect size index and the homogeneity test were performed using CMA-Version 2.0 statistical software. Findings:The research findings indicated that all of distance education methods in higher education of Iran were effective, but this effectiveness was moderate (ES =0.526, P <0.01); the area under the normal curve, the average implementation of distance education is 69% more effective than traditional methods. In addition, the meta-regression of the effect of year on the results of research showed that with an increase in the implementation of distance education methods, .07%was added to the effectiveness of these methods. In other words, the implementation of distance education methods in higher education will become more effective over time. Conclusion: Considering that the study of moderating variables was not one of the objectives of this study, it is recommended that in future research, the impact of these components on the results of the study be examined to determine the impact of these components to explain and control the results.
S.M. R. Mortazavi
Abstract
Present Study as a "meta-analysis" research aims to determine the role and methods of communication, regarding verbal and nonverbal learning in mathematics is provided. Research conducted for this purpose (18 Researches) on mathematic teaching, in the form of research papers published in the Journal ...
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Present Study as a "meta-analysis" research aims to determine the role and methods of communication, regarding verbal and nonverbal learning in mathematics is provided. Research conducted for this purpose (18 Researches) on mathematic teaching, in the form of research papers published in the Journal of Educational Innovations, as the main concept was considered. Out of the 8 research papers published in terms of attention to communication variables has more extension of the statistical society of this research. Then, according to the variables performance methods, questions and results showed in them was descriptive-qualitative and get “meta-analysis. The main question of this study is to research on mathematics teaching is based on the method of communication, what are the similarities and differences in the use of effective communication? During the investigation, it was determined that the communication patterns of multiple and sometimes conflicting have more attentions and proposed recommendations, which are as follows: emotional, participatory, supporting, visual, objective and balanced in a form of speech, physical, visual and audio that leads to any progress performance of learners and their learning mathematics and problem solving.
