Education technology - Lifelong learning
F. Fathi Hafshejani; H. Zeinalipour; A.A. Shikhi Fini; K. Fathi Vajargah; E. Jafari
Abstract
Background and Objectives: With an awareness of the era that entails the day-to-day changes, the organizations must constantly keep up with technology and technological changes and implement them to survive and achieve the best possible results. One of these changes is making decision about the implementation ...
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Background and Objectives: With an awareness of the era that entails the day-to-day changes, the organizations must constantly keep up with technology and technological changes and implement them to survive and achieve the best possible results. One of these changes is making decision about the implementation of massive open online courses (MOOCs) in digital learning area at the workplaces, which is regarded as a complicated issue. Awareness of and informing about the effectiveness of educational services of this type of technology, as one of the manifestations of virtual education, is not inconclusive in choosing this path due to the key role of MOOCs as a potential educational strategy in organizations and companies in developed and developing countries. The purpose of this research was thus to identify the technological pedagogical functions of MOOCs to employees in the workplace.Methods: This basic research was conducted using a qualitative research synthesis technique. The corpus included documents (books, research and review articles, dissertations and Internet resources) retrieved by searching the authentic Persian (Islamic World Citation Database (ISC), Magiran, Noor Database (Noormags), CIVILICA Institute for Humanities and Cultural Studies, Barakat Knowledge Network System, Iran Scientific Information Database (GANJ) and Iranian Research Institute for Information Science and Technology (IranDoc) and Latin web databases (ProQuest, Springer, Scopus, Science Direct, and also Google Scholar search engine) retrieved from 183 sources using a criterion sampling method (From corporate MOOCs 2014 to 2022). A total of 45 samples were selected. Theoretical saturation of themes was reached by the 32th sample. In order to collect data, the library research method was used. The collected data were then analyzed using a thematic analysis technique that is used in qualitative research studies. Finally, to validate the proposed model, a total of six experts in different fields, such as curriculum and educational planning, educational technology, and electronic learning were selected using a purposive sampling method. The researcher-made questionnaire for content validation of conceptual model was then sent for them. The final model was approved after modifications.Findings: Based on the findings of this research, three main components were obtained. The first group was the educational process with six sub-components (Educational targeting of courses, Contents of training courses, Various professional learning methods, Professional educational activities, Educational resources of the courses, and performance evaluation); the second group was the supporting part with five sub-components (training coverage of staff, Educational support, Educational expenses, Educational stimuli, and capabilities of the educational method); and the third group was the operational part with three sub-components (Educational areas, Complementary skills training, and Creating professional soft skills).Conclusion: This study showed the probable consequences of educational functions of MOOC in the workplace. The beneficiaries, including organizations, companies, and employees, can reliably employ these functions in their education system by paying more attention to them because it can be said that most organizations in Iran seem to be still unaware of its potential educational benefits. In a world where with the rapid development of technology, being online is considered a necessity both personally and professionally in Iranian organizations, and the today's workforce is expected to be highly skilled and to continuously improve their skills based on the today's global standards, they can acquire these new skills through life-long learning, i.e. MOOCs, in an advanced digital environment.Methods: This basic research was conducted using a qualitative research synthesis technique. The statistical population includes documents (books, research and review articles, dissertations and Internet resources) retrieved by searching the authentic Persian (Islamic World Citation Database (ISC), Magiran, Noor Database (Noormags), CIVILICA Institute for Humanities and Cultural Studies, Barakat Knowledge Network System, Iran Scientific Information Database (GANJ) and Iranian Research Institute for Information Science and Technology (IranDoc) and Latin web databases (ProQuest, Springer, Scopus, Science Direct, and also Google Scholar search engine) retrieved from 183 sources using a criterion sampling method (From corporate MOOCs 2014 to 2022). A total of 45 samples were selected. Theoretical saturation of themes was reached by the 32th sample. In order to collect data, the library research method was used. The collected data were then analyzed using a thematic analysis technique that is used in qualitative research studies. Finally, to validate the proposed model, a total of six experts in different fields, such as curriculum and educational planning, educational technology, and electronic learning were selected using a purposive sampling method. The researcher-made questionnaire for content validation of conceptual model was then sent to them. The final model was approved after modifications.Findings: Based on the findings of this research, three main components were obtained. The first group was the educational process with six sub-components (Educational targeting of courses, Contents of training courses, Various professional learning methods, Professional educational activities, Educational resources of the courses, and performance evaluation); the second group was the supporting part with five sub-components (training coverage of staff, Educational support, Educational expenses, Educational stimuli, and capabilities of the educational method); and the third group was the operational part with three sub-components (Educational areas, Complementary skills training, and Creating professional soft skills). Conclusion: This study shows the probable consequences of educational functions of MOOC in the workplace. The beneficiaries, including organizations, companies, and employees, can reliably employ these functions in their education system by paying more attention to them because we can dare say most organizations in Iran are still unaware of its potential educational benefits. In a world where with the rapid development of technology, being online is considered a necessity both personally and professionally in Iranian organizations, and the today's workforce is expected to be highly skilled and to continuously improve their skills based on the today's global standards, they can acquire these new skills through life-long learning, i.e. MOOCs, in an advanced digital environment.
Educational Technology
J. Rezaee Nour; M.S. Asgari
Abstract
Background and Objective:Cloud processing provide services based on gradual price structure for essential software and hardware services (e.g., applications, storage, processing power, virtual server) in web media (e.g., cloud). As a result of scalability and eliminating the need for large investments ...
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Background and Objective:Cloud processing provide services based on gradual price structure for essential software and hardware services (e.g., applications, storage, processing power, virtual server) in web media (e.g., cloud). As a result of scalability and eliminating the need for large investments in expensive hardware and software licenses, and offering benefits, it offers significant costs to organizations. Continuous software and hardware upgrades have become commonplace (and expensive) in many organizations. This situation is likely to worsen in the current economic situation after the imminent collapse of the world's financial systems. Cloud computing can provide the opportunity for many of these organizations to continue to take advantage of new developments in IT technologies at affordable cost. Different organizations in the world are increasingly dynamic. A major part of this situation is the result of developments and innovations in technology, particularly Information and Communication Technology (ICT). The objective of the present study is to investigate knowledge management initiatives in the cloud processing era to identify the current situation as well as future research. Different dimensions such as objectives, different types of knowledge and technologies will be investigated. Methods: After mapping studies at 4 databases of IEEE, AMC digital library, SpringerLink, and Science Direct, 9 articles were identified about knowledge management initiatives at the cloud processing era and in order to extract the related information, they were investigated within a set of questions. Although only a few studies were found that indicated knowledge management initiatives at the cloud processing era, studies show increasing interest in this topic in recent years. From the perspective of knowledge management, most of studies on the dimensions related to presenting cloud issues and new web-based software for knowledge management discuss the utilization of knowledge management system. Findings: The results show that knowledge management is an important strategy to increase effectiveness, promote choices, and use suitable techniques and methods in cloud issues. On the other hand, inadequacy of the existing knowledge management systems is referred as the biggest problem related to knowledge management implementation in the era of cloud processing. Conclusion: In this paper, a systematic mapping of knowledge management in cloud computing was provided. Nine research questions were defined and examined the following aspects. 1) Distribution of selected studies throughout the year; 2) Research focus from the perspective of cloud processing; 3) Research focus from the perspective of knowledge management; 4) Type of research; 5) Reported problems; 6) Objectives of applying knowledge management in cloud processing; 7) Types of knowledge commonly managed in background of cloud processing; 8) Information technology used in knowledge management in cloud processing; and 9) Main conclusion (advantages and problems) reported in the implementation of knowledge management. Knowledge management in cloud processing has been shown to be a very committed and promising field of research. Knowledge management helps to examine knowledge in the organization in different ways, as shown by this systematic mapping. The main part of this work is to reveal some aspects related to the application of knowledge management in cloud processing for future research in this field.
Gh. Azari Arani; J. Rezaeenour
Abstract
and organizations, each of which in turn is moving toward becoming a foundational science because incompatibility with global developments leads to failure. So organizations need to have the flexibility to change their structure, goals, strategies, and vision. One of the tools used to create a knowledge-based ...
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and organizations, each of which in turn is moving toward becoming a foundational science because incompatibility with global developments leads to failure. So organizations need to have the flexibility to change their structure, goals, strategies, and vision. One of the tools used to create a knowledge-based organization is to create the process of knowledge creation to gain a competitive advantage. As a result creation of the concept of the process of creating national knowledge will is not out of the reach. Today, countries need management of knowledge resources and, in particular, the knowledge creation for knowledge development. There are lots of studies in the field of organizational knowledge creation and so various models have been developed for this purpose. But, the important point is that the creation of knowledge has so far been at the organizational level and in some cases cross-organization and among the subset of a parent organization. The innovation of this article is identifying the process of knowledge creation at the national level. Methods: For this purpose, based on the literature review and analyzing the research gap, using the Delphi method and a survey of experts, possible processes at the national knowledge creation has been addressed. The panel of experts includes seven professors and experts in the field of knowledge management, who are both theoretically and experimentally familiar with this concept. Findings: The results of Delphi technique show that the processes of socialization, externalization, combination, culture creation, application, and internalization can be referred to as the processes of national knowledge creation. Using interpretive structural modeling, it was revealed that the processes of socialization, internalization and externalization are at level 1, the processes of culture and combination are in the second level and the process of application is at the third level of the model. Conclusion: The results of the National Knowledge Creation Model indicate that socialization, externalization, and internalization are the cornerstones of the model. This means that in order to successfully implement the creation of knowledge at the national level, one must first invest in these issues. According to the results obtained it is clearly seen that the processes of combination and culture making are independent dimensions and planning for combining knowledge among different organizations and organizational programming for culture building at organizational level can be done independent of other processes. It should be noted that the identification of the structures of the process of creating the national knowledge process has been achieved based on theoretical foundations and receiving the opinions and of a limited number of academic and experimental experts. Therefore, the scope for future research is the application of factor analysis method, path analysis and structural equation modeling approach to test the research model to examine the validity of the obtained model.
Educational Management
H. Safarzadeh; M. Ahmadi Sharif; G.R. Kargarian Marvasti
Abstract
Developing the production centers of knowledge, technology and technical skills is the requirement of economic growth in the third millennium. Entrepreneurship can be considered as one of the important engines of growth and development. At this point, the role of entrepreneur and entrepreneurship in ...
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Developing the production centers of knowledge, technology and technical skills is the requirement of economic growth in the third millennium. Entrepreneurship can be considered as one of the important engines of growth and development. At this point, the role of entrepreneur and entrepreneurship in the community is determined which can be more clearly realized through universities and centers of entrepreneurship. In this paper, we tried to find the administrative process of entrepreneurship as well as the relationship between education and the kind of necessary training for entrepreneurship. Three tests including: 1 – Kalmogrof-Asmyronf tests, 2- one sample t-test, 3- Friedman rank test were used in this research in a cross-sectional form to test the hypotheses of the research and to analyze them inferentially. The research conclusion has shown that the evolutionary leadership among the internal factors of the university, the university process and the revival factors of the university and also creating a scientific and dynamic environment among the basic and fundamental changes in the university are the most effective ones in the stability of entrepreneur universities. At the end of the paper, some suggestions have been presented regarding the development of "entrepreneurship education" in order to stabilize entrepreneur universities.
