Preparation and compilation of electronic content
z. Majidi Dorche; B. Sabzeh; N. Ansari
Abstract
Background and Objectives: The general purpose of the research was to identify and validate the criteria for the production of educational films and videos for elementary school students. For many years, film and video were only prepared and used in a limited way in some schools due to high costs and ...
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Background and Objectives: The general purpose of the research was to identify and validate the criteria for the production of educational films and videos for elementary school students. For many years, film and video were only prepared and used in a limited way in some schools due to high costs and limited access. However, this limitation has been lifted to a great extent with the advancement of technology. Especially after the expansion of virtual education, most teachers and trainers started producing educational films and videos using mobile phones and digital cameras. One of the important challenges in this field was lack of standards and principles for preparing educational films and videos for students. Criteria that can specifically test the quality of this age group and be available to teachers and producers in combined and virtual training as a guide were presented here.Methods: The present research was combined with a sequential exploratory design in terms of its practical purpose and method. In the qualitative part, the required data was extracted from the sources using comparative content analysis and then validated using the quantitative method. The statistical population of the qualitative section included articles, theses, and electronic and printed books available and related between 2000 and 2021. The corpus was formulated with a purposeful and criteria-based method, and the main themes were extracted and coded based on the Boudin and Quick model. In the quantitative part, 60 teachers and specialists were included in the sample purposefully. In order to collect data and analyze the findings in the qualitative dimension, content analysis and extraction of main, sub-themes, and indicators were used. Then, in addition to the self-review technique, two experts were invited to ensure the coding method.Findings: Qualitative findings in the four dimensions of technical, artistic, content and educational design were: the technical dimension criteria: expressiveness and clarity of the speaker's voice, light quality, image resolution and film size, lack of stuttering of the speaker's words and the superiority of the speaker's voice level compared to the background. In the artistic dimension, the criteria were: suitable framing of the film according to the educational goal and visual understanding of the student, variety of shots according to the type of content, attracting and maintaining attention with special effects, appropriateness of stage and background design according to the type of content,the believability of the characters in the film is physical, gender, age, grooming and clothing. The content aspect of the criteria included: the scientific accuracy of the content, the relevance of the educational content to the main learning goal, the removal of irrelevant content, the up-to-dateness and validity of the content, avoiding bias in relation to gender, age, race, language or social class, and simplifying complex content. According to the details of the content, the dimension of educational design included the appropriateness of the speech speed of the text with the level of students' understanding, arousing the sense of curiosity by creating an exploratory situation, strengthening the motivation to study and learn by creating a challenging situation, creating pauses in the video to link the content with the student's previous learning, creating and pausing in the video to encourage interaction about what was presented, refraining from showing the presenter's face when presenting complex content, providing practical examples of the concept or educational skill, creating a pause during the presentation to create an opportunity to think and get the audience's comments, and creative note-taking to guess what to continue, the events of the movie, Also, the results of validation using structural equations and the general fit of GOF value for technical, artistic, content, and educational criteria were equal to 0.181, 0.233, and 0.296 respectively, so the goodness model had a strong and appropriate fit and could be generalized.Conclusion: This study identified and validated criteria for producing electronic content (educational films and videos) specifically for elementary school students in four dimensions: technical, artistic, content, and instructional design. These criteria can serve as a guide for teachers and experts who produce their educational content in the form of films and videos for virtual and blended learning environments, taking an effective step quality and continuity of education.
Preparation and compilation of electronic content
M. Khosravi Chahkandak; M. Rostaminezhad,; M Akbaribooreng
Abstract
Background and Objectives: In today's world and in competitive business environments, the capacities, competencies and capabilities of human resources and their identification, development and updating play a very decisive role in the survival and continuation of the life of the organization and organizations ...
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Background and Objectives: In today's world and in competitive business environments, the capacities, competencies and capabilities of human resources and their identification, development and updating play a very decisive role in the survival and continuation of the life of the organization and organizations can, by no means, pass by them without having a systematic plan. Manpower is recognized as a strategic resource and knowledge capital of organizations, and certainly any disregard for their capabilities and competencies will deprive organizations of competitive advantage and make them victims of change and serious rivalries. Advances in technology and the digitalization of human life in recent years have created new needs in the labor market and even in people's lives as a result of which the job market has changed day by day and different types of jobs have been created. The widespread presence of businesses on the web and social networks and the use of sites and blogs to promote and sell products has created the need to produce content and, therefore, the need for specialists in electronic content production is felt more than ever. In this regard, the aim of the present study is to identify the professional competencies of specialists in electronic content production.Methods: The research was conducted with a qualitative approach and qualitative content analysis method. The data required to achieve the research goal were collected by reviewing internal and external documents and interviews with experts, professors and postgraduate and doctoral students in educational technology, information technology, computer and curriculum planning with expertise in the field of e-learning who had experience in producing electronic content. First, in order to identify the competencies of specialist in electronic content production, articles, books, publications, and reputable domestic and foreign scientific sites related to the electronic content production curriculum were reviewed by using the review method of descriptive studies to select scientific sources from reputable sites, such as ScienceDirect, SAGE, Elsevier, Scopus, Eric. The selection criteria for the articles and resources of these sites were that the selected articles had to have been published in the period of 2000 to 2021 and also, they had to be related to the production of electronic content and competency criteria in the curriculum. After identifying the elements and indicators with experts, professors and postgraduate and doctoral students in educational technology, information technology, computer and curriculum planning, with expertise in the field of e-learning who had experience in producing electronic content, an interview with a semi-structured format was conducted regarding these criteria and the amount of their importance and adequacy. se the purpose of these interviews was to identify the hidden dimensions and components or indicators that may not have been mentioned in the previous theoretical foundations and research. The field of research included all professors and postgraduate and doctoral students in educational technology, information technology, computer and curriculum planning who were experienced in the research field of e-learning and e-content production. The research sample was determined purposefully based on the principle of data adequacy.Findings: The research findings categorized the professional competencies of the experts in the production of electronic content in three categories of cognitive competencies (with two categories of specialized knowledge in the field of electronic content production and general knowledge), skill competencies (with four categories of training skills, design skills, production skills and soft skills) and attitudinal competencies (with three categories of attitude principles related to the field of electronic content production, ethical principles and cultural and social principles).Conclusion: The findings of this study can be used in different stages of designing a competency-based electronic content production curriculum.
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.
E-Lerning
A. Poortavakoli; M. Alinejad; B. Daneshmand
Abstract
Background and Objectives: Despite the enormous potential of Electronic Learning (e-learning), learners sometimes decide to drop out of school and are reluctant to pursue educating; therefore, it is so important to find variables to accept it. Among these variables, satisfaction is a key factor Which ...
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Background and Objectives: Despite the enormous potential of Electronic Learning (e-learning), learners sometimes decide to drop out of school and are reluctant to pursue educating; therefore, it is so important to find variables to accept it. Among these variables, satisfaction is a key factor Which is one of the important indicators in the quality of education. Experts consider several effective factors for satisfied e-learning including the quality of e-content. The role of content in the e-learning curriculum is much more prominent and influential than the role of content in the conventional education curriculum. Because in e-learning, content also plays a role in other elements of the curriculum, including; Teaching role, teaching-learning activities, time, place, evaluation and feedback. Therefore, in compiling electronic content, which is a process content, special attention should be paid to the basics of education sciences.; This issue is raised, can e-content be developed based on the factors those affect e-learning satisfaction? What are these factors? And how can a good e-content design model be created to satisfy e-learning? The general purpose of this study was to design a pattern for developing electronic content based on the factors affecting satisfaction in E- learning. The Sub- objectives of the study were as follows: 1) Identifying the factors affecting e-learner satisfaction with e-learning according to the research proposal 2) Determining the characteristics of e-content based on learner satisfaction from the perspective of experts 3) Determining the role of e-content characteristics on learner satisfaction Electronic. Methods: This was conducted with a hybrid and exploratory. Method in three stages. In the first stage, meta-analysis research method was used to identify the factors affecting satisfaction and in the next stage, a Descriptive - Survey method was used to analyze the experts’ opinions. The statistical population of this study consists of two groups: a) the research studies related to the factors affecting satisfaction in E-learning which have been published in the internal and external credible journals; b) the experts working in the field of E-learning all over the country. The statistical samples of this study consisted of ،three groups: A) In the meta-analysis section, the research that was most relevant to the research topic purposefully selected and evaluated (29 foreign studies and 19 domestic studies, a total of 48 studies). B) In the Qualitative section (interview), 30 e-learning professionals were identified nationwide through targeted sampling. In the quantitative section (questionnaire), 117 specialists were identified. In this study, the following three tools were used to collect data: 1- Checklist (in the meta-analysis section), 2- Interview without construction (in the qualitative section),3- researcher-made questionnaire (in the quantitative section).In order to perform data analysis, 48 studies were first studied in the first phase in the meta-analysis section And 209 satisfaction-related factors were identified, some of which were duplicate, that is, exactly one word was used and a number of words were different but synonymous and with the same meaning and purpose. In the analysis section, the researcher placed the same and synonymous factors in one class, which eventually formed 41 classes, and the frequency and percentage of their frequency were calculated. Then, in the second stage, after conducting the interviews and writing them, the researcher examined and analyzed the code for each of the interviews. In this way, the written content of the interviews was read and each significant unit that represented an electronic content feature (analysis unit) was written in the column below the category. After studying all the content of the interviews and identifying the units of analysis, it was the time to re-read and categorize them, and the columns of the categories were obtained and after studying and categorizing the categories, the main components were identified. In the third step, the data from the questionnaire were analyzed at the levels of descriptive and inferential statistics. Findings: The results of study in the meta-analysis stage are indicative of the fact that factors such as content, interaction, technology, teacher, service quality, design, ease of perceived use, personalization, perceived usefulness, learner, perceived value and self-efficacy are among the most important factors affecting satisfaction in E-learning. Regarding the interview, from the viewpoint of the experts developing electronic content, the principles of content development, learner, consequential implications, attention to the approaches related to learning and the role of teacher have the most significant impact on learner’s satisfaction in E-learning, respectively. Conclusion: All of the components are to measure the structure of electronic content characteristics in such a way that the component related to attention to the approaches of learning and the role of teacher with path coefficient (0.99) and attention to the consequential implications with path coefficient (0.89) principles of content design with path coefficient (0.85) attention to the features of the learner with path coefficient (0.82) were confirmed by the experts and are the ones developing the model. The model states that "attention should be paid to learning-related approaches in the polygonal rule, that is, this component is the basis of content development." The two components of "learner" and "teacher role" should be placed on both sides of the pattern, which is the characteristic of the two main elements of the electronic content processes. Implicit "and on the" reminder "side leads to" adherence to the principles of content design. " In total, paying attention to these five components will lead to the development of effective electronic content.
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.
Curriculum Planning
S. Zare; H. Zeinalipour; E. Zaree; M. Mohammadi
Abstract
Background and Objectives:Today, with the development of new information and communication technologies, business methods, daily activities, communication with others, access to information and in general, all elements of human life have undergone a great change. These technologies are mainly aimed at ...
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Background and Objectives:Today, with the development of new information and communication technologies, business methods, daily activities, communication with others, access to information and in general, all elements of human life have undergone a great change. These technologies are mainly aimed at improving the quality of educational services, as well as goals such as expanding the number of contacts, educators and educational institutions, and even companies and business centers to enable cost-effectiveness and in the shortest possible time to convey the desired content to students, customers and the audience in general. Education for sustainable development is an approach to education that seeks to empower people to take responsibility for building a sustainable future. In order to better achieve the goals of education for sustainable development, the e-learning approach can be used, which in this study has developed and validated the framework of the electronic curriculum for sustainable development in higher education. The main purpose of this study was designing curriculum electronic-content for sustainable development education in the higher education system. Methods: The research project was qualitative and in particular ’qualitative case study‘; The statistical population of the study consisted of three groups: 1: All members of the faculty of civil engineering, architecture, agriculture; 2: All members of faculty of educational psychology of Shiraz University And 3: all experts, scholars, and researchers in the field of electronic curriculum planning; To collect data questionnaire and interview were used. To analyze the data, a consensus-based approach and the Bowl technique were used; Also, open-ended interview was used. Findings: The data obtained were analyzed by the software Nvivo version 8 using Thematic analysis technique and content design curriculum for sustainable development education in Iran's higher education system As a comprehensive Thematic, 4 organizing themes and 73 basic themes were identified and the content network was extracted. Curriculum framework for sustainable development education at higher education level designed in the form of twelve elements: goal, content, role of instructor, learner role, teaching method-learning, evaluation, teaching materials, type of curriculum, level of education, participants in the design and implementation of curriculum, place of training, and time of training. The curriculum was compiled in five chapters, five titles and sixteen chapters. As such, this curriculum can be taught in the form of an instructional book as a two-unit course in a variety of disciplines, including civil engineering, architecture, and agriculture. Conclusion: In the higher education system, the issue of sustainable development is not specifically addressed, but as a part of the courses in civil engineering, architecture, agriculture, students are taught these contents. On the other hand, the integration of e-learning as an achievement of the new educational system in the process of teaching and learning and the curriculum of educational institutions is inevitable. According to the results of this study, it can be said that many courses in the fields of civil engineering, architecture, agriculture, directly or indirectly refer to the issue of sustainable development or professors, according to their expertise and excellence, in relation to the subject of development to provide stable information to students. In the present study, while paying attention to this issue, an attempt was made to design the electronic content of the sustainable development education curriculum in the higher education system.
Technology-based learning environments
S. Seidi; A. Badeleh
Abstract
The purpose of this study was developing standards of making smart schools and the level of respecting to these standards in the schools of Tehran. The study has a mixed design (quantitative and qualitative). In the quantitative section, it is a descriptive survey type. In the qualitative method, it ...
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The purpose of this study was developing standards of making smart schools and the level of respecting to these standards in the schools of Tehran. The study has a mixed design (quantitative and qualitative). In the quantitative section, it is a descriptive survey type. In the qualitative method, it uses documentary and inductive encoding when all the existing documents were studied first, the existing copies were read line by line (open decoding); and then, considering the written words in the documents, the general factors were extracted (canonic encoding); and eventually in the documentation of similarities and differences of the general factors, the main indices were extracted (selective encoding). The population included all 22 smart schools in Tehran in 5 educational districts (i.e. districts 4, 5, 6, 7 and 8) out of which 20 girls’ smart schools were selected by multi-stage cluster sampling. The instrument was a researcher-made standardized check-list to evaluate the standards of having smart schools (direct observation, cooperation of principals, and the IT managers of the schools) and studying the current status of smart schools. The data were analyzed by descriptive statistics and single-group t-test. The results of data analysis showed that the current status of smart schools regarding instructional content and learning is below the standards; the status of the hardware infrastructures and trained teachers is higher than the standards; and the software infrastructure and management are at the average level.
