Electronic learning- virtual
H. Toorani; A. Jafari
Abstract
Background and Objectives: The rapid advancements in information and communication technologies (ICT), along with their integration into mobile devices, have transformed the landscape of education, introducing innovative methods for teaching and learning. This technological integration has significantly ...
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Background and Objectives: The rapid advancements in information and communication technologies (ICT), along with their integration into mobile devices, have transformed the landscape of education, introducing innovative methods for teaching and learning. This technological integration has significantly influenced how the learning process is conceptualized and guided. Teachers, as the primary facilitators of learning, play a pivotal role in engaging students in virtual learning environments. However, the effectiveness of e-learning in fostering teacher-student interactions is contingent upon several factors, one of the most critical being teachers' digital literacy. Digital literacy not only determines teachers' ability to utilize e-learning tools effectively but also enhances their capacity to foster meaningful instructional interactions. The aim of this study was to investigate the mediating role of teachers’ digital literacy in the relationship between e-learning and instructional interactions in elementary schools in Tehran.Materials and Methods: The research was applied in nature, with a survey-based approach adopted for data collection. The statistical population consisted of 20,968 elementary school teachers across all 19 educational districts in Tehran. Of this total, 18,824 were female and 2,144 were male. Based on Morgan’s table, the sample size was estimated at 376. A multi-stage cluster sampling method was employed. Initially, Tehran was divided into five geographical regions (north, south, center, east, and west). After dividing Tehran into these geographical regions, one cluster (region) was randomly selected from each region by assigning a code. In the subsequent stage, 20 clusters (schools) were randomly selected from each chosen region by assigning codes to ensure balance among the regions. To measure the variables under study, three validated instruments were employed: the Digital Literacy Questionnaire, E-Learning Questionnaire, and Teacher-Student Interaction Questionnaire. These tools provided a comprehensive framework for assessing teachers' digital literacy, the efficacy of e-learning, and the quality of teacher-student interactions. Structural equation model and linear regression were used to analyze the hypotheses.Findings: The findings of the study underscore the significant positive impact of e-learning on teacher-student interactions. Furthermore, digital literacy was identified as a critical mediating factor that enhances this relationship. Specifically, the results demonstrated that teachers with higher levels of digital literacy were better equipped to leverage e-learning platforms, leading to more effective instructional interactions. The mediating role of digital literacy highlights its importance as a foundational skill that amplifies the benefits of e-learning technologies. This finding suggests that digital literacy not only facilitates the adoption of e-learning tools but also enriches the quality of teacher-student engagement in virtual learning settings.Conclusions: The study's results emphasize the necessity of improving teachers' digital literacy to enhance the overall quality of education and promote effective teacher-student interactions in elementary schools. Digital literacy serves as a critical enabler, allowing teachers to navigate and utilize e-learning tools more effectively. Consequently, targeted interventions to improve teachers' digital literacy should be prioritized as part of broader educational reforms. Additionally, the development of ICT infrastructure within schools is imperative for the successful implementation of e-learning initiatives. Providing teachers with access to reliable digital tools and resources can further enhance their ability to deliver engaging and interactive virtual lessons. Moreover, tailored training programs focused on the practical use of e-learning platforms and digital teaching strategies can empower teachers to maximize the potential of ICT in education. By addressing these areas, schools can create a conducive environment for effective e-learning and foster stronger instructional interactions between teachers and students. The findings of this study contribute to the growing body of knowledge on the role of digital literacy in modern education and underscore its importance in adapting to the demands of the digital era.
Teacher Education
A. Pourahmadali; A. Sheykhi Fini; H. Zainalipour; S. Izadi
Abstract
Background and Objective:The experience of some countries, including Japan, shows that opening the classroom and the whole educational process from design to evaluation to teachers and creating an educational group creates a cycle of gradual improvement of the educational process in the classroom and ...
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Background and Objective:The experience of some countries, including Japan, shows that opening the classroom and the whole educational process from design to evaluation to teachers and creating an educational group creates a cycle of gradual improvement of the educational process in the classroom and it brings positive effects. One of these methods that has emerged from the heart of the school and the classroom in the Japanese education system is lesson study. Lesson study is the most important factor in educational performance to develop the teaching profession. Curriculum research is a research circle in which teachers research curriculum topics in groups. In this advanced model, teachers and professionals work together. The assessment team (teachers) focus all their efforts on educating students in the classroom to grow and refine the subject matter. Through lesson study, the teacher communicates with the practice of research to base the practice of teaching on thought and action. Thoughtful and research-based practice actually introduces a set of skills and abilities that put a person in a critical position to solve problems and issues. This study aimed to explain principles governing desirable lesson study practice in mathematics in Mazandaran Province’s Educational Office. Methods:The research method was qualitative and of phenomenological type. The statistical population of this study included all experts in lesson study. 16 participants were selected through Snowball sampling. The sample size was determined by theoretical saturation. The data collection instrument in this study was semi-structured interview and th validity of the data was assessed and verified by evaluating the participants. The data resulted from interviews were analyzed through categorization method. Findings: Totally, 5 major categories were extracted from the interviews, including human aspect (creativity, responsibility and being open to criticism), structural aspect (technological equipment, supervision, programs, load of teacher work, ratio of the number of teacher to the student and applying results), cultural aspect (teamwork, school culture, belief and commitment to impact of lesson study, family cooperation, Researchers' spirit of teacher and principlas, teacher cooperation place of competition), managerial aspect (support, scoring process, authorities’ support, provision of budget, support of other school factors and time) and pedagogical aspect (exchange of useful educational experiences, workshops, new teaching styles, provincial team of lesson study, educational content, conversion of quantitative evaluation to descriptive and educational design). Conclusion: This study was conducted with the aim of explaining the principles governing the optimal implementation of mathematics studies in primary schools of education in Mazandaran province. The categories extracted from the interviews include the human aspect, the structural aspect, the cultural aspect, the managerial aspect and the teaching-learning aspect. The human aspect includes the variables of creativity, responsibility and criticism. The structural aspect includes the variables of technological equipment, supervision, programs, teacher workload, teacher to student ratio and application of results. The cultural aspects include the variables of teamwork, school culture, belief and commitment to the impact of study, family cooperation, research spirit of teachers and principals, teacher cooperation instead of competition. The managerial aspect includes support, scoring process, official support, funding, support of other school and time executives. The teaching-learning aspect includes variables of conversion of useful educational experiences, workshops, new teaching styles, provincial study team, educational content, conversion of quantitative evaluation into descriptive and educational desig
