Electronic learning- virtual
N. Barari; M. Rezaeizadeh; A.t Khorasani; F. Alami
Abstract
Background and Objective:The separation of learner and teacher from each other in e-learning, has made feedback as the most important challenge in this type of learning. Despite, there is no comprehensive framework based on the science of education, so that how to create educational feedback based on ...
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Background and Objective:The separation of learner and teacher from each other in e-learning, has made feedback as the most important challenge in this type of learning. Despite, there is no comprehensive framework based on the science of education, so that how to create educational feedback based on learning objectives. The purpose of this study was to compilation the educational standards and their indicators based on the Bloom- Methods: Anderson’s taxonomy for design effective and on time feedback for any educational goal. Qualitative research approach is used and based this approach, the phenomenological design strategy has been used. The population included 12 persons of subject matter and faculty member in academic e-learning centers which were selected through purposeful sampling. Those individuals included in the sample who had three characteristics: a) academic education in e-learning, b) teaching in higher education in the faculties of educational sciences, and c) working in e-learning centers of universities and educational institutions. To gather data semi-structured interviews were used. Qualitative data generated from interviews were coded and analysis by Corbin and Strauss method and Maxquda software. Findings: The results of the study led to the development of 4 educational standards and 25 indicators based on the Bloom-Anderson’s taxonomy to design a comprehensive feedback in the field of e-learning. According to the results of this study, educational technologists can evaluate or design more effective e-learning environments. Conclusion: Overall, feedback plays a key role in e-learning process that can pave the way for identifying problems in the teaching-learning process and proposing improvements to these challenges. However, timing of the feedback is critical. Lack of time shows that the potential benefits of feedback are often not achieved, and instructors are often unable to provide feedback tailored to educational conditions and goals. The results of this study can provide appropriate design and presenting of the feedback with the aim of learning and effective use of educational technologies at the right time. In this regard it can help designers of e-learning environments in a way that the right time to provide feedback is not wasted and always provide feedback at the right time and in the right way. Based on the results of the research, evaluators and administrators of e-learning environments can use the e-learning evaluation form of the paper prepared based on the standards and criteria in a Likert scale to evaluate the feedback method of e-learning instructors.
Modern Educational Approaches
S. Sardashti; M. Shafaie; Farhang Mozaffar
Abstract
Background and Objective:Creating a learning environment rich in social relationships in which peer interaction and collective learning can be developed is the core of the studio-based education for teaching architectural design. The social dimensions of the studio and the opportunities it provides for ...
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Background and Objective:Creating a learning environment rich in social relationships in which peer interaction and collective learning can be developed is the core of the studio-based education for teaching architectural design. The social dimensions of the studio and the opportunities it provides for collaboration and participation serve as a stimulus for learning, and it is the culture of the studio that means sustainability to students. One of the interactive teaching methods that seems to be in line with the multiplicity of today's world and the different nature of architecture and the workshop education system is the critical pedagogy method invented by the Brazilian thinker Paolo Freire. Freire considers the main purpose of education to be the development of creative and critical human beings who look critically at all the thoughts, ideas and values in society, as well as the actions of individuals and the way they deal with various events and happenings to find their roots. Freire's model in critical education mostly includes critical dialogue in which students (whole class) present their views and review evaluations and critiques. Participate in evaluating the thoughts of others and together with them, by combining views and examining arguments, take a more accurate and comprehensive approach to the issue and discover effective solutions. Therefore, it can be inferred that the critical education methodwith its special characteristics has the potential to improve the quality of architectural design classes. The aim of this study is to illustrate the procedure of applying critical pedagogy in Iran higher education context –architecture discipline- to identify challenges and improve the method in the selected environment. Methods:The qualitative method (interpretation) was selected as research method and content analysis was performed on the collected data. 24 postgraduate architecture students were selected as the sample, and by using a bipartite subject, comparison between two methods (traditional and critical) become possible. To verify and extend the model, the experiment was repeated next year with 22 different students. Findings: The results indicated that the effects of critical pedagogy have been perceived by students in eight categories: (1) improving intrinsic motivation (2) improving social skills, oral skills and self-confidence, (3) improving the speed and quality of development process of architectural ideas, (4) creating diversity and cheerfulness, (5) reducing stress and anxiety, (6) waste of time and vain discussions, (7) educational marginalization, and (8) self-censorship. The first 5 categories are positive feedbacks and the other three are negative feedbacks considered as challenges of applying critical pedagogy. At the end, some strategies are purposed to overcome these challenges and improve the quality of the classes. Conclusion:Some solutions to overcome the challenges are suggested including: students choosing an external reality topic, phasing group corrections, continuing the method to institutionalize it, changing students' view of the teacher as the source of information or the professor as a superior and miraculous person and change the view and reduce students' distrust of themselves. Characteristics for the critical teacher are also mentioned, such as humility, humor, high capacity of the teacher against laughter and jokes, great patience of the teacher in the face of useless discussions, and familiarity of the critical teacher with theories of psychology and psychoanalysis.
