e-learning
N. Tahmasbipour; F. Hamidi; Z. Kazemi
Abstract
Background and Objectives: The purpose of this study was to investigate the effectiveness of using the electronic content of mathematics course on self-Regulatory learning and academic achievement of students studying at the 9th grade.Methods: The method used in this study was semi-experimental, using ...
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Background and Objectives: The purpose of this study was to investigate the effectiveness of using the electronic content of mathematics course on self-Regulatory learning and academic achievement of students studying at the 9th grade.Methods: The method used in this study was semi-experimental, using pre-test and post-test with a control group. Moreover, the statistical population of this study was comprised of the students studying at Parvin Etesami school of Aligudarz city in the academic year of 2018-2019. The sample size included 40 students who were selected by available sampling method from the third grade of junior high school. 20 people were selected as the experimental group and 20 people were selected as the control group. The experimental group was exposed to ten one-hour sessions of electronic teaching of the course of mathematics. Before conducting this study and after the end of the group teaching sessions, the Beaufort self-regulation questionnaire and the researcher-made questionnaire were administered on the students to determine the score of academic achievement in mathematics.Findings: The results showed that as compared to the students in the control group who did not receive this program, teaching the experimental group that received this program by using the electronic content had a significant impact leading to an increase in the self-regulation learning and academic achievement of the students in the experimental group in the course of mathematics (F=14/114, P<0.01)In other words, after adjusting the pre-test scores, the factor had a significant effect on the items being tested between the two groups. Therefore, it can be concluded that using electronic content is effective on the cognitive self-regulation of the students at 9th grade. The effect of using the electronic content on cognitive self-regulation was 27.6 percent.Conclusions: The students received appropriate feedback in this teaching method and benefitting from optimal approaches, they used the time they needed for the process of learning mathematics. On the other hand, paying attention to various audio, video, graphics and animation, and multimedia software potentials stimulates multiple senses at the same time, enabling students to perceive the math content in a more attractive, varied and comprehensive way as well as increasing their educational motivation in order to learn and understand mathematics more appropriately .The use of self-regulation technique in the context of multimedia tools strengthens data processing, facilitates the timely and appropriate application of these tools, enhances perceptual processes, simplifies cognitive situations, facilitates the problem-solving programs, increases self-regulation and the feeling of self-sufficiency, and enhances the amount of concentration and consciousness; or in other words, it causes a higher self-regulation in the process of learning. The conditions that are created in the path of teaching and learning and also in a long period of time are almost constant and generally stable.
Educational Science
D. Tahmasebzadeh Sheikhlar; M. Sadeghpour
Abstract
Background and Objective:The use of new communication technologies, especially social networks in recent decades, has entered a new era and society; the society that Daniel Bell calls the post-industrial society; Tada Omsu, the network society; and Manuel Castell, the information society. The increasing ...
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Background and Objective:The use of new communication technologies, especially social networks in recent decades, has entered a new era and society; the society that Daniel Bell calls the post-industrial society; Tada Omsu, the network society; and Manuel Castell, the information society. The increasing development of electronic communication technologies such as satellite and Internet networks and their impact on many social, cultural, political and economic aspects, society has undergone such fundamental changes that some experts in virtual social networks called the virtual social media the new dimension of power in the 21st century. While we are witnessing a growing trend of users and members of Internet social networks, it is essential to know the various dimensions of networks and be aware of their effects. With the arrival of technology into the countries, we must always witness its ups and downs. The use of new technologies, in addition to creating opportunities, also becomes a threat. The purpose of this study was predicted the academic procrastination based on use of social networks with the intermediate role of self-regulation learning strategies among high school students. Methods: The research method is applied research in terms of aim and is correlation in terms of the natures of subject. The statistical population includes all secondary school students in Hashtrood city. The sample size was 309 people based on the Morgan table and were selected randomly by multi-stage cluster sampling. Social networking questionnaire, self-regulation learning and academic procrastination were used to collect data. The opinions of related experts were used to determine the validity of the questionnaires and their reliability was determined by the coefficient of Cronbach's alpha (virtual networks, 0.88, self-regulatory learning strategy, 0.79; Academic procrastination, 0.80. Findings: The results showed that the questionnaire had a good reliability. SPSS and Lisrel software were used to analyze data, Pearson correlation coefficient to examine the relationship between variables and the path analysis method to investigate the effect of variables. Conclusion: The results showed that there is a relationship between social networks with academic procrastination and student self-regulation learning strategies, and has an indirect effect on student’s procrastination. Based on the results, the following suggestions are given: the national media should consider a program as informal education to inform about the harmful consequences of improper use of social networks. The country's Educational Research and Planning Organization and institutions related to the production of curriculum content, should develop content to raise students' awareness of how to properly use social networks. School principals should hold educational workshops to raise awareness of the student community so that students become aware of the disadvantages and advantages of virtual networks and can use social networks to promote education. School principals need to keep in touch with students' parents and keep them informed of students' behaviors and practices so that parents can contribute to students' academic lives. - Teachers should inform students about their educational status in order to eliminate students' negligence. Principals, teachers and parents of students should cooperate in order to control the optimal use of social networks by students. Teachers inform students about the benefits and goals of using self-regulated learning strategies. Teachers should teach students how to use self-regulated learning strategies in the learning process in appropriate opportunities such as extracurricular activities.
