Educational Technology - Teacher Education
F. Seraji; R. Movahedi; M. SiahatKhah
Abstract
The main purpose of this research is, an investigation to Iranian virtual university teachers having rate teaching skills in these courses. Virtual learning teachers need for a variety of teaching skills which are different from the attendance learning environment. Salmons e-moderator (2004) model ...
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The main purpose of this research is, an investigation to Iranian virtual university teachers having rate teaching skills in these courses. Virtual learning teachers need for a variety of teaching skills which are different from the attendance learning environment. Salmons e-moderator (2004) model is the basic model of this research that for researcher made questioner these were applied. For selecting research sampling, multi stage sampling method was used and 378 students from three virtual universities such as; Mehr e Alborz, Esfahan and Sahand were selected. Data analyzes with using descriptive statistical indexes and one sample T test showed, Iranian virtual university teachers have not most of virtual teaching skills such as; designing and mentoring instructional process, mastering in technological tools and student technical supporting, promoting students to deep thinking, evaluating learning process, presenting instructional objectives, designing learning activities and presenting feedback to students and respecting to individual differences. Also korscal valise test showed, these three universities were different in these skills.
Technology-based learning environments
F. Shafiepour Motlagh; H. Nazari
Abstract
Abstract: The main purpose of this research was to examine the model of evaluating efficiency of electronic learning strategies on students’ academic achievement. The methodology of research was correlation. Statistical community included all of the virtual universities’ students of Iran ...
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Abstract: The main purpose of this research was to examine the model of evaluating efficiency of electronic learning strategies on students’ academic achievement. The methodology of research was correlation. Statistical community included all of the virtual universities’ students of Iran in 1390-91. The statistical sample was randomly selected (n=363). The data were gathered by three questionnaires (efficiency electronic learning strategies)، (α= 0.94), (academic interest)، (α= 0.92) and comparing students’ score mean for two semesters. The validity of questionnaires has been prepared by specialist. The fundamental theory of this research was research community model of picciano and predicted that students cooperated with each other by social, teaching and cognitive presence and at last this cooperation results in their progress. The total results indicated that there was relationship between electronic learning strategies based on cognitive presence, social presence, teaching presence and students’ academic achievement. They have direct effects of the variables, such as cognitive presence (0.789), social presence (0.078), and teaching presence (0.695). The CFA shows that the measurement model fit the data very well with a goodness of fit index (AGFI) of 0.91 and adjusted goodness of fit index (GFI) of 0.95, RMSEA (0.214).
