E-Lerning
R. Ahmadi; B. Mohammadi
Abstract
Background and Objectives: On March 29, 2021, UNESCO held a virtual meeting of education ministers under the slogan "One year into covid, priority given to improving education to prevent generational catastrophe".The purpose of this meeting was to review the lessons learned from this new situation, the ...
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Background and Objectives: On March 29, 2021, UNESCO held a virtual meeting of education ministers under the slogan "One year into covid, priority given to improving education to prevent generational catastrophe".The purpose of this meeting was to review the lessons learned from this new situation, the most important risks head and strategies to prevent academic backwardness. One of the main themes of the meeting was the digital transformation and the future of education. Following the pandemic of covid-19 disease in Iran and other countries of the world and the horizon opened in the application of e-learning, it is necessary to develop indicators to evaluate the quality of this training. The purpose of this research is to evaluate the quality of learning management system based on ISO 9126 standard.Methods: In this research, descriptive-survey research method was used. Data collection tool was a researcher-made quality questionnaire of e-learning management system that was designed based on ISO 9126 indicators. To check the validity of the measurement tool, Question analysis, reliability and validity were used. To analyze the questions, the methods of calculating the difficulty index , discriminative index and loop method and for face validity, content validity and construct validity were used to validate the questionnaire. Its validity was confirmed by experts and its reliability was obtained using Cronbach's alpha of 0.907. To analyze the data, two methods of descriptive and inferential statistics were used by SPSS software. In the descriptive statistics section, tables of frequency, mean, graphs and standard deviation, frequency percentage and in the inferential statistics section, one-group t were used to test for significant differences. The statistical population of this study included Master's and PhD students of Shahid Rajaei teacher training University Virtual Education Center, which was calculated by random sampling method to 161 people based on Klein's view.Findings: According to statistical tests results the results indicate that the quality of the learning management system, virtual learning centers operating in the components and reliability is low-middle level, and components of usability is medium to high levels and components of efficiency is medium levels. The results of t-test indicate that the mean obtained in 160 degrees is significant with 95% confidence. Therefore, the quality of e-learning management system of the statistical population based on ISO 9126, with 95% confidence is in the middle to lower level.Conclusion: In the learning management system, the ISO 9126 standard to determine the quality of software is one of the most important topics in e-learning which has been considered as an influential factor in various researches. In terms of the necessary of changes the world's educational systems and the tendency to use virtual education, Managers of educational systems are advised to ensure the provision of high quality training by identifying the weaknesses of the e-learning software system and paving the way for their elimination. Also, in accordance with the standards, provide the necessary infrastructure for the purposeful use of these systems. In investigating the cause of low quality of learning management system based on ISO 9126 standard, there can be weaknesses in the sub-characteristics of these components such as adaptability, compliance, security, fault tolerance, recoverability, time behavior, resource behavior, installability, analyzability and stability named.
Electronic learning- virtual
M. Maghsoudi; F. Safaee; A. Hashemi
Abstract
Background and Objectives: Relying on e-learning in higher education is not a newly emerging phenomenon and has always been considered as a supplementary learning environment. But with the sudden outbreak of the Corona epidemic, the higher education system was shocked. Although the quality of this learning ...
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Background and Objectives: Relying on e-learning in higher education is not a newly emerging phenomenon and has always been considered as a supplementary learning environment. But with the sudden outbreak of the Corona epidemic, the higher education system was shocked. Although the quality of this learning environment has been continuously assessed before, the main question is whether what was said before the Corona epidemic about the quality of e-learning and its capabilities is true in this era in which it is the only teaching and learning environment. Therefore, the purpose of this study was to investigate the quality of virtual education provided at Farhangian University during the Corona epidemic by relying on measuring the attitudes of educators and students in different fields of study.Methods: In this research, the sequential mixed method was used. In order to collect quantitative data, two separate questionnaires were used for educators and students, which contained 15 and 19 questions, respectively, which measured their attitudes based on a Likert scale of five options. The original version of the educators' questionnaire was developed by Dillon and McLean [39] and the questionnaire developed by Patriot et al.,[40] was used for the students. In this study, the statistical population consisted of 713 students and 89 educators working in Farhangian University of Markazi Province. Participants in this study were selected through convinient sampling method. The questionnaires were distributed among 317 students and 36 educators from the departments of elementary education, counseling, special children education, physical training, English language and Persian literature, theology and information technology. After data collection, one-way analysis of variance was used to analyze the data. In addition, to collect qualitative data, interview questions were designed based on the results of quantitative data analysis, followed by interviews with 22 students (14 women and 8 men) and 12 students (6 men and 6 women). One of the volunteer educators participated in the interview from the above-mentioned training groups. After recording the interview sessions and implementing it, they were coded and categorized.Findings: It was shown that the educators of different educational disciplines had a positive attitude and high satisfaction with virtual education in this period and there was no difference between the educators of different educational departments in this regard. However, the results showed that students generally had a negative attitude and low satisfaction with virtual education and there was a significant difference between their attitudes according to their field of study. To find out the reasons for these findings, the researchers decided to conduct a semi-structured interview. After analyzing the content of qualitative data obtained from interviews with educators and students, relying on the method of guided qualitative content analysis, it was found that the factors related to the virtual and multimedia education environment as well as participatory learning in shaping educators' attitudes and students is important. Similarly, in addition to these factors, the third factor, which is related to independent learning, played a role in shaping their attitudes and their level of satisfaction with education.Conclusion: This research showed how much educators and students can have different opinions. Because, while the educators participating in this study had a positive attitude and satisfaction with virtual education at Farhangian University, students generally had a negative attitude towards it during the corona epidemic. Based on the findings of this study, qualitative data, multimedia education tools and insufficient use of group and participatory education have been the main weaknesses and the main causes of negative attitudes and relative dissatisfaction of students, as well as content design and curriculum. Lack of encouragement for students to learn independently was another reason for this dissatisfaction. According to the results of this study, it is suggested that in order to implement virtual education optimally, in addition to knowledge and skills, teachers should have a positive attitude and firmly convey this attitude to students. In addition, it is necessary to have adequate monitoring of the factors of school users (teachers), ICT, interface design (virtual education system), management, human-organizational resource support and evaluation during the course.
Learning Environment
E. Kazemi; H. sattari sarebangoli; R. Mohammadzade; A. Gharibpur
Abstract
Background and Objectives: The importance of the process of teaching the basics of the architechtural design is obvious. Accordingly, before teaching the architectural design courses, it is suggested to take the architectural design courses, so that the students become familiar with the components required ...
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Background and Objectives: The importance of the process of teaching the basics of the architechtural design is obvious. Accordingly, before teaching the architectural design courses, it is suggested to take the architectural design courses, so that the students become familiar with the components required for these courses before entering the architectural design courses. Among these, the basic architectural design (2) is more related to teaching architectural concepts, so in this study, the quality of the teaching process of the course of the introduction to the architectural design (2) was examined based on educational, environmental psychology, physical and equipment or technology dimensions in two Ateliers of 5 and 6 so that the effect of different dimensions on the education process can be clarified and more efforts can be made to improve the quality of the education process.Methods: This research is a descriptive-analytic study and based on its results, it is regarded as an applied research. In which the combined research method has been used. The first part of this study consists of a questionnaire and a survey of students. Data collection was done by field method, using resources and also interviews and questionnaires, using the Likert scale. The statistical population of the study comprised of 30 students of Atelier 5 and 28 students of atelier 6 in the second semester of the academic year of 2017-2018 who had passed the course of the introduction to architectural design (2). To compare the aforementioned four dimensions in Atelier 5 and Atelier 6, one-way analysis of variance in the software program of SPSS was used. The second part of the data analysis was related to examing the students’ exercises, based on seven components (creativity, concept, Relationship, function, structure, materials, and skills) as the syllabus was selected by the Ministry of Science for the exercises of the course of the introduction to architectural design (2) in which each of the course professors has also mentioned the related concepts when describing the practice.Findings: The quality of the educational dimension in the range of 13-65 points in Atelier 5 with an average of 40 is lower than that of Atelier 6 with an average of 52. The quality of the two Ateliers of 5 and 6 in terms of the dimension of the environmental psychology, in the range of 5-26 points, has an average of 16.7 and 22.1, respectively. The quality of the training process of Atelier 5 and Atelier 6 in terms of the physical dimension in the range of 5-26 points has an average of 16.53 and 20.85, respectively. The students of Atelier 6 as compred to the students of Atelier 5 have a stronger belief in maintaining the spatial relationships of the atelier, and they believe its reason lies in the greater flexibility of the space. The quality of the training process of the two Ateliers of 5 and 6 has an average of 16.53 and 20.85 in terms of equipment in the range of 5-26 points, respectively. The second part of the analysis is related to examining the students’ exercises, which are based on the seven components (creativity, concept, relationship, function, structure, materials, and skills) as the syllabus selected by the Ministry of Science for the exercises of the course of the introduction to the architectural design (2) in which each of the professors has also mentioned the related concepts when describing the exercise. The findings indicate that in the exercises related to Atelier 5, the concepts used in terms of significance are creativity and skill, concept and function, the relationship and materials, and finally structure, respectively. Moreover, in the exercises relatd to Atelier 6, the concepts used in terms of significance are concept, creativity, and function and structure, relationship and Skill and, finally, material, respectively.Conclusion: The results show that dimension of education in general is valuated as 63.79% moderate and 36.2% good, the dimension of the environment psychology is evaluated as 13.79% poor, 3.44% moderate and 68.96% good, the body composition is evaluated as 5.17% poor, 46.55% moderate and 31% good, and finally the dimension of technology wasevaluated 63.79% weak, 20.68% average and 15.51% good. According to the professors, in both ateliers, creativity is the most important component in designing the exercises provided for the course of the introduction to architectural design (2).
Education technology - Evaluation and testing
M.A. Javadi Boura; I. Ebrahimzade; M. Farajollahi; M.R. Sarmadi
Abstract
Abstract: One Of The Most Critical Steps Of The Educational Planning Is The Evaluation Of Educational Goals.Identifying This Aim Requaires A Tool By Which To Measure The Quality Of Programs.The Aim of This Study was Assessment The Quality And Modeling Educational Services In Distance ...
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Abstract: One Of The Most Critical Steps Of The Educational Planning Is The Evaluation Of Educational Goals.Identifying This Aim Requaires A Tool By Which To Measure The Quality Of Programs.The Aim of This Study was Assessment The Quality And Modeling Educational Services In Distance Education In Iran. The Method Of Research Was Descriptive.In This Research, The Required Data Were Collected From A Sample Of 119 Consist Of Male And Female Ph.D Student And Faculty Member Who Selected By Stratified Sampling Method.The Formal Validity Of The Questionnaire Was Confirmed By The Specialists In The Field And The Reliability Was Calculated By K –Alfa At Laest (0.78).Data were Analized By Descriptive And Inferential (Factor Analysis) statistical Indexes. The Results Indicated That The Quality Of Educational Services Indexs In Curriculum Stractures,Student Services Are Average And The Faculty Member Support Is low And Weakness.In Addition,The Results Indicated That The 3 Factor Model With (RMSEA=0/085) And (CFI=0/97) Has Suitable Fitness.
