Education technology -Engineering training
B. Motiei
Abstract
Background and Objectives: Teaching basic courses is of utmost importance in architecture and the proper teaching of these courses would guide architecture novices toward better learning and creative designing in architectural design courses. An inconsistency is observable among professors teaching the ...
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Background and Objectives: Teaching basic courses is of utmost importance in architecture and the proper teaching of these courses would guide architecture novices toward better learning and creative designing in architectural design courses. An inconsistency is observable among professors teaching the basic skills of architecture due to the different teaching methods and the changes made in the architecture bachelor's degree syllabus as well as the basic course differentiation. Considering the significance of the drawing course in the architectural engineering, it is required to investigate the effect of blended and differentiated instructions on the quality of teaching this topic. Motivation is one of the common concepts in educational issues. When problems, such as academic failure, occur in the educational system, the learner's motivation is mentioned as one of the major causes. The main objective of this research was to investigate the effect of blended education and differentiated instruction on teaching drawing skills and improving architecture students' academic motivation. The questions of the present research included: which of the blended education and differentiated instructions has more effect on improving the drawing skills of architecture students? And which of these two instructions has a greater effect on improving the architecture students' academic motivation?Methods: This study was an applied descriptive-analytical and causal-comparative research. The statistical population included two 30-student groups of architectural engineering students of the Islamic Azad University of Urmia. A 30-student group was selected for blended instruction and another 30-student group was selected for differentiated instruction at the Islamic Azad University of Urmia in the first half of the academic year 2022. In the introductory course of architectural design (1), the architectural drawing course was presented in the format of Atelier A for the blended instruction group and it was separately presented in the format of Atelier B for the differentiated instruction group. At the end of the training, drawing tests were taken from the students regarding four main topics of three-view drawing, plan, section, and façade. At the end of the course, Wallerand's academic motivation questionnaire was distributed among the students. In this research, the t-test was used for evaluating the independent groups. Further, the mean values were considered for data analysis.Findings: According to the obtained research data, it was obvious that blended instruction was more effective in teaching all four subjects of the drawing course and students obtained higher scores. The consistency of the results in the two sections of the research, including the drawing test and the academic motivation questionnaire, confirmed the better performance of blended education in the course of drawing. The higher scores of students in the case of three-view drawing and, then, façade, plan, and section in the blended teaching method confirmed the better performance of this instruction. The high academic motivation in the blended instruction and students' further interaction with each other was more effective in students' learning and made them perform better.Conclusion: The results revealed that the blended instruction was more effective in teaching the three-view drawing, plan, section, and façade, and the scores of students who participated in the blended training atelier were higher in a specific exercise in comparison to those of the differentiated training atelier, and it can be concluded that blended instruction has a significantly greater average than differentiated instruction in all four exercises. Moreover, blended instruction improves the students' internal and external motivation.
Educational Technology
H. Khosh Akhlagh; M. Eslami
Abstract
stage requires invoking interest and motivation among them. In this regard their proper level of motivation can only be achieved through the right educational approach. This motivation is more important in elementary school because in this period, the educational infrastructure of students is formed ...
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stage requires invoking interest and motivation among them. In this regard their proper level of motivation can only be achieved through the right educational approach. This motivation is more important in elementary school because in this period, the educational infrastructure of students is formed and it has a great impact on higher education levels. The purpose of this study was to present a model to strengthen the academic motivation of elementary school students with emphasis on educational technologies.Methods: The present study is an applied study in terms of purpose; in terms of nature and research method, it is considered as qualitative. The statistical population of the study consisted of university professors and experts in the field of education who were selected by purposive sampling. Experts in this study were people who had at least 15 years of studying or teaching experience in providing educational models. Sampling continued until the theoretical saturation was obtained. Finally, 20 university professors and experts from Isfahan province answered the research questions. To check the validity of the measurement tool, content validity was used and interview questions were given to the professors and experts to be checked in terms of their accuracy. Also, to determine the reliability of the measuring instrument, the value of interclass correlation coefficient in terms of compatibility and absolute agreement was confirmed. Interviews with experts were in the form of four main questions related to general factors affecting the motivation of elementary school students, factors affecting the motivation of elementary school students in relation to information and communication technology, factors affecting the motivation of elementary school students in relation to the teacher and factors affecting the motivation of primary school students were related to the students themselves. Interpretive structural modeling approach using MATLAB software was used to analyze the data.Findings: The findings of Mick Mac analysis showed that eight factors were related to strengthening the academic motivation of elementary school students with emphasis on educational technologies which are divided into two categories of influential and linking factors with regard to permeability and dependence. The factors including students’ attitudes, knowledge of information and communication technology, teachers' attitudes, quality of content and the need for technical and telecommunication infrastructures in relation to the subject were highly guided and highly dependent. In addition, the factors of perceived ease, perceived usefulness and system quality had the highest impact and the least impact in the current model compared to that of other components, respectively. Conclusion: The results of this study showed that such factors as students’ attitudes, information and communication technology knowledge, teachers' attitudes, content quality and the need for technical and telecommunication infrastructure had a prominent role in motivating students so that they could predict their motivational trajectory. In addition, perceived ease, perceived usefulness, and quality of the educational system based on interpretive structural modeling resulted in both having motivated students to learn more and increasing their motivation to learn. Increasing teachers’ familiarity with up-to-date information and technological knowledge and correcting students' attitudes towards academic motivation were some of the practical suggestions in this article.
Modern Educational Approaches
M. Samian; R. Movahedi; E. Salehi Omran; H. Saadi
Abstract
Background and Objective:The historical experience of the development process in the industrialized countries shows that agriculture has played a key role in the national development of these countries. Agriculture has complex social, political, economic, ecological, aesthetic and moral aspects. Optimal ...
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Background and Objective:The historical experience of the development process in the industrialized countries shows that agriculture has played a key role in the national development of these countries. Agriculture has complex social, political, economic, ecological, aesthetic and moral aspects. Optimal confrontation with complexities, lack of uncertainty and norms, and conflicting values and tendencies require fundamental changes in agricultural work and as a result, fundamental changes in the competencies are required by agricultural students and rural development. The goal of education should be to nurture talents, grow and develop abilities and competencies, not to define the future for students. Agricultural graduates must not only be equipped with technical and specialized skills, but also have skills to facilitate development processes, including proficiency in project management, communication and negotiation. The main objective of this research was to identify the needs of agricultural students on professional competencies and its relationship with the social structure of education based on the Borich's model. Methods: The statistical population of this study consisted both senior undergraduate and postgraduate students on different agricultural fields at both Bu Ali Sina University of Hamedan and Razi University of Kermanshah (N = 850). Of those, 385 students were selected as samples by using Cochran's formula and a simple random sampling method. The main tool for data gathering in this research was a questionnaire whose questions were designed in three sections: professional competencies, social structure of education, academic motivation. The validity of the questionnaire was calculated using a panel of experts and its reliability was calculated by Cronbach's alpha test and it was 0.88. Findings:The results of the research showed that from the viewpoint of the agricultural students about professional competencies, 8 items need to be learned by the students and integrated into students' curriculum. These were: 1. Practical skills, 2. English skills, 3. Agricultural experience, 4. Ability to implement various agricultural projects, 5. Ability to implement research project; 6. Agricultural and environmental technical knowledge; 7. Information and communication technology skills; and 8. Creativity and innovation. The results of structural equation analysis also showed the direct effect of professional competencies on two variables of academic motivation (0.78) and social structure of education (0.63), and they were significant at the level of 0.001. The results also showed that academic motivation had a direct effect on the social structure of education with a path coefficient (0.82). Conclusion: Different approaches can be used to formulate competencies and having a competency framework in a specific area. In this context, according to the functional areas and the level and nature of the expected behaviors, competencies can be divided into technical competence, methodological competence, social competence and individual competence, the ratio of which can vary from job to job. Combining different types of competencies together creates a type of competency that can be described as professional competence in practice. In recent years, one of the emerging issues is that competencies and their roles are a contributing factor to the organizations that deal with the changing environment. In this regard, the competency-oriented approach focuses on individuals and highlights the importance of human resources to achieve organizational goals.
