Technology-based learning environments
F. Khalvandi; SR. Emadi; MA. Omrani
Abstract
Background and Objectives: Managing the e-learning environment means emphasizing on the design and implementation of those strategies that, on one hand, help to fulfill the mission and goals of the education system, and on the other hand, lead to effective learning. This term refers to a new set of knowledge ...
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Background and Objectives: Managing the e-learning environment means emphasizing on the design and implementation of those strategies that, on one hand, help to fulfill the mission and goals of the education system, and on the other hand, lead to effective learning. This term refers to a new set of knowledge and skills in the field of optimal use of the electronic learning environment advantages and capabilities with a futuristic approach. It aims to prepare the mentality and skill power of learners for the changes and developments that occur as the result of the entry of information and communication technology into the field of education. Since the design and creation of practical and useful models for managing electronic learning environment in education system can play an important role in the realization of educational goals, the current research was conducted with the aim of designing a conceptual model for managing electronic learning environment in schools.Methods: This study was practical by purpose and conducted with a mixed-method approach by means of sequential exploratory design. In a way that by using the qualitative method, firstly the pattern or the research conceptual framework was obtained, and then the desired model was validated by quantitative method. In the qualitative part, the statistical population included university professors of Tehran in the field of educational technology and educational administration. Based on targeted snowball method of sampling and theoretical saturation, 17 people were selected. The data collection tool in the quantitative phase was a semi-structured interview. Participating experts assessed the face and content validity of the quantitative tool and its reliability was calculated by the Holsti’s coefficient as 0.92. In the quantitative part, by census method of sampling, all 114 outstanding teachers, experts and educational technologists of Shahindej Department of Education were selected and finally 103 completed the questionnaires. A researcher-made questionnaire with a 5-point Likert scale was developed including 56 items based on the indicators identified in the qualitative stage. To measure the validity of the questionnaire, in addition to the face and content validity done by experts, the Average Variance Extracted Index (AVE) was used which its value calculated as to be above 0.6. The reliability of the instrument was measured by the two criteria of Cronbach's alpha and composite reliability, which in both criteria, the values were higher than 0.8. Findings: In the qualitative phase, by using the thematic analysis and open, axial and selective coding method of Strauss and Corbin, 4 dimensions, 15 components and 56 indicators were identified and then primary conceptual model of electronic learning environment management was proposed. The four dimensions of model along with their components were “Teaching-learning process" with the components of active learning, teacher's role, learning styles, learning motivation, evaluation methods, "Teaching content" with the components of content suitability, content production, content quality, content presentation, "Curriculum design" with the components of constructivist approach, problem-oriented learning, socialization of learners and "Levels of interactions" with the components of teacher-learner, learner-learner, teacher-parents. Validating the proposed model by using the structural equation modeling method with the help of software (Smart PLS) showed that the proposed model had the required validity.Conclusion: Based on the findings, it can be stated that the management of the electronic learning environment is a holistic approach aiming to identify and design strategies that create active learning among the learners. Creating an integrated and effective management system in the e-learning environment can help to make the e-learning system more efficient and makes its activities transparent. The use of appropriate mechanisms in the management of the electronic learning environment, by specifying the current and desirable state of the electronic education system, helps to reveal the opportunities and challenges that this system faces and to provide a basis for the correction and improvement of the existing trends and the promotion and excellence of the future states of the electronic education system.
Technology-based learning environments
F. Tari; M. Javadipour; R. Hakimzadeh; M. Dehghani
Abstract
Background and Objectives: Following the outbreak of covid19, e-learning has provided a unique opportunity to face the limitations of face-to-face education and achieve the ideal of education for all. Since teachers are considered as the most important influential factor in the teaching-learning process, ...
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Background and Objectives: Following the outbreak of covid19, e-learning has provided a unique opportunity to face the limitations of face-to-face education and achieve the ideal of education for all. Since teachers are considered as the most important influential factor in the teaching-learning process, the analysis of their successful and unsuccessful educational experiences can give us a deeper understanding of the current situation and provide solutions to achieve the desired situation and strengthen it. Given the vast amount of research conducted on the challenges and problems of teachers in the electronic context, the present study aims to focus specifically on the strengths of teachers' teaching experiences in the new learning environment. Therefore, the purpose of this study is identifying and modeling the importance of successful educational experiences of elementary school teachers in the e-learning environment.Methods: This is a qualitative and phenomenological study. Participants in this study include all elementary school teachers who had the experience of teaching in electronic context (Shad Program) in the academic year 2020-2021. Eighteen teachers among them were selected through purposive sampling and semi-structured interviews were used to collect information until the researcher could achieve theoretical saturation. The findings were analyzed, using Colaizzi's seven-step strategy. In-depth analysis of the interviews resulted in the identification of 7 main categories and 25 related sub-categories. In the next step, the identified key categories entered into the Interpretive Structural Modeling (ISM) software. In this section, first the structure of the communications between the categories was drawn in the form of an interactive network and then the importance of each of them was determined.Findings: The research findings showed that successful educational experiences of elementary school teachers in the e-learning environment in the order of their importance include the development of technological competencies (61 points), progress and modernization of curriculum elements (60 points), paying attention to emotional-psychological needs (53 points), promotion of social skills (51 points), development of scientific education (28 points), paying attention to aspects of biological and physical education (21 points) and strengthening aesthetic capacities (17 points).Conclusion: The results of the present study can be considered as a continuum in which, on the one hand, the development of technological competencies is of the highest importance and, on the other hand, the strengthening of aesthetic capacities is of the least importance. Based on the results obtained, a major overhaul of pre-service and in-service teacher training methods is needed to keep pace with the developments in technology-rich environments. In order to improve the quality of the teaching and learning process in the electronic context, teachers should also pay attention to the specific requirements of this new educational environment and its developmental capacities, and instead of using traditional teaching methods, prioritize their focus on educating students in all areas, encouraging group collaboration and participation in the virtual classroom, fostering students' curiosity and flourishing their individual creativity, strengthening students’ motivation students and paying attention to students’ individual abilities, interests, talents and personal differences of students in the new ecosystem so that they teachers could hope for an effective and active presence of students in their virtual classes.
e-learning
F. Hashemi; S.A. Qureshi
Abstract
Background and Objectives: One of the problems of students in elementary school is lack of comprehension skill which has led to poor performance in all areas of learning. E-learning, as a strategy based on searching and constructing concepts, forces learners to think at high levels so that they can analyze ...
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Background and Objectives: One of the problems of students in elementary school is lack of comprehension skill which has led to poor performance in all areas of learning. E-learning, as a strategy based on searching and constructing concepts, forces learners to think at high levels so that they can analyze and apply complex information; thereby, they can create an engaging online teaching and learning strategy. E-learning environments are unlimited in designing activities and engaging learners to satisfy their intuition and curiosity. Learning in this way improves thinking skills at high orders, which include content thinking, critical thinking, creative thinking and comprehension. The aim of this study was to investigate the effect of educational factors that are based on e-learning environments on the comprehension skill of sixth grade elementary students in the academic year 2019-2020.Methods: The research has been done in two parts: qualitative and quantitative. In the qualitative section, by using the qualitative content analysis method, internal and external characteristics of educational factors that are based on e-learning environments were extracted from relevant sources and studies and approved by experts in the form of a model. The statistical population of the study consisted of 22854 students of the sixth grade of elementary school of Qom Province, among which 90 students from 3 schools were selected using available sampling method and randomly assigned to experimental and control groups. Then, in order to investigate the effect of these characteristics on students' learning, a quasi-experimental method was used with three groups (experimental group: 30 students, control group one: 30 students and control group two: 30 students). Research instruments and materials included educational multimedia with the same content but with a different pattern of educational factors as well as learning test questions. Data were analyzed using analysis of variance.Findings: The results indicate higher average scores of the experimental group (educational factor with internal and external characteristics) as compared to those of the control groups and also higher comprehension of the control group one (educational factor without internal and external characteristics) than that of the control group two (multimedia without educational factor). According to the results of dynamic speech research (pausing and raising and lowering the voice of the agent), personalized speech (informal speech instead of formal) and human voice as compared to computer voice are more acceptable and lead to better comprehension. The proximity of the competence of the agent and the learner, the skill that is proportionate with that of the learner and the variable role of the educational factor (motivator, expert and coach) lead to more learning.Conclusion: Educational factors can create rich learning environments to engage and motivate the learners. Based on the findings, it is concluded that in designing educatrional factors in multimedia, design instructions that are based on the internal and external characteristics of educational factors should be considered. Moreover, designers and manufacturers of multimedia educational software are recommended to use the standards and scientific principles in this field when designing and producing multimedia.
e-learning
N. Alipour; D. Noroozi; M. Nourian
Abstract
Background and Objectives: The purpose of this study is the systematic study of the characteristics of an e-learning environment that is considered from all aspects in the teaching-learning process in the curriculum and its practical implementation. Learning environment means the space in which the most ...
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Background and Objectives: The purpose of this study is the systematic study of the characteristics of an e-learning environment that is considered from all aspects in the teaching-learning process in the curriculum and its practical implementation. Learning environment means the space in which the most important aspects of educational activities and learner interaction with the teacher take place. This environment is influenced by culture, tradition, technology and richness in design and construction. Learning environment can refer to an educational approach, cultural context or physical environment in which teaching and learning take place. E-learning is a creative approach to convey insights, skills, and information designed for a specific purpose. It is learner-oriented, interactive, flexible, expandable and innovative produced using the achievements of digital technology; and they are transmitted through network infrastructure and the Internet. Methods: The research approach is qualitative using content analysis. To achieve the above explanation, the synthesis research method has been used. To find the features and components of the learning environment, the recent studies have been systematically selected, content analyzed, screened and categorized. The study population is comprised of the research conducted from 2000 to 2020 during which classification and screening have been done through content revision, and about 97 studies that were appropriate and met the required criteria were purposefully selected. First, with the performed analyses, coding and classification were performed and patterns, theoretical bases, and main themes were extracted. Nvivo-8 software was used to analyze the data by open and axial coding method. Findings: Using content analysis, 29 subcategories were identified and the components of e-learning environment that were extracted using content analysis in 7 dimensions include: the learner, the teacher, curriculum approaches, the teaching-learning process, the teaching content, the physics of e-learning environment and evaluation. To assess the validity and reliability of the coding, the trust feature was used. it includes four criteria, namely reliability (the degree of belief in research findings), confirmability (the ability to identify the place from which the data of a particular study has come) and verifiability (the findings are practically based on the data) and transferability (the results of a qualitative study can be transferred to a different environment) Conclusion: By classifying the sub-components, the main components were extracted and the conceptual model was designed. The learner dimension with six subcategories includes the learner’s individual characteristics, cultural considerations, the learners’ relationship with each other, the learner-teacher relationship, the learners’ presuppositions, the learners’ interaction with the environmental physics. The curriculum approaches include 5 subcategories, i.e., the learner-centered process, the social approach to education, the behavioral approach, the constructivist approach, and the constructivist approach. The teacher dimension with four subcategories includes the teacher competence, the interactive relationship with the learner, the teacher’s experiences. The teacher’s relationship with school authorities and the teaching-learning process with four subcategories include teaching and learning methods, curriculum planning, participatory learning strategies, the learner’s motivation. The educational content dimension with two subcategories includes content selection, the teaching aid materials and media. The physical dimension of the learning environment with four subcategories includes the physical environment, the environment layout, lighting, location, sound, safety in the learning environment. The evaluation dimension with four subcategories includes self-evaluation, homework, the teacher observation, the criteria in evaluation. Despite many efforts that have been made to achieve the goals of a national curriculum, there is no special design for the e-learning environment. Therefore, according to the model proposed in this research, the components of the model can be considered and the e-learning environment can be designed according to the curriculum approach.
