Preparation and compilation of electronic content
z. Majidi Dorche; B. Sabzeh; N. Ansari
Abstract
Background and Objectives: The general purpose of the research was to identify and validate the criteria for the production of educational films and videos for elementary school students. For many years, film and video were only prepared and used in a limited way in some schools due to high costs and ...
Read More
Background and Objectives: The general purpose of the research was to identify and validate the criteria for the production of educational films and videos for elementary school students. For many years, film and video were only prepared and used in a limited way in some schools due to high costs and limited access. However, this limitation has been lifted to a great extent with the advancement of technology. Especially after the expansion of virtual education, most teachers and trainers started producing educational films and videos using mobile phones and digital cameras. One of the important challenges in this field was lack of standards and principles for preparing educational films and videos for students. Criteria that can specifically test the quality of this age group and be available to teachers and producers in combined and virtual training as a guide were presented here.Methods: The present research was combined with a sequential exploratory design in terms of its practical purpose and method. In the qualitative part, the required data was extracted from the sources using comparative content analysis and then validated using the quantitative method. The statistical population of the qualitative section included articles, theses, and electronic and printed books available and related between 2000 and 2021. The corpus was formulated with a purposeful and criteria-based method, and the main themes were extracted and coded based on the Boudin and Quick model. In the quantitative part, 60 teachers and specialists were included in the sample purposefully. In order to collect data and analyze the findings in the qualitative dimension, content analysis and extraction of main, sub-themes, and indicators were used. Then, in addition to the self-review technique, two experts were invited to ensure the coding method.Findings: Qualitative findings in the four dimensions of technical, artistic, content and educational design were: the technical dimension criteria: expressiveness and clarity of the speaker's voice, light quality, image resolution and film size, lack of stuttering of the speaker's words and the superiority of the speaker's voice level compared to the background. In the artistic dimension, the criteria were: suitable framing of the film according to the educational goal and visual understanding of the student, variety of shots according to the type of content, attracting and maintaining attention with special effects, appropriateness of stage and background design according to the type of content,the believability of the characters in the film is physical, gender, age, grooming and clothing. The content aspect of the criteria included: the scientific accuracy of the content, the relevance of the educational content to the main learning goal, the removal of irrelevant content, the up-to-dateness and validity of the content, avoiding bias in relation to gender, age, race, language or social class, and simplifying complex content. According to the details of the content, the dimension of educational design included the appropriateness of the speech speed of the text with the level of students' understanding, arousing the sense of curiosity by creating an exploratory situation, strengthening the motivation to study and learn by creating a challenging situation, creating pauses in the video to link the content with the student's previous learning, creating and pausing in the video to encourage interaction about what was presented, refraining from showing the presenter's face when presenting complex content, providing practical examples of the concept or educational skill, creating a pause during the presentation to create an opportunity to think and get the audience's comments, and creative note-taking to guess what to continue, the events of the movie, Also, the results of validation using structural equations and the general fit of GOF value for technical, artistic, content, and educational criteria were equal to 0.181, 0.233, and 0.296 respectively, so the goodness model had a strong and appropriate fit and could be generalized.Conclusion: This study identified and validated criteria for producing electronic content (educational films and videos) specifically for elementary school students in four dimensions: technical, artistic, content, and instructional design. These criteria can serve as a guide for teachers and experts who produce their educational content in the form of films and videos for virtual and blended learning environments, taking an effective step quality and continuity of education.
Preparation and compilation of electronic content
Z. Rahbar; F. Ahmadi Kalateh Ahmad; M. Saidi
Abstract
Background and Objectives: The emergence of COVID-19 has brought about a sudden shift to e-learning and virtual platforms. Teachers play a key role in developing e-learning content. Hence, they must be familiar with the theories related to the cognitive constructs and e-learning principles to both facilitate ...
Read More
Background and Objectives: The emergence of COVID-19 has brought about a sudden shift to e-learning and virtual platforms. Teachers play a key role in developing e-learning content. Hence, they must be familiar with the theories related to the cognitive constructs and e-learning principles to both facilitate the learning process and enhance the rate of learning and retention among the students. The cognitive load might increase unless the e-learning and experiential content is not developed according to the cognitive load theory, particularly for teaching physics as a field that requires multimodal presentation of the content. This might hinder the students’ learning and retention. In other words, if the principles of cognitive load theory are not observed in the design of electronic and multimedia content of course materials, the learning process will be disturbed and damaged due to the production of additional load beyond the memory capacity of the learners. The current study aimed to develop e-learning content for a concept in physics (e.g. pressure) based on the cognitive load theory. It further attempted to explore its possible impact on the learners’ levels of learning (knowledge, understanding, application) and the degree of their retention.Materials and Methods: The study adopted a quasi-experimental pre-test post-test design with an experimental and a control group. The statistical population included all female ninth graders in district 17, Tehran, the capital of Iran. The sample consisted of 120 learners via multistage stratified random sampling procedures. The participants were assigned to experimental and control groups. To gather the required data, a researcher-made test was used and its reliability was calculated via Cronbach’s alpha as 0.85. The students took part in a three-week virtual empirical sciences course comprising six sixty-minute sessions. Before offering the course, the educational objectives of chapter 8 of the empirical sciences textbook in the ninth grade related to the subject “pressure” were determined using the teacher’s manual and eliciting the experienced sciences and physics teachers’ expert comments. Then, their level of cognitive processing was identified based on Bloom’s taxonomy. The objectives were categorized into three groups of knowledge, understanding, and application. To analyze the data, analysis of covariance and an independent samples t-test were used via SPSS (20.00).Findings: The results of the analysis of covariance for learning levels (knowledge, understanding, and application) demonstrated that developing e-learning materials based on the cognitive load theory enhanced the learners’ levels of learning in the experimental group compared to those in the control group (P < 0.05). Moreover, the results of an independent samples t-test for the delayed post-test revealed a significant difference between the participants in experimental and control groups in terms of their degree of retention (P < 0.01).Conclusions: The findings implied that considering the principles of the cognitive load theory in developing e-learning materials for physics would positively influence the learners’ levels of learning and their degree of retention. Therefore, it is recommended to designers of e-learning content to consider the principles of cognitive load theory in the design and production of their content.
Preparation and compilation of electronic content
M. S. Mosavi Shafigh,; Z. Khoshneshin; Y. Mahdavi Nasab; M. Mojadam
Abstract
Background and Objectives: Concept mapping as a collaborative tool for enhanced learning has been explained in many studies. The present study described effectiveness of teacher- and student-based concept mapping on students’ motivation and learning. Teaching on the basis of concept mapping is ...
Read More
Background and Objectives: Concept mapping as a collaborative tool for enhanced learning has been explained in many studies. The present study described effectiveness of teacher- and student-based concept mapping on students’ motivation and learning. Teaching on the basis of concept mapping is known as an active method, to improve learning ability and motives.Methods: The research was designed based on quasi-experimental method of analysis. Sample of research included 60 students selected randomly from two high schools and the pretest and posttest were administered. Hermann’s standard questionnaire was used to estimate the motivation achievement and a researcher-made questionnaire was used to measure learners’ motivation and learning. The reliability of the questionnaires was estimated by Cronbach's alpha as 0.82 and 0.85. Covariance analysis was used to analyze the data compartments of the pre- post-test scores in experimental groups after the intervention.Findings: It was revealed that there was a significant difference (sig 0.05) in pre- and post-test scores of students’ different levels of learning and motivation. It was also found that experimental teaching method, using concept mapping, to improve students’ cognition skills and their motivation could increase the opportunity of discussion among peers and understanding the content. Concept mapping in different ways of implementation as teacher- or student-based activities could promote the students’ learning level and motivation.Conclusion: Implementation of teacher- and student- made concept mapping enabled students to learn better and improved their motivation and led to the improvement of their learning skills.
Preparation and compilation of electronic content
M. Khosravi Chahkandak; M. Rostaminezhad,; M Akbaribooreng
Abstract
Background and Objectives: In today's world and in competitive business environments, the capacities, competencies and capabilities of human resources and their identification, development and updating play a very decisive role in the survival and continuation of the life of the organization and organizations ...
Read More
Background and Objectives: In today's world and in competitive business environments, the capacities, competencies and capabilities of human resources and their identification, development and updating play a very decisive role in the survival and continuation of the life of the organization and organizations can, by no means, pass by them without having a systematic plan. Manpower is recognized as a strategic resource and knowledge capital of organizations, and certainly any disregard for their capabilities and competencies will deprive organizations of competitive advantage and make them victims of change and serious rivalries. Advances in technology and the digitalization of human life in recent years have created new needs in the labor market and even in people's lives as a result of which the job market has changed day by day and different types of jobs have been created. The widespread presence of businesses on the web and social networks and the use of sites and blogs to promote and sell products has created the need to produce content and, therefore, the need for specialists in electronic content production is felt more than ever. In this regard, the aim of the present study is to identify the professional competencies of specialists in electronic content production.Methods: The research was conducted with a qualitative approach and qualitative content analysis method. The data required to achieve the research goal were collected by reviewing internal and external documents and interviews with experts, professors and postgraduate and doctoral students in educational technology, information technology, computer and curriculum planning with expertise in the field of e-learning who had experience in producing electronic content. First, in order to identify the competencies of specialist in electronic content production, articles, books, publications, and reputable domestic and foreign scientific sites related to the electronic content production curriculum were reviewed by using the review method of descriptive studies to select scientific sources from reputable sites, such as ScienceDirect, SAGE, Elsevier, Scopus, Eric. The selection criteria for the articles and resources of these sites were that the selected articles had to have been published in the period of 2000 to 2021 and also, they had to be related to the production of electronic content and competency criteria in the curriculum. After identifying the elements and indicators with experts, professors and postgraduate and doctoral students in educational technology, information technology, computer and curriculum planning, with expertise in the field of e-learning who had experience in producing electronic content, an interview with a semi-structured format was conducted regarding these criteria and the amount of their importance and adequacy. se the purpose of these interviews was to identify the hidden dimensions and components or indicators that may not have been mentioned in the previous theoretical foundations and research. The field of research included all professors and postgraduate and doctoral students in educational technology, information technology, computer and curriculum planning who were experienced in the research field of e-learning and e-content production. The research sample was determined purposefully based on the principle of data adequacy.Findings: The research findings categorized the professional competencies of the experts in the production of electronic content in three categories of cognitive competencies (with two categories of specialized knowledge in the field of electronic content production and general knowledge), skill competencies (with four categories of training skills, design skills, production skills and soft skills) and attitudinal competencies (with three categories of attitude principles related to the field of electronic content production, ethical principles and cultural and social principles).Conclusion: The findings of this study can be used in different stages of designing a competency-based electronic content production curriculum.
Preparation and compilation of electronic content
H. Abbasi; M. Nili Ahmadabadi; A. Delavar; E. Zaraii Zavaraki
Abstract
Background and Objectives: Due to the growing need of learners for new digital technologies in education, especially augmented reality technology, which has significant potential, the inadequacy of common electronic content, their lack of educational principles and standards and the lack of a suitable ...
Read More
Background and Objectives: Due to the growing need of learners for new digital technologies in education, especially augmented reality technology, which has significant potential, the inadequacy of common electronic content, their lack of educational principles and standards and the lack of a suitable model for producing augmented reality content in education with a constructivism approach necessitate conducting research and finding a solution. The current study aimed to design and validate the model of production of augmented reality content with an emphasis on the constructivism approach.Methods: The present study was an applied one according to the purpose and based on the method, it was a mixture or combination of consecutive exploratory type. Inductive qualitative content analysis was used to extract the template components. In reviewing texts and articles, the systematic review method was used and to determine the internal validity, the survey method was utilized. The statistical population for content analysis included scientific sources, books, articles, treatises and valid scientific documents in the field of augmented reality between 2000-2022. By selecting related keywords, the search was conducted in local and international citation databases. The statistical sample was selected via purposive method and included 232 cases. The statistical population for the interview included professors, specialists and producers of augmented reality and the statistical sample of the target population was formed via purposive sampling consisting of 21 people. Also, the statistical population for model validation included augmented reality specialists and university professors, from which a statistical sample of 33 people were selected via purposive sampling method. Data collection tools included a researcher-made questionnaire and a semi-structured interview. To check the inter-coder reliability, two methods of decoding and second coding were used. The content validity of the questionnaire was confirmed by experts. In order to determine the reliability coefficient of the questionnaire, Cronbach's alpha test and to determine the internal validity of the model, frequency, mean, standard deviation, mean standard error and one-sample t-test were used.Findings: In the first and second method, the inter-coder reliability was 91% and 87%, respectively. And the content validity ratio index was 93% and 96%, respectively. The reliability coefficient of the questionnaire was 96% through Cronbach's alpha test. The value of t-test was positive for all questions and according to the significance level (Sig= 0.001), the difference between the mean of the questions and the theoretical mean was significant. The results of content analysis showed that 13 main categories and 55 subcategories were extracted for the augmented reality content production model. The main categories of augmented reality content production model included management, instructional design, design of constructivism learning environments, multimedia design principles, cognitive load control, technical design, production, execution, rendering, publication, development, program evaluation and academic achievement.Conclusion: By identifying the categories and their subcategories, first a conceptual model and then a process model were designed. The innovation of the designed comprehensive model in instructional and technical design requires the simultaneous attention to instructional and technical dimensions. In the presented model, the categories related to the instructional dimensions were environmentally located and the categories related to the technical dimensions were centrally located. The results of statistical analysis showed that from the perspective of experts, the designed model had a high validity and its validity was confirmed. Therefore, it is suggested that this model be used to produce electronic augmented reality content, especially for position-based training, based on a constructivism approach and designed with augmented reality content.
Preparation and compilation of electronic content
L. Badri; M. Salehi
Abstract
This research was an attempt to examine empirically whether therewas a meaningful relationship between the use of oral authentic materials and EFL learners` motivation and also determine the subsequent effects of them on the communicative competence of learners. Specifically, the purpose of this study ...
Read More
This research was an attempt to examine empirically whether therewas a meaningful relationship between the use of oral authentic materials and EFL learners` motivation and also determine the subsequent effects of them on the communicative competence of learners. Specifically, the purpose of this study was to examine the impact of authentic listening materials on development of motivation and enhancement of listening comprehension ability of forty male and female EFL learners at institutional level. It basically focused on exposing language learners to authentic materials and real life situations in language classroom as part of the communicative approach. The results of listening comprehension post- test were compared with those of the pre- test scores using a t- test. The participants of this study also completed a questionnaire so that we could evaluate the degree of their motivation to learn English using the application of oral authentic materials and real life language which is used outside the classroom. The results of this study pointed to the effectiveness of using authentic materials; therefore corroborating previous findings in application of authentic listening materials as a useful technique to improve learners' listening comprehension skill and development of motivation.
Preparation and compilation of electronic content
S. Salajeghe Tazarji; A. Soltani; S.M. Mousavi Nasab
Abstract
Attention Deficit Hyperactivity Disorder (ADHD) is defined based on the existence of some implications in attention, inhibition, impulsivity curbing, and the activity level. Often, the problems of children with ADHD in the executive functions may be reflected in all educational, social, and behavioral ...
Read More
Attention Deficit Hyperactivity Disorder (ADHD) is defined based on the existence of some implications in attention, inhibition, impulsivity curbing, and the activity level. Often, the problems of children with ADHD in the executive functions may be reflected in all educational, social, and behavioral areas. Smart school is a different educational area that can affect the elementary ADHD students. Accordingly, the main purpose of this study was investigating the effectiveness of smart school curriculum on the hyperactivity symptoms of elementary students. The research method was quasi – experimental and the population included all elementary students of Kerman city (68325 students). The sample includes 162 students (84 student from smart schools and 78 students from public schools) from 2 districts of Kerman. The symptoms of ADHD were evaluated by the parents through Swanson, Nolan and Pelham Questionnaire (SNAP). The results showed that there is a significant difference between the hyperactivity symptoms of the students of smart schools and that of normal schools. Accordingly, smart school curriculum has a positive impact upon the reduction of hyperactivity symptoms, so that it improves the symptoms in these students.
Preparation and compilation of electronic content
K. Feizi; A. Behzadi
Abstract
Abstract: In the current world, need to have information and contact for obtaining information, changes in the system of educational and cause the rise of E-learning in the field of staff training, While the realization of e-learning system on the forklift requires organizations to provide a different ...
Read More
Abstract: In the current world, need to have information and contact for obtaining information, changes in the system of educational and cause the rise of E-learning in the field of staff training, While the realization of e-learning system on the forklift requires organizations to provide a different aspect of coming situations is that from the perspective of e-learning readiness system fitted to it. The main objective of this research, a model to assess the readiness of indigenous system of e-learning in organizations and financial institutions, and so, for the purpose of research with access to a variety of evaluation model and comparative studies by relying on information obtained from the analysis of the national studies, as well as the results of survey of experts, a native of framework consists of seven main later. Then, based on the comments of experts rate the importance of influencing factor and these dimensions as well as the suitability of the structure of the model, the direction of the desired target sensing, using structural equations model building were identified. More, this model is fitted with the help of the worksheet that contains the index of the model, in order to assess the rate of National Bank of preparation were used in total, represent the Agency's lack of readiness for entry into this arena. The proposed model is an appropriate tool for identifying strengths and weaknesses, in the organization access to information and communication technology and using it to further the effectiveness of the virtual field, as well as, the digital gap analysis between them.
Preparation and compilation of electronic content
A. Anarinejad; P. Saketi; A.A. Safavi
Abstract
This paper suggests a conceptual framework for evaluation of e-learning programs. Through an extensive literature review, nine most critical e-learning evaluation questions are addressed and seven approaches of e-learning evaluation are identified: Case Studies, Comparisons with Traditional Learning, ...
Read More
This paper suggests a conceptual framework for evaluation of e-learning programs. Through an extensive literature review, nine most critical e-learning evaluation questions are addressed and seven approaches of e-learning evaluation are identified: Case Studies, Comparisons with Traditional Learning, Tools & Instruments for Evaluation of E-Learning, Return on Investment, Benchmarking Models, Product Evaluation, and Performance Evaluation. Through a comprehensive review of all models and frameworks of e-learning which were examined and tested by authorities and /or higher education institutions, their general factors based on three criteria: a) frequency of citation, b) frequency of application, and c)availability of information, were inferred from the identified models. As a result, a basic evaluation framework including eight categories of factors (institutional, management, technological, pedagogical, ethical, interface design, resource support and evaluation) based on Khan,s (2001) model were adapted in the inferred framework of e-learning evaluation. The validity of the "inferred model" for Iranian universities was approved by 30 Iranian IT and e-learning experts. The most relevant criteria and indicators of all factors were defined and introduced for further application of framework by Iranian institutions of higher education.
Preparation and compilation of electronic content
S.F. Noor Behbahani; A. Kardan
Abstract
Nowadays e-learning has an important role as a collaborative learning environment in education. Obviously one of the most important challenges in e-learning is to produce appropriate learning contents for learners. One solution could be selecting and edit appropriate annotations being placed by learners. ...
Read More
Nowadays e-learning has an important role as a collaborative learning environment in education. Obviously one of the most important challenges in e-learning is to produce appropriate learning contents for learners. One solution could be selecting and edit appropriate annotations being placed by learners. Due to the possibility of adding annotations to a specific learning content, exploiting learners’ annotations can help course author to improve his/her learning content. Regarding to concepts’ ontology and contents’ annotations, it is possible to edit certain contents in content hierarchy. Furthermore, it is possible to create learning contents by selecting high rated learners’ annotations and presenting them to other learners. Being an implicit method related content annotation that can be easily edited or removed are considered as the advantages of the proposed method of using annotations for editing contents. In this paper a framework for using learners’ annotations for selecting and editing learning contents in e-learning systems is presented. The details of annotations classification and method of rating annotations will be discussed. In addition, the proposed solution is tested and advantages of annotations are analyzed in order to produce feedbacks for authors and the conclusions are shown.
