e-learning
E. Zarei; M. Javaheri; A. Shikhi
Abstract
Background and Objective:At first glance to the science of educational technology, what usually comes to mind, is the application of new technologies in the education of learners, such a belief indicates a mechanical approach to the scope of technology and education. But experts see educational technology ...
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Background and Objective:At first glance to the science of educational technology, what usually comes to mind, is the application of new technologies in the education of learners, such a belief indicates a mechanical approach to the scope of technology and education. But experts see educational technology as more than just the use of educational tools. They believe that educational technology includes a systematic approach, design, implementation, evaluation and problem solving of educational programs and the simultaneous use of human and inhuman resources, and its ultimate goal is deep, sustainable and effective learning. e-learning is the result of the use of new technologies in education and is one of the inductive methods of teaching learning in which the subject starts from presenting a specific observation or a subject and the audience hypothesizes, collects information, combines information and discovers the problem. e-learning is introduced as an online process by which learning can be done using the Internet and web pages. The teacher can design a new e-space or use the e-learning environments available on the Internet in connection with any of the subjects. The purpose of this study was identifying effective factors and obstacles in using e-learning of primary school students in Karaj. Methods: The present study is a qualitative research and utilized a focus group method. The research instrument was semi-structured interview. By applying the focus group method, the data were gathered through interviewing 29 experts and specialized teachers in the area of e-learning in three stages including Open Source (Primary), Axial and Selective (Optional) Coding. Findings:Open codes were consisted of 75 concepts, and axial codes were compromised of nine categories including organizational elements, information literacy, technology, educational design, beneficiaries, educational sources, environmental factors, limitations and attitude factors. In the area of the barriers and problems in using e-learning, 48 core concepts and codes wererecognized as the axial code of thepresent study in nine categories including structural and organizational obstacles, lack of required training for teachers, weakness of students, inconformity of the current curriculum with information and communication technology, no satisfactory management, no precise goal and objective, cultural conditions and hindrances, lack of appropriate incentive system, space and equipment. Conclusion: Research show that as a learner-centered learning method, e-learning facilitates and enhances high-level cognitive skills such as analysis, synthesis, evaluation and judgment, critical thinking, search and problem solving. Therefore, it is suggested to pay attention to all levels of learning. If the ministry of education fails to provide the necessary infrastructure for the development of e-learning, they will certainly face various challenges. It is recommended to provide the necessary infrastructure for all schools in the country in all provinces.
e-learning
N. Ojaghi; Z. Esmaeili; M.R. Sarmadi; B. Saeidipour
Abstract
Background and Objective:e-learning is a new way of teaching that provides and manages learning opportunities to transfer knowledge and skills through the Internet and computer networks. At present, traditional teaching methods are no longer able to meet the needs of continuous growth and development ...
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Background and Objective:e-learning is a new way of teaching that provides and manages learning opportunities to transfer knowledge and skills through the Internet and computer networks. At present, traditional teaching methods are no longer able to meet the needs of continuous growth and development of educational skills. New technologies offer more, newer and more exciting learning opportunities, such as the opportunity to gain a learning experience tailored to each student's ability and way of learning. e-learning through the use of information and communication technology breaks down the boundaries of access and time and provides new tools for learners to learn. On the other hand, because in Iran it is not possible to benefit from higher education in the form of face-to-face classes for all applicants, the expansion of e-learning provides a golden opportunity for the young, dynamic and student generation. Designing optimal e-learning services is a complex task and requires interdisciplinary skills. This research was conducted to investigate the relationship between psychological characteristics, previous experiences, academic background, management and computer skills and student retention in an e-learning environment. Methods: The present research is applied -quantitative in terms of its purpose and descriptive-survey in terms of collecting data. The statistical population in this study encompasses the electronics active students of Payamenoor University. Using 41 researcher-made questions, students were asked to specify their views in relation to any questions in a 5-point Likert scale (from totally agree to totally disagree with). The content validity of the research instrument was approved by five thesis supervisors, consultants, and experts. A confirmatory factor analysis was used to determine the validity of the measurement instrument's structure. All of the questions variables were fitted with factor load. The reliability of the instrument was confirmed by the Cronbach's alpha coefficient which was equal to 0.83. Findings: The results of data collection after adjustment and tabling were analyzed by statistical tests (exploratory). The results of Pearson correlation test showed a significant relationship between academic background and student retention (r=.17), previous experiences and student retention (r=.14), computer management skills and student retention (r=.47), and psychological characteristics and student retention (r=.52). Conclusion: The results of simultaneous regression also showed that predictor variables account for about 76% of student retention changes.
e-learning
N. Ghazanfari; A. Badeleh
Abstract
Background and Objective:The 21st century is the century of societies moving towards knowledge-based, knowledge sharing and transformation in the axes and basic concepts of life, including education in terms of quantity, quality and speed of presentation. The tendency of the world in recent decades to ...
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Background and Objective:The 21st century is the century of societies moving towards knowledge-based, knowledge sharing and transformation in the axes and basic concepts of life, including education in terms of quantity, quality and speed of presentation. The tendency of the world in recent decades to use technology in education due to the lack of traditional education to meet the needs of the education system in the curriculum and educational content, has attracted the attention of many thinkers to create methods and innovations in this field. Today, due to the increasing development of educational methods and dramatic advances in the field of information and communication technology, e-learning is one of the best strategies for achieving social justice in the field of higher education with the slogan "Quality higher education for all." E-learning has been developed in the world for a decade and a short time in Iran. The increasing demand for science, the limitations of traditional educational systems, and the evolution of methods of learning have led the world to methods in which time and place have lost their intrinsic value; Therefore, e-learning can be considered the most important factor in the scientific and cultural leap in the contemporary world. Considering the increasing popularity of using content production standards like SCORM in electronic education, the objective of this survey is evaluation of electronic education content courses in the universities under SCORM standard, from the viewpoint of students and professors. Methods: This study uses a descriptive applied survey-type methodology. Statistical population of the survey is professors and students of distance learning courses in the Shahid Beheshti University (case study) consisting of 230 students and professors. They were selected purposefully on the basis of Morgan and Krejcie table. Data collection tools were researcher-made questionnaires of students and professors. The alpha validity ratio for the students’ questionnaire was measured as0.77and for the professors’ questionnaire as 0.90. In order to analyze and evaluate data, descriptive statistics (mean value, standard deviation) and deductive statistics (one-sample t-test) were used. Findings: The survey findings showed there is a significant relationship between the mean value of accessibility, educational design, content organization, feedback and super-data in the electronic educational content courses in Shahid Beheshti University from the viewpoints of students and professors according to SCORM standards. It also showed that in their viewpoint, the mean value of SCORM standard factors in the electronic educational content courses of Shahid Beheshti University, according to this standard, is in an appropriate level. Conclusion: The present study, like any other research, has limitations such as using only one research tool, questionnaire and not using other tools, university and field of study limitations, difficulty in identifying experts in this field and identifying content production companies and virtual universities under SCORM standard. At the time of the research, the limited similar external background made it difficult for the researcher. Therefore, it is suggested that the present study be implemented in other universities with e-learning and in other fields of study to increase the power of generalizations; Based on the findings of the research, it is suggested that professors need to be taught how to standardize electronic content and to reduce costs, electronic content production in the university with the cooperation of professors and even students, and also to arrange the impact of e-learning standards SCORM should be further researched to provide accurate information on ways to increase the quality of education and welfare of universities with e-learning under the SCORM standard.
e-learning
A. Habibizad Navin
Abstract
Background and Objective:Human resources (HRs), as the most important asset of any organization, play a significant role in their goals, competition and success. Thus the training of human resources plays an important role to achieve the growth and success of any organization. Teaching and learning are ...
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Background and Objective:Human resources (HRs), as the most important asset of any organization, play a significant role in their goals, competition and success. Thus the training of human resources plays an important role to achieve the growth and success of any organization. Teaching and learning are performed by different technologies such as traditional education, distance learning, e-learning and the use of grid and social networks. Existing evaluation models of e-learning have mostly examined partially the educational outcomes, the employees’ efficiency and the impact of e-learning, Therefore, in this paper a comprehensive model is presented that models and evaluates the efficiency and cost of the organization and the time and efficiency of the personnel in the current and electronic methods. Methods:First, the relationships in the e-learning system were modeled and formally expressed with mathematical relationships, and then the simulation was performed, and finally the costs of e-learning were evaluated based on the simulation results. Findings: The obtained results by simulation show that e-learning system improves the HRs utilization by 15% and decreases the training cost of organizations by 18% in comparison to the common method. Conclusion: Waste of human resources in organizations reduces the efficiency of the organization, as for solving this problem in organizations and turn it into potential and increase the intangible assets of the organization, e-learning was proposed. Web-based e-learning system is a type of training system that uses a three-tier architecture under the Internet and increases the educational productivity of the organizations and in general reduces the waste of staff time, increases the efficiency of the organization and the amount of costs. It reduces the time spent on training, and in this way can reduce unemployment, leisure time and staff wastage through training under the computer network and mobile devices and the web, which are available everywhere and always at a low cost. It also converts the intangible capital of the organization and increase the expertise and capability of the organization. Common methods of modeling and evaluating the effectiveness of e-learning were examined. Most of these models only partially assessed the effect of education on learners' performance. Therefore, in this article, a comprehensive model was presented and evaluated both the efficiency and costs of the organization and the time and efficiency of personnel in the common and electronic methods. The simulation results using MATLAB software show that the number of trained employees and intangible assets in the web-based e-learning system increases more than three times compared to conventional methods. Training costs will decrease by eighteen percent and the efficiency of the organization's employees will increase by fifteen percent. Analyzing and evaluating network and cloud training is recommended for large organizations as future work
e-learning
E. Jafari; K. Fathi Vajargah; M. Arefi; M. RezaeiZadeh
Abstract
Background and Objective:Although the fields of teaching and learning have changed very little compared to other categories more than two thousand years ago, today, with the help of information technology, it has undergone rapid changes. In recent years, virtual education has emerged as one of the most ...
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Background and Objective:Although the fields of teaching and learning have changed very little compared to other categories more than two thousand years ago, today, with the help of information technology, it has undergone rapid changes. In recent years, virtual education has emerged as one of the most important applications of new information and communication technologies in the world and extensive activities have begun in this direction. Virtual education has created a new paradigm and has enabled learning in any field, for any person, at any time and in any place. Among the various forms of e-learning, there has been a significant expansion of free online courses, MOOCs in recent years. The purpose of this study is to delineate the strengths, defects, opportunities and threats in MOOC-based curricula. This research is applied and used a qualitative method. Methods: The statistical population of the qualitative section includes experts who have been engaged in the process of providing educational services during MOOC-based educational courses. From among this population, 14 individuals have been chosen as the statistical sample through purposive sampling. The data have been gathered through semi-structured interviews. Findings: The findings show that the most significant strengths include: promotion of access to curricula, learner-orientation, the possibility of realization in learning society, enjoying high quality teaching and promotion of dynamism. Among the most important defects are the possibility of neglecting real situations in education, the possibility of lack of proper educational organization, the possibility of an increase in the financial burden of the curriculum, the possibility of exclusivity in curriculum development, the possibility of not being able to evaluate high order thinking skills, the possibility of taking teacher freedom away, the possibility of lack of organization in evaluation, the possibility of arising problems in precise verification of the evaluated person. The most significant opportunities are supporting the extension of educational justice, the possibility of investment, supporting up-to-date knowledge, extending international communication in higher education curriculum development, the possibility of revising university curricula, facilitating the promotion of evaluation methods efficiency and making the education more applicatory. The most prominent threats are disruption in university functions, making instructors’ professions questionable, lack of educational purposiveness, incompetency of curriculum objectives, opposition of values and superficiality of curriculum objectives, instrumental exploitation of MOOCs, incompatibility between content and the audience’s needs, evaluations becoming quantitative, disregarding the market requirements in the process of evaluation and doubtfulness and pessimism towards MOOCs. Conclusions: Based on the results of the present study, considering the contextual conditions and planning in the field of strengthening and its optimal preparation, as conditions affecting all the components and factors involved in the design of MOOCs in higher education; universities and higher education institutions should invest in the development of a culture that seeks to discover, invent, innovate, and create curricula based on MOOCs in order to establish a knowledge-based structure; expand the scope of MOOC-based curricula in academic settings through teamwork question and answer sessions between students and faculty, group discussions, and the formation of workshops and seminars in collaboration with other institutions and higher education centers.
e-learning
N. Pouti; H. Moradimokhles; J. Heydari
Abstract
Background and Objective:In recent decades, every day we are facing new achievements in the applications of information and communication technology in the field of education and research. These new achievements have changed the expectations of education and research audiences from the level of services ...
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Background and Objective:In recent decades, every day we are facing new achievements in the applications of information and communication technology in the field of education and research. These new achievements have changed the expectations of education and research audiences from the level of services provided. Today, students and professors want easy and fast access to new scientific and research resources, interaction with each other in absentia, use of technology for better teaching and understanding, and in general, access to information and communication technology and its use for effect. Most of it is teaching and learning. To meet these expectations, universities and higher education institutions must continuously evaluate and equip themselves to achieve the desired level of access to and use of information and communication technology. The purpose of this research was to study the evolutionary trend of e-readiness assessment models with the approach of e-learning. Methods: For this purpose, the studies were examined by both qualitative and quantitative approaches. In the qualitative approach, by studying the articles in this field, the observed trends in these articles are compared with each other. Findings: In the quantitative approach, the latest articles are investigated based on important parameters such as the scope of application, the type of model used, the methods of data collection and analysis, the type of transaction reviewed in the article, evaluation indicators, sources used to publish the article, geographical concentration, the outputs of the study, the types of data used. Based on the results of the qualitative approach, 4 evolutionary periods, from national and one size fits all model with top-down approach to bottom-up approach with special purpose models, are identified. In addition, results of quantitative approach indicate that infrastructure, people and service are the most important factors in electronic readiness; and national scope has been investigated more than other areas. Most studies have quantitative approach with public service orientation for citizen transactions. Also, assessment, maturity and adoption models have been the most used fundamental models in the studies. Conclusion: Comparison of the three main parameters studied in most studies, namely infrastructure, people and services, shows that the rate of infrastructure review has been decreasing and the rate of reviewing people has been increasing, and services have maintained an almost balanced rate during this period. In terms of the geographical focus of the study, the readiness assessment is in the first place in the country and then the readiness assessment is in the province or state. The basic model used for evaluation also has several approaches, the first category is related to the use of preparation models and the next category is related to maturity models. Studies have generated different outputs and have about 18 types of outputs, among which the evaluation model, evaluation framework, effective parameters, current situation, relationship of indicators, strategies and guidelines have the most frequency. In terms of the type of data collected, quantitative data had the highest multiplicity, followed by historical data and finally qualitative data. In terms of data collection methods, the questionnaire is in the first place and the interview and evaluation of the existing documents are in the next rows. In terms of data analysis, categorization, descriptive analysis and strategic analysis have the highest number
e-learning
B. Azizinejad; F. Allah Karami
Abstract
Background and Objective:One of the most important issues that has occupied the education of the country today, is how education faces the opportunities and threats resulting from the expansion and development of information and communication technology and accurate and principled planning for its operation ...
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Background and Objective:One of the most important issues that has occupied the education of the country today, is how education faces the opportunities and threats resulting from the expansion and development of information and communication technology and accurate and principled planning for its operation and use. In particular, given the impact of these new technologies on teaching-learning methods and changing the role of teachers, it is necessary to provide grounds for both the Ministry of Education to identify the wealth of the teacher community and the teachers to identify and improve their skills in the application of new educational technologies. The role of information and communication technologies in the learning cycle is very important. The main goal of this research compared the effect of traditional education and ICT- based education on students’ academic enthusiasm in the eighth grade of middle school in Javanrood. Methods:The statistical society includes all eighth-grade students from middle schools in Javanrood in 2017-2018. The research made applied and the Simi statistical method used for achieving the goals. The available method used for choosing the statistical samples. So, one of the schools chose which was with the necessary facilities for performing ICT- based education, and two classes chose as control and examination groups including 27 people by using the random method. The research tool was academic enthusiasm questionnaire including 15 questions in cognitive, behavioral, and emotional subscales by 5 options Likert Scale; first, a pretest was given to each class, and then the examination group educated by the ICT and control group without them. Finally, a post- test was given to each group. The descriptive and inferential statistics used for analyzing the data. Findings: The most important findings show that there was a significant difference on base academic enthusiasm among experimental and control groups. The research results showed that the ICT-based education method has more effectiveness in comparison with the traditional education on the student’s academic enthusiasm. Conclusion: In summary, it can be said that ICT-based education has an effect on students' academic achievement and increases it. It is obvious that if this method is continued regularly and continuously during the training period, it will lead to the comprehensive growth of students, their cooperation and participation, and their mental health. Therefore, it is suggested that this method be used, especially in classes where there are students who are not eager to attend and work in the classroom, and by holding different courses for teachers to teach the, the need to use ICT and male them familiar with its benefits. Various motivational and incentive techniques can even be considered for teachers who use ICT in their teaching to take steps to promote this method. For example, it is suggested that the most active and successful teachers be identified and honored for their use of ICT. School principals are also advised to prioritize equipping schools with ICT and creating a suitable platform for this perspective so that teachers can benefit from the facilities provided in the teaching process. Also they have to provide educational support to teachers and students so that their attitudes towards ICT in learning an detaching process is strengthened.
e-learning
M. Falahi; E. Zaraii Zavaraki; D. Nourozi
Abstract
Background and Objectives:The computer is used as a powerful yet cost-effective tool in people's lives for any work or activity. The use of computers in education has increased dramatically in recent years, and computers and related technologies are now used in many schools around the world. Up to recently ...
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Background and Objectives:The computer is used as a powerful yet cost-effective tool in people's lives for any work or activity. The use of computers in education has increased dramatically in recent years, and computers and related technologies are now used in many schools around the world. Up to recently people should gather to learn in a specific place and time, but nowadays by the advancement of technological infrastructures and the Internet this need has vanished to a great extent. Soon everyone is able to learn anything, anywhere, at any time. This is accomplished under the umbrella of a new educational system, called e-learning. Social skills include components. Tolerance, how to react in the face of conflict, critical thinking, the decision to accept or reject an opinion and success based on logical reasons and evidence, responsibility, taking on a job or task and being accountable for it, activity Group activities, participation in group activities, duty, self-control, empathy, gaining, enriching and developing new relationships with other people in the community, respecting others, paying attention to relationships that preserve the social status of oneself and others, and finally, cooperation and coordination with the actions of others towards a common goal are components of social skills. Of all the organizations that play a key role in the socialization of individuals, educational systems are the first official place to gain social experience and the most basic element of social development of individuals because the education system of any society. It is the foundation of the social, economic, political and cultural development of that society. The purpose of this research was comparing the social skills of students under conventional training and e-learning education system. Methods: The research method is quasi-experimental with two experimental groups. The first comparison was done using a “Pre-Test” and second comparison was also done using a “Post-Test”. A total of 48 people were randomly selected as a sample group. These two groups were similar and comparing the dependent variable was done at the same time and under the same condition. The social skills questionnaire By Garsham & Elliot was used. The Analyze of Covariance (ANCOVA) was used for analyzing data. Findings: The results showed that there are significant differences between the two groups and e-learning environment in terms of social skills and social skills components of users of this environment has shown better performance in comparison to Face-To-Face training. Conclusion: The results of the analysis of research data indicate that the e-learning environment has a positive effect on the level of social skills and its components on students. Students in the e-learning environment scored higher than the other group in the traditional learning environment. This indicates the effectiveness of the environment designed for e-learning in the level of social skills.
e-learning
S;GH Ghasemtabar; akbar momeni rad; Vahid Salehi; R. Salehi
Abstract
Motivation is one of the main factors of learners' success in web-based learning environments. The purpose of this study was the external validation of the motivational model for web-based Teaching with emphasis on the role of the teacher. The proposed model is based on self-determination theory and ...
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Motivation is one of the main factors of learners' success in web-based learning environments. The purpose of this study was the external validation of the motivational model for web-based Teaching with emphasis on the role of the teacher. The proposed model is based on self-determination theory and consists of three main categories (social presence, cognitive engagement, management) and nine sub-categories. In this quasi–experimental study, a pretest–posttest design with a control group was used. The population included all the undergraduate students of Kharazmi University (Karaj campus) in the academic year 2015-2016 Of these, 44 students were selected through a random sampling procedure and were randomly assigned to either of experimental and control groups. Both groups participated in training course of communication skills. The study instrument was Haller’s Situational Motivational scale that assesses four constructs of the self-determination theory (intrinsic motivation, identified regulation, external regulation, and amotivation). For data analyses, an analysis of covariance (ANCOVA) was applied. The results showed that the proposed model can improve the learners' intrinsic motivation in web-based learning environment and can be a basis for teaching in virtual instruction courses.Keywords: web-based learning, self-determination, motivational model
