Distance Learning
Gh. Lotfi; S. Salehi; F. Chaeichi
Abstract
Background and Objectives: As technology advances, the method by which learners acquire new skills has also progressed. With the help of the Internet, a wide range of options are available to those interested in enhancing their knowledge and skills. Learners and educators can now take advantage of the ...
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Background and Objectives: As technology advances, the method by which learners acquire new skills has also progressed. With the help of the Internet, a wide range of options are available to those interested in enhancing their knowledge and skills. Learners and educators can now take advantage of the benefits of both online and offline teaching. In offline learning, participants have to acquire the content in ways such as watching recorded videos. On the other hand, online education takes place in the virtual platform through connecting to the Internet. In this regard, the current research was conducted with the aim of investigating the effect of various types of virtual education, including online, offline, and combined (blended) education, on learning a perceptual-motor skill of jumping rope.Methods: The present study was a semi-experimental one with a practical purpose. In this study, from elementary third-grade female students of Hamedan 2nd district of education, voluntarily 30 students (with a mean height of 129.1 ± 9.87 cm and a mean weight of 29.33 ± 21.88 kg) were selected and randomly assigned to three groups of 10 participants, including online, offline, and combined education. In order to collect information, personal characteristics questionnaire, jogging rope test (with content validity and test - retest reliability of 0.89), standard sports rope and smartphone were used. This research included the stages of introductory, acquisition, and retention. After completing the personal information questionnaire and consent form, the participants first received introductory instruction on the criterion task and obtained the necessary information. Then, they entered the acquisition phase. At this stage, each group was trained separately and based on the national jump roping plan for 4 sessions in online, offline and combined rope-jumping skill training. After completing the acquisition phase, all participants first took part in the acquisition test, and one week later, they also participated in the retention test to measure the phenomenon of motor learning, and their scores were recorded. To analyze the data, the Shapiro-Wilk test, Levene's test, and one-way analysis of variance (ANOVA) were used.Findings: The findings showed that there was a significant difference between the scores obtained by the online and offline and combined and offline groups in both the acquisition and retention tests (p<0.05), in favor of the online and combined groups; this indicated that online and combined education groups performed better than the offline education group both in the acquisition phase and in the retention test. In addition, no significant statistical difference was found between the performance of the online and combined groups in any of the research stages (p>0.05).Conclusion: The results of this research emphasize the importance of using online and combined methods in virtual education conditions to teach perceptual-motor skills to learners. Based on the results, it is suggested to teachers and trainers of motor skills to use online and combined training instead of online training, to teach motor skills in physical education virtual classes of elementary school to create an interactive and dynamic learning environment and motivation to participate in using physical education class.
Distance Learning
A. Mosavi; H. Kaviani
Abstract
Background and Objective:Higher education has faced many challenges and issues during the last two decades, among which we can mention the following: inability to produce theoretical knowledge and use of basic and theoretical knowledge produced in other countries. Of the world, the inapplicability of ...
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Background and Objective:Higher education has faced many challenges and issues during the last two decades, among which we can mention the following: inability to produce theoretical knowledge and use of basic and theoretical knowledge produced in other countries. Of the world, the inapplicability of university education, the lack of an inappropriate relationship between the university and other social sectors, neglecting research functions and services in universities, the problem of multiple decision centers and the existence of multiple trustees on the one hand, and the excalating growth of students and applicants to universities and institutions of higher education, the slight expansion of the higher education system regardless of the existing capacity and economic, social and cultural capacity of the community to accept university graduates, reduced financial resources and pressure from society For responsibility and accountability on the other hand; the higher education system needs to maintain and improve the quality of higher education to meet these challenges. To succeed in this, all the functions of higher education in general must be considered comprehensively. In this regard, one of the measures that higher education deliberates to answer its problems was technology-based education, including distance education and distance learning. Considering the contradiction in the findings of the studies conducted on the effectiveness of distance education methods, the present study was conducted to evaluate the effectiveness of distance education in higher education. Methods: The research method is based on secondary analysis and meta-analysis. The statistical population consists of all quasi-experimental studies which have already been conducted on the effectiveness of various types of distance education in higher education in Iran. The whole census was used for sampling. According to the inclusion and exclusion criteria, 79 studies were identified as the sample size.To collect the data, a researcher-made worksheet was employed in three sections: bibliographicaldata, methodological data, and findings. To analyze the data, the effect size index and the homogeneity test were performed using CMA-Version 2.0 statistical software. Findings:The research findings indicated that all of distance education methods in higher education of Iran were effective, but this effectiveness was moderate (ES =0.526, P <0.01); the area under the normal curve, the average implementation of distance education is 69% more effective than traditional methods. In addition, the meta-regression of the effect of year on the results of research showed that with an increase in the implementation of distance education methods, .07%was added to the effectiveness of these methods. In other words, the implementation of distance education methods in higher education will become more effective over time. Conclusion: Considering that the study of moderating variables was not one of the objectives of this study, it is recommended that in future research, the impact of these components on the results of the study be examined to determine the impact of these components to explain and control the results.
