Educational Technology
M. Rostaminezhad; M. mohammadi
Abstract
Background and Objectives: Certainly we all know that due to the diversity and multiplicity of different media around our children, today their taste for learning has changed and there is no choice but to use technology in education and use tools and methods of teaching based on multimedia. Today, in ...
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Background and Objectives: Certainly we all know that due to the diversity and multiplicity of different media around our children, today their taste for learning has changed and there is no choice but to use technology in education and use tools and methods of teaching based on multimedia. Today, in addition to textbooks, multimedia, digital teaching and learning environments have also come to the educational support of learners. While we all know that the use of computers and multimedia alone does not have an educational effect, but combines it with a good educational and self-learning thinking that is applicable. Meanwhile, in disciplines such as computer, where teaching is software-based and the teacher is required to teach a software, at the same time provide his training directly on the relevant software, lessons and multimedia There are some that have been prepared and produced that teachers use for teaching and students for learning, along with specialized textbooks in the field, as a source of teaching aid, but the most important point in designing these tools and multimedia is not to use them. It is a suitable educational approach along with efficient educational design. One of the appropriate educational models and approaches for this purpose is the model of constructivism. This model is based on an issue, question or project as the focus and support and mental systems. The student's goal is to interpret the problem or solve the problem or complete the project. In order to reflect on action, students must imitate the performance that has been modeled for them, and teachers must re-demonstrate student performance so that students engage in action-reflecting. Modeling strategies focus on how experts work. In addition, for project-based training, there are three practice-based, position-based, and project-based models. In this study, after designing a multimedia software with a project-oriented constructivist (PBL) approach. , Which generally uses two models of practice-based and project-based learning, finally, the extent of the impact of multimedia with a project-based approach on learning memory learning of tenth grade students in the field of computer science in Birjand city has been investigated Mathods: The study design is quasi-experimental. The statistical population of this study consists of all second grade boy students of technical and vocational schools in Birjand. The sample was divided into experimental and control groups, which 25 participants in each. The experimental and control groups were trained with multimedia and traditional methods, respectively. Students' academic achievement was measured by teacher-made tests (pretests and the posttests) and their reliabilities were estimated using Cronbach's alpha estimated to be %77. Data were analyzed through inferential statistics (Analysis of variance with repeated measures and Covariance). Findings: The results indicated that the impact of project-based multimedia training on students' learning-retention had more positive effect (68.5% in comparison to the traditional method. Conclusion: The present study shows that computer-based Constructivism with project-based approach affects both low level of learning (knowledge, understanding and use) and high level of learning ( analysis, evaluation, and creation) and retention among students in vocational and technical schools.
Educational Technology
V. Salehi; B. Ghanbari
Abstract
Background and Objectives: With the increasing importance of instructional multimedia and the use of their interactive and unique features in the teaching-learning process, we are witnessing the design and production of this technology and its use in teaching courses and different levels of the educational ...
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Background and Objectives: With the increasing importance of instructional multimedia and the use of their interactive and unique features in the teaching-learning process, we are witnessing the design and production of this technology and its use in teaching courses and different levels of the educational system. Cognitive load theory, as one of the theories related to information processing, is one of the most effective theories in instructional design and an effective guide for designing multimedia and other instructional materials. The basic premise of this theory is that learners have very limited working memory capacity to process when facing with new information. The purpose of this theory is to predict learning outcomes by considering the capabilities and limitations of human cognitive structure. Cognitive load theory is based on the idea that the design of instructional materials should be based on our knowledge of how the human mind works. Based on this assumption, the various processes of acquiring knowledge and understanding are explained based on the load they place on the human cognitive system (which is an active system with limited information processing capacity). Because this theory links the design features of instructional materials to the principles of human cognitive processing, it can be used in a wide range of learning environments.The present study aimed to compare the effects of Merrill and Gagne's instructional design models on students' cognitive load, learning and instructional efficiency in Science lesson. Methods: The study was quasi-experimental with pretest and posttest design with two experimental and one control groups. The statistical population consisted of all male students of the sixth grade elementary school of Qazvin. The sample including three 30 students’ classes were selected through convenience sampling procedure and the classes randomly assigned to experimental and control groups. The materials and instruments included instructional multimedia contents, learning tests, and cognitive load assessment scale. The first experimental group studied the multimedia based on the Merrill model, the second group studied the multimedia based on the Gagne model and the control group studied non-model multimedia. Data were analyzed by using analysis of covariance (ANCOVA). Findings: The results of the study showed that multimedia based on the Merrill instructional design model compared to multimedia based on Gagne instructional design model and non-model multimedia, has led to less cognitive load, more learning and instructional efficiency. Also, multimedia based on Gagne's instructional design model compared to non-model multimedia led to less cognitive load, more learning and instructional efficiency. Conclusion: One of the concerns of educational designers in the process of designing the content of multimedia educational materials and other learning materials has always been focused on the appropriate selection of instructional design models. Since there are different models for instructional design of learning materials, to choose a suitable model, one should rely on theoretical foundations and the results of research conducted in various theoretical areas, including cognitive load theory. According to the findings of this study, it is suggested that in order to reduce the cognitive load and increase students’ learning, Merrill instructional design model would be used in designing instructional multimedia content.
Educational Technology
A. Habibi-Azar; J. Keyhan; B. Talebi
Abstract
Background and Objectives: Research findings about the application of information and communication technologies in classroom has shown that despite the efforts had been done and the large amount of costs spent for empowering teachers' computer skills, but these activities have not been able to create ...
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Background and Objectives: Research findings about the application of information and communication technologies in classroom has shown that despite the efforts had been done and the large amount of costs spent for empowering teachers' computer skills, but these activities have not been able to create desired changes in the role and activity of teachers in schools. Therefore, the purpose of the present study was to study the phenomenological process of Iranian teachers' ICT competence in order to present a native model. Methods: This was a qualitative phenomenological research, because the lived experiences of teachers in achieving technological competence in the classroom have been used to explore the objectives of the study. The statistical population of this qualitative study were all teachers in Urmia city. 22 teachers (13 females and 9 males) were selected by non-probability purposeful sampling method with considering the desired characteristics and theoretical saturation based-rule. Participants who engaged in 17 different schools including public, board of trustees, smart, nonprofit, and rural schools, were selected. The data collection tool was semi-structured interview. Voice recording and note-taking (with emphasis on voice recording), as Two techniques for gathering data, were used. George's (1970) four-step coding approach were used to analyze the data. The coding process was performed in MAXQDA10 software. Findings:The findings of the qualitative analysis indicated that the process of teachers ICT-competence can be organized into five components, including; 1) motivation/ tendency/ interest in teachers including the following sub-components: “Changing in teacher’s salary”, “Changing teachers’ position”, “Create need”, “Classification of teachers based on the prior knowledge”, “Pay attention to the timing of the courses” , “Changing the look to the teaching profession” and “Choosing the right professor”; 2) planning, including the following sub-components: “Teachers Rating (Needs Assessment)” , “Determining curriculum (educational topics)”, “Choosing the right professor”, “Locate the right place” and “Determine the right time”; 3) beginning of the learning process including the following components: “Hardware training”, “Software training”, “Problem-solving training”, “Information literacy training”, “Facilitate access to educational resources” and “Support”; 4) implementation of the learning process including the following sub-components: “In-service preparation courses”, “In-service training courses”, “Specialized school courses”, and “Out-of-school courses” and 5) " institutionalization of technology competence " including the following sub-components: “Problem-solving training’, “Formalize collaboration between teachers” and ‘Formalize follow-up courses for teaching and learning”. Conclusion: This model is presented by looking at the needs of teachers, the conditions and Organizational structure of education, the facilities of schools, the status of courses, the cooperation between teachers, and so on. In this model, all the influential factors in the process of acquiring information and technology competence by teachers have been included and based on the content of the interviews, each of them has been considered in the relevant step. Although it could be organized these components or steps in hierarchical or step-by-step structure, but in many places it is possible to go back and start from the previous step. It is hoped that this model will be a step towards developing an appropriate model in the field of staff technology competence for the Education Organization and other organizations.
Educational Technology
N. Mohammadhasani; S. Asadi
Abstract
Background and Objectives: Problem solving is one of the important ideas in mathematics instruction. According to the National Curriculum Document, the ability to solve math problems and apply it to real problems should be one of the most important skills of a high school students; However, the evidence ...
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Background and Objectives: Problem solving is one of the important ideas in mathematics instruction. According to the National Curriculum Document, the ability to solve math problems and apply it to real problems should be one of the most important skills of a high school students; However, the evidence show the lack of attention to the Problem solving and its applications in Iranian mathematics instruction, and the evidence for this claim is the poor results achieved by Iranian students in international exams. One reason is relying on inefficient teaching methods and neglecting to design learning environments based on modern technologies; Learning environments based on the findings of learning sciences and the learner-centered approach. One of the technology-based environments that broadly supports learning interactions is Computer Supported Collaborative Learning (CSCL). CSCL is the new usage of computers in education to facilitate collaborative learning through computers and explores how computers can help learners in small groups in learning communities. In addition, the use of math software is another important element of enrich environments in math instruction and enhances students' ability to deeply understand various concepts and their aspects in life; In particular, dynamic mathematical software that strengthens multiple representations and make divers in learning methods, making learning faster and deeper. In previous studies, no research has been done to investigate the effect of combining two factors of collaborative learning and dynamic mathematical software, especially in online learning, so the aim of this study was to investigate the effect of designing a computer-based collaborative learning environment and the dynamic math software on problem solving skills. MethodS: This study was performed by a pre-test and post-test experimental design. The statistical population was all 10th grade male students in Nazarabad city of Alborz province in the academic year 2017-2018. The statistical sample was selected by multistage cluster sampling (n = 96) and the participants were randomly assigned to three groups. The instructional design model for all three groups was Jonasson's model of constructivist and problem-based learning environments. In the control group, the participants learned by mentioned model in conventional method, the experimental group 1 used the model through individual learning using dynamic mathematics software and in the experimental group 2; the model was integrated with CSCL using dynamic mathematics software. The research tool was research-made test of mathematical problem-solving skill. The ANOVA test was used to analyze the data. Findings: The results confirmed that, although learning in CSCL environment (M=16.33) and individual learning using dynamic mathematics software (M=14.2) are both effective in enhancing students' math problem solving skills, the effect of CSCL was more than the individualized learning method (P <0.05). The present study also emphasized on the appropriate instructional design of the learning environment with adherence to the principles of the theoretical framework adopted, as in the present study for all groups Jonasson's model of constructivist and problem-based learning was used to design the environment. Conclusion: According to the results, CSCL design and dynamic mathematics software can be used to increase the mathematical problem solving skills.
Educational Technology
E. Badiee; M.R. Nili; Y. Abedini; B. E. Zamani
Abstract
Background and Objectives: The rapid growth of science and technology and the subsequent emergence of e-learning have revolutionized education. Also in this period, becoming aware of how the brain functions during the learning process has had important effects on training and learning. Educators are ...
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Background and Objectives: The rapid growth of science and technology and the subsequent emergence of e-learning have revolutionized education. Also in this period, becoming aware of how the brain functions during the learning process has had important effects on training and learning. Educators are looking for ways to the most usage of technology-based facilities and new findings in educational neuroscience to obtain the optimal learning, especially in difficult subject matters such as computer programming course, which are associated with the problem-solving process. The aim of this study was to investigate the effect of electronic courseware designed based on the brain based learning principles on problem-solving performance and motivation of the students in computer programming course. Methods: This research is a quasi-experimental study, and was conducted with a pretest posttest control group design. In this study, sampling was done by cluster sampling method and thus 60 female students of the eleventh grade of computer fields of vocational schools in Isfahan were selected to participate in the study. Participants were randomly divided into 3 groups of 20 (experimental, control 1 and control 2). A literature review was conducted to identify the brain based learning strategies. Based on the lesson objectives and the strategies derived from the principles of brain based learning, an electronic courseware was designed and developed by the researcher and the expert team. The validity of this courseware was confirmed by experts. The intrinsic and extrinsic motivation subscales of Pintrich et al.'s questionnaire as well as a teacher-made computer programming problem-solving test were used as data collection tools, which were used as a pre-test and post-test, before and after the training, in all 3 groups. The same content from the computer programming course was taught in all three groups. In the experimental group, in addition to the conventional method, an electronic courseware based on brain based learning strategies was used. In the first control group, in addition to conventional method, a non-brain based electronic courseware was used. The second control group was trained only in the conventional method. Findings: The research data were analyzed using univariate covariance analysis on problem-solving performance test scores and multivariate covariance analysis on intrinsic and extrinsic motivation scores. The results of the study showed that the problem solving performance of experimental group was significantly better than the control 1 and control 2 groups (P <0.05) in computer programming course. Also, the extrinsic motivation of the experimental group was significantly higher (P <0.05) than the first control group. Based on these findings, the use of non-brain based courseware significantly (P <0.05) reduced the extrinsic motivation of control group 2 students compared to control group 1. Conclusion: The use of electronic courseware designed and developed based on brain based learning principles has a significant impact on increasing student computer problem solving performance. Also, the application of brain based learning principles in designing and developing the electronic courseware makes more external motivation in the users of this courseware than the users of typical courseware while learning.
Educational Technology
Gh.A. Delphi; S. Olyaee; M. Seifouri
Abstract
Background and Objective:Software-based education is one of the most important ways to transfer knowledge in the field of new technologies. Because the hardware implementation of some modern science phenomena is not possible due to its complexity or sometimes due to the lack of appropriate manufacturing ...
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Background and Objective:Software-based education is one of the most important ways to transfer knowledge in the field of new technologies. Because the hardware implementation of some modern science phenomena is not possible due to its complexity or sometimes due to the lack of appropriate manufacturing technology. Therefore, appropriate software can be used to teach such phenomena. One of the sciences and technologies that has grown significantly in recent years is photonic crystal structures, which have also appeared in new editions of graduate courses syllabuses as photon crystals. In this paper, simulation-based (software-based) teaching of a 4-channel optical demultiplexer based on photonic crystal is presented by using the R-Soft software. Methods: The teaching of the demultiplexer structure is based on the use of a photonic crystal filter. In this analysis, with the variation of the radius of the cylindrical nano-ring resonator and the radius of the scattering rods, the critical length parameter of 1573.6 nm is improved in the design of the filter. The advantages of the 4-channel demultiplexer include the mean quality factor of 4525, mean channel power transfer factor of 95%, and maximum and minimum channel cross-talk of -19.6 and -40.4, respectively. Also, mean channel width is obtained as 0.375 nm. Moreover, the proposed 4-channel demultiplexer can be used in WDM systems. Findings: The simulation-based teaching of these structures is very important to develop and improve the multiplexers performance. Therefore, the related syllabus is suggested for master of science (MSc) students in Electronic Engineering major. This syllabus can be considered as a part of Photonic Crystal or Photonics courses. Conclusion: In this paper, a 4-channel optical demultiplexer based on photonic crystal was studied. In order to teach the theoretical principles and foundations which are mostly complex and its hardware implementation is difficult due to technological limitations, the use of appropriate software environments along with strengthening the basic knowledge required can Improve teaching-learning processes. For this purpose, in this article, we tried to express the appropriate concepts of designing a four-channel optical dimplexplexor system for effective training. Accordingly, the proposed principles and topics as well as the prerequisites in the design were described. In the training section of the four-channel dimplex structure, it was stated that a T-shaped input waveguide, square resonator rings and several output waveguides can be used
Educational Technology
R. Alidehi Ravandi; M. S. Taher Tolou Del
Abstract
Background and Objective:Given that the current century is associated with innovation, speed and advances in information technology and knowledge transfer, the new generation is looking for ways to keep up with these changes. Therefore, improvements should be made in the content and method of learning. ...
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Background and Objective:Given that the current century is associated with innovation, speed and advances in information technology and knowledge transfer, the new generation is looking for ways to keep up with these changes. Therefore, improvements should be made in the content and method of learning. One of the new educational methods is education with technology. Technology is a tool created by human knowledge to produce, solve, and meet needs or wants with resources. Therefore, educational technology can be considered as the use of technology to create and manage technological resources and processes to improve educational performance with the aim of motivating and encouraging students to learn and facilitate the educational process. The present study was aimed at the meta-analysis and synthesis of the results of research on the impact of the use of technology in mathematical education considering the rapid progress of ICT in the present age and, consequently, the significant increase in studies on the impact of technology on the effectiveness of education. Methods:The statistical community is a research that studies the impact of using technology in advancing the goals of mathematical education and with the review of the history, 19 studies were found in this field. Findings: The research findings showed that the use of technology at 0.38 of variable variance predicts the achievement of the goals of mathematical education, so if technology can be fully integrated into teaching methods, it can be as an effective tool to improve students' learning in mathematics, therefore, considering the effectiveness of using technology in mathematical education, it is essential that the mathematical curriculum be formulated to bring content with a combination of technology. Conclusion: The aim of this study was to integrate the results obtained regarding the effect of using technology in advancing the goals of mathematics education by meta-analysis. The independent variables of this research include: educational software, computer games, multimedia, graphic images and computer use; dependent variables were: learning, self-efficacy, academic motivation, performance, executive functions, progress, self-regulation, memorization, attitude and participation in math lessons. Due to the correlation between the use of technology and the advancement of the goals of mathematics education, it is recommended that educational planners take the necessary care in compiling textbooks accordingly, and teachers' teaching methods should be in line with this issue and modified by using new technologies.
Educational Technology
J. Rezaee Nour; M.S. Asgari
Abstract
Background and Objective:Cloud processing provide services based on gradual price structure for essential software and hardware services (e.g., applications, storage, processing power, virtual server) in web media (e.g., cloud). As a result of scalability and eliminating the need for large investments ...
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Background and Objective:Cloud processing provide services based on gradual price structure for essential software and hardware services (e.g., applications, storage, processing power, virtual server) in web media (e.g., cloud). As a result of scalability and eliminating the need for large investments in expensive hardware and software licenses, and offering benefits, it offers significant costs to organizations. Continuous software and hardware upgrades have become commonplace (and expensive) in many organizations. This situation is likely to worsen in the current economic situation after the imminent collapse of the world's financial systems. Cloud computing can provide the opportunity for many of these organizations to continue to take advantage of new developments in IT technologies at affordable cost. Different organizations in the world are increasingly dynamic. A major part of this situation is the result of developments and innovations in technology, particularly Information and Communication Technology (ICT). The objective of the present study is to investigate knowledge management initiatives in the cloud processing era to identify the current situation as well as future research. Different dimensions such as objectives, different types of knowledge and technologies will be investigated. Methods: After mapping studies at 4 databases of IEEE, AMC digital library, SpringerLink, and Science Direct, 9 articles were identified about knowledge management initiatives at the cloud processing era and in order to extract the related information, they were investigated within a set of questions. Although only a few studies were found that indicated knowledge management initiatives at the cloud processing era, studies show increasing interest in this topic in recent years. From the perspective of knowledge management, most of studies on the dimensions related to presenting cloud issues and new web-based software for knowledge management discuss the utilization of knowledge management system. Findings: The results show that knowledge management is an important strategy to increase effectiveness, promote choices, and use suitable techniques and methods in cloud issues. On the other hand, inadequacy of the existing knowledge management systems is referred as the biggest problem related to knowledge management implementation in the era of cloud processing. Conclusion: In this paper, a systematic mapping of knowledge management in cloud computing was provided. Nine research questions were defined and examined the following aspects. 1) Distribution of selected studies throughout the year; 2) Research focus from the perspective of cloud processing; 3) Research focus from the perspective of knowledge management; 4) Type of research; 5) Reported problems; 6) Objectives of applying knowledge management in cloud processing; 7) Types of knowledge commonly managed in background of cloud processing; 8) Information technology used in knowledge management in cloud processing; and 9) Main conclusion (advantages and problems) reported in the implementation of knowledge management. Knowledge management in cloud processing has been shown to be a very committed and promising field of research. Knowledge management helps to examine knowledge in the organization in different ways, as shown by this systematic mapping. The main part of this work is to reveal some aspects related to the application of knowledge management in cloud processing for future research in this field.
Educational Technology
M. Moeinikia; A. Zahed Babelan; E. Aryani Ghizghapan; Z. Bigdeli
Abstract
brought another technology called information and communication technology (ICT). This technology has a much wider impact capacity, compared to previous technologies, and in the field of education, by being affected by this new capacity, beneficial developments can be made in the pillars of the relevant ...
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brought another technology called information and communication technology (ICT). This technology has a much wider impact capacity, compared to previous technologies, and in the field of education, by being affected by this new capacity, beneficial developments can be made in the pillars of the relevant components. It is a matter of further reflection and understanding in recognizing various aspects, including opportunities or threats arising from the use of this technology. In other words, today the world with the features that have shaped the computer and Internet communications, has emerged to the extent that the networking community has led to the comprehensiveness, complexity and technological networking in various fields. The purpose of the present research was analysis and synthesis analysis presented in the context of the application of ICT in teaching and learning on students’ learning outcome. Methods: The research method is a meta-analysis. The population of the study consists of the written works such as theses and articles available on the websites Irandoc, Magiran, Sid and Noormagz and some papers indexed in journals between years 1387-1394. From among the done works, 36 studies were selected. Data analysis was performed with the help of three software programs, SPSS 22, CMA 2 & EXCEL. For descriptive statistics frequency and percent frequency were used, for inferential statistics, to calculate the effect size G Hedges, fixed effect and random effect model were used. To study the significance of frequency of the research, counting method (chi-square) and in order to combine effects sizes T Vainer possible combination method was used. To study the problem of publication bias in primary studies Funnel chart was used. Findings: It showed that publication bias in the primary study of learning outcome variable existed. To fix this problem, two models of fixed and random effects of Dual and Tweedy fitness test were used. In order to study the homogeneity of the studies, Q and I2 tests were used. The results showed that the primary studies are not homogeneous. Also, the calculated effect size was significant for studies under both models, fixed and random, for the examined variables. Vainer t possible combination results showed that there were significant differences between the combined effects sizes. Finally, the application of ICT in teaching and learning in students' learning outcome is verified Conclusion: According to the results of the research on the significance of the effect of using ICT in the learning efficiency of learners, it is suggested that practitioners (education planners) to consider the use of teaching aids and the use of new technologies as a priority. It is obvious that the development of ICT expansion infrastructure in the country, especially in educational centers, and providing opportunities for the entry of information technologies into schools and universities without ICT, which creates new social contexts for students to learn, is a key step in this direction. Ultimately, it is certainly the teachers who hold the key to effectively using technology to improve learning, but if teachers do not fully understand how to use ICT effectively to advance student learning, the huge investments made in ICT innovations will be easily wasted. According to the results of the research, it is suggested to encourage teachers to use new technologies in the process of teaching and learning in order to use them more and better, proper training should be held and to raise the level of their scientific knowledge in the above fields. Certainly, in order to succeed in this way, proper investment to equip schools with new technological tools is an important and vital thing that needs to be given more attention by the authorities
Educational Technology
R. Sharifi; Gh. Bazaee; H. Asadzadeh
Abstract
Background and Objective:Rail transport is one of the most important infrastructures for the development of the country due to its special advantages and adaptation to the environment. Article 24 and 25 of the economic affairs of the general policies of the Sixth Development Plan emphasizes the priority ...
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Background and Objective:Rail transport is one of the most important infrastructures for the development of the country due to its special advantages and adaptation to the environment. Article 24 and 25 of the economic affairs of the general policies of the Sixth Development Plan emphasizes the priority of the rail transport industry. In articles paragraphs 34 and 38 of the ICT affairs of this plan the development of communicative and intelligent systems is also referred to. The role of education in the implementation of these programs is very important, and the study, design of the model and the implementation of intelligent learning systems accelerate the development of learning in rail transport. Achieving organizational missions depends on the ability of employees to perform the assigned tasks and adapt to a changing environment. Implementing training and improving human resources allows people to effectively continue their activities and increase their efficiency in accordance with organizational and environmental changes. An Interactive Mobile Learning System (IMLS) can be designed as a tool for implementing the theory of Heutagogy. This approach is considered as a chain of andragogy and has a process look. Considering the importance of improving safety in the operation of railway, there are many facilities in the areas of infrastructure, fleet and operation of this task. The problem that the Railway Company has faced is the weakness in the safe operation of these equipment and the maintenance caused by the lack of effective training that can be identified as one of the major contributing factors to the disaster. Methods: In this research, the size of the population was 3000 drivers of the Islamic Republic of Iran Railways; 280 were selected as the sample based on clustering sampling. By studying the models and learning approaches through the use of statistical tools, an intelligent model for moving from training to learning, participatory, ubiquitous and informed, and appropriate to the railway and the existing infrastructure was validated and implemented by Smart PLS software. The impact of this system on safety and the reduction of the actual workplace environmental hazards was studied. Findings: The results of the study indicated that the establishment of an interactive mobile learning system impacts the safety by influencing the drivers’ accountability, accessibility and performance. Conclusion: The intelligent interactive learning system as a potential tool for staff training and empowerment is examined. The role of education in the implementation of these programs is vital and can speed up the study and design of the model and the implementation of this system to develop the learning of the development of the country’s railing system.
Educational Technology
Sh. Ranjdoust
Abstract
Background and Objective:Test anxiety is one of the state stresses that is closely related to the performance and academic achievement of millions of students in educational centers. People with high test stress, unlike those with low test stress who often pay attention to homework-related variables, ...
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Background and Objective:Test anxiety is one of the state stresses that is closely related to the performance and academic achievement of millions of students in educational centers. People with high test stress, unlike those with low test stress who often pay attention to homework-related variables, pay attention to self-related variables. In other words, people with test stress are anxious during the exam. People with anxiety and high test anxiety are more alert and unhappy than those with low test anxiety and stress. When these people are in a position of evaluation, they show negative and self-centered responses that make the passage of time seem slower and causes disruption in the process of doing the task. Test stress consists of three important components: anxiety, excitement, and physical response. The negative effects of test stress on academic achievement have been confirmed in many studies. The main reason for the decline in performance is that people with test stress cannot pay attention to the tasks related to homework and irrelevant thoughts come to their minds that hinder their progress. Many factors can reduce test anxiety among Payame Noor students. One of the most important factors is the role of virtual tests. Virtual or e-learning is a new way of learning remotely, based on the Internet-intranet network. In this teaching method, the required resources are provided to the students through the Internet network, and the students can use the educational resources to learn at any time and in any place. In this way, tools such as interactive templates, simulation, online classroom, exercises, virtual tests, videos, and images and audios developed based on educational standards allow the audience to be taught. The goal of this study was to evaluate the relationship between virtual tests and stress reduction from the viewpoints of university instructors and students in Payam-e Noor University in academic year 2016-2017. Methods: This study is applied based on its goal; it is descriptive-survey based on its nature; and it is a field study based on its research method. The research population included instructors and students of Marand Payam-e Noor University (n=1896, 1740 students and 156 instructors). The sampling method is relational-stratified in both groups. The data collection instrument included two questionnaires. The first one was a standard questionnaire of virtual education and the second one is a researcher-made questionnaire. The validity of this questionnaire is approved based on experts’ opinions. In examining the reliability of this test, the level of internal consistency was estimated using Cronbach's alpha method. The Cronbach's alpha for the standard questionnaire of virtual education was 0.91 and the researcher-made questionnaire was 0.87, respectively. For analyzing the data, the graph, percentage and frequency have been used at descriptive statistics level; and the Pearson correlation test has been used for inferential statistics. Findings: The following results have been obtained: virtual tests are associated with reduced stress; conducting virtual tests is associated with reduced emotion; and conducting virtual tests is associated with reduced physical response. Conclusion: The results showed that virtual tests play a significant role in reducing anxiety, excitability and physical reactions. Therefore, to reduce stress in students and create the necessary conditions to reduce stress, it is recommended to develop the infrastructures of virtual test in universities.
Educational Technology
G. Ali Bakhshi; M. Zeinali; M. Bakhtiarvand
Abstract
Background and Objective:One of the new developments in educational technology that is currently widely used in classrooms to increase students' learning and motivation is the smart board. Smart board is an educational tool that allows computer images to be displayed using video projector on the board. ...
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Background and Objective:One of the new developments in educational technology that is currently widely used in classrooms to increase students' learning and motivation is the smart board. Smart board is an educational tool that allows computer images to be displayed using video projector on the board. The teacher can then use his/ her finger as a mouse to directly manipulate and copy items on the board on the screen. The speaker can save the presented content. The smart board's technology capabilities and accompanying software encourage students to immerse themselves deeply in the educational content and to move forward step by step with high motivation with the teacher in order to learn the content of the lesson. Some of the strengths and weaknesses of this tool is understandable and its effectiveness can be revealed by further research.The use of smart boards in teaching English as a foreign language has been of much concern to English language teachers since a couple of years ago. However, the impact of smart boards on learning phrasal verbs and attitudes of Iranian learners of English language has not been appropriately investigated. Methods: The present study aimed at investigating the impact of smart boards on learning phrasal verbs and motivation of language learners for learning a foreign language. In doing so, 30 EFL learners at a high school in Khoramshahr were selected through convenience sampling. They received instruction on phrasal verbs through smart board within 8 weeks. The participants' scores on pretest, posttest, and follow up tests on motivation and phrasal verbs were submitted to two different repeated measures ANOVA. Findings: The results showed that there was a significant difference between the participants' scores on pretest and posttest of both phrasal verbs and motivation test. Therefore, it could be argued that the use of small boards can significantly contribute to the learners' motivation and learning of phrasal verbs. Conclusion: Smart boards as a tool have great potential to increase teachers 'educational performance and learners' educational achievements, and ultimately improve student achievement. However, the claim that the student's success can be automatically increased using this technology may be incorrect. Therefore, teachers need to think carefully about how to use this tool. Due to the spatial limitations of this research, its replication research in other schools may have different results. Therefore, the results may not be generalized to all high school students and other areas. The duration of this study was only eight sessions, which seems to be a limited time. In addition, the participants were high school seniors, and other high school levels were not considered, and only female students were recruited in the study. As a result, choosing a larger sample size consisting both male and female students can increase the validity of the results.
