E-Lerning
S. Abdoli; M. Nili Ahmadabadi; H. Fardanesh; M. Asgari
Abstract
Background and Objectives:. Learning management systems are one of the most important platforms for virtual education, and usability is the most important feature that determines their quality. In the conducted research, various factors have been proposed as factors affecting the usability of learning ...
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Background and Objectives:. Learning management systems are one of the most important platforms for virtual education, and usability is the most important feature that determines their quality. In the conducted research, various factors have been proposed as factors affecting the usability of learning management systems, but shortcomings in the field of usability of these systems and determining the factors affecting it in a comprehensive and practical guide map, based on which usability of learning management system can be evaluated and improved, is the challenge of various educational institutions in virtual education. Therefore, the purpose of this research is to extract the most important factors affecting usability and then present these factors in a comprehensive and practical framework.Methods: In this research, the qualitative method and meta-synthesis approach were used. Based on the stages of the meta-synthesis approach, after stating the research questions and purposes, the systematic review method was used to search for research reports in the field of usability of learning management systems, which were the statistical population of this research, and the sample - the documents available in Scopus and Web of Science databases - was selected through purposive sampling. Then, the quality of research resources was examined through individual appraisal and comparative appraisal; the findings from the research were classified, these findings were synthesized by the taxonomic analysis approach, and finally, to examine the validity of the findings, the audit trail, consensual validity, and expert peer review methods were used.Findings: The findings of this research included the usability factors of learning management systems and the presentation of these factors in a framework. In this framework, factors were categorized based on the responsible of each factor. Factors included navigation, visual design, learnability and memorability, efficiency, accessibility, errors correction, privacy and security, ease of use, ethical issues and compliance in the tasks of IT specialists and content, Instructor’s knowledge, and learning orientation in the task Instructors/instructional designers. Factors that both IT specialists and instructors/instructional designers were in charge of encompassed interactivity/interaction, assessment and feedback, help and documentation, usefulness, and satisfaction and enjoyment.Conclusion: Based on the findings, by considering usability factors in designing and evaluation of learning management systems, it is possible to increase the efficiency and effectiveness of these platforms in virtual education and ultimately the level of learners' satisfaction. The results of this research, while enriching the research literature in the field of usability of learning management systems, help these systems to be used efficiently, effectively and satisfactorily by learners and teachers. The results also help system developers, instructional designers, and evaluators to adopt a more effective approach to improving system usability by designing and evaluating learning management systems based on the framework presented in this research. The time-consuming nature of testing the usability of learning management systems used in Iranian universities based on the proposed framework was one of the limitations of this research, and other researchers can focus on doing this test in future research. It is also suggested that future research, in addition to the Scopus and Web of Science databases, which have been selected as the sources for research reports, consider the resources available in other databases, such as ERIC and Google Scholar. In addition, increasing the number of reviewers of research in the systematic review and the number of evaluators in the phase of evaluating the quality of resources and validating findings make the results more generalizable. Finally, applying quantitative research methods as well as heuristic evaluation of usability factors can complement this qualitative research.
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T. Ashrafzade; J. Mesrabadi; B. Yargholi; S. Sheikhalizadeh
Abstract
Background and Objectives: Over the last few decades, electronic learning has been the focus of many studies and many researchers have examined the effect of electronic learning on academic performance, which yielded different results that highlighted a demand for a combination of research in this area. ...
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Background and Objectives: Over the last few decades, electronic learning has been the focus of many studies and many researchers have examined the effect of electronic learning on academic performance, which yielded different results that highlighted a demand for a combination of research in this area. The aim of this research is a meta-analysis of the effect of electronic learning on academic performance.Methods: The present study was conducted using meta-analysis method. The corpus of the present study included all valid research published which was available in computer databases that examined the effectiveness of electronic learning on academic performance. The intended data were available in related studies between 1996-2022. For gathering data, Mesrabadi research proposal checklist (2011) was used. Using the purposive sampling method and extensive search based on the specified keywords and applying entry and exit criteria, 243 studies were selected as a sample and were entered into the meta-analysis process. Sensitivity analysis, fixed and random effects models, and heterogeneity analysis with CMA software were used for data analysis. From selected studies as a sample, in total, 311 effect sizes were extracted which 17 extreme effect sizes were eliminated in sensitivity analysis and the next analyzes were performed on 294 effect sizes. The value of “fail-safe N” statistic was obtained in 1911, which indicated that after entering this number of non-significant studies, the combined effect size would be non-significant.Findings: The findings indicated that the mean of the total effect of the studies was 0.726 for the fixed effects model and 1.009 for the random effects model; both of them were statistically significant (p<0.001) which indicated a positive and significant relationship between electronic learning and academic performance. As the effect sizes were heterogeneous, gender, type of sample, type of electronic learning, type of course, age, and type of research method were examined as the mediating variables. The results indicated that the effect size of electronic learning on academic performance is higher among the females compared to that of the males, and in preschool students more than others, in mobile-based instruction more than other types, in teaching methods courses more than other courses, and in experimental research more than correlation research. Also, the results of the research showed that the age of the subjects had a very small contribution to explaining the heterogeneity. The results showed that electronic learning had a significant effect on academic performance and based on Cohen's criterion, the effect size of this relationship was found to be high (ES=1/009).Conclusion: Supplying programs to educate the effect of electronic learning on academic performance is a necessity that needs to be considered more than before. Considering the obtained results and the quantity and quality of existing research studies, it is suggested that the studies of these two fields be carried out at a higher level in observance of the rules of academic paper writing and conducting research. Also, to achieve a reliable result in the first stage, parametric statistics in their design and strong statistical methods with appropriate sample and appropriate sampling methods in accordance with the population should be used.
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F. Sharzehee; N. Khatib Zanjani; M. Masoomifard; M.R. Sarmadi; N. Pourasghar
Abstract
Background and Objectives: The new changes and approaches created by Covid 19 and the rapid movement into the digital world in education have led to the development of technological skills and self-directed learning for students. This has led to the use of new learning models using technologies such ...
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Background and Objectives: The new changes and approaches created by Covid 19 and the rapid movement into the digital world in education have led to the development of technological skills and self-directed learning for students. This has led to the use of new learning models using technologies such as MOOCs (massive open online courses). Optimal utilization of MOOC facilities requires review of the latest research conducted inside and outside the country. Given the dispersion of these studies, their integration and aggregation in a comprehensive framework and the study of research priorities of each group seems necessary. A review of the research literature indicates that the number of meta-analyses conducted in the field of MOOC is limited and the studies were mostly conducted several years ago. Therefore, considering the speed of growth of this technology, especially in recent years, this research tries to collect and present useful information from new studies in this field in Iran and the world for the development of researchers' perspectives. Therefore, the purpose of this research is to outline the image of MOOC field research at the local and global scale.Methods: This research is applied in terms of purpose, descriptive in terms of data collection method and qualitative/quantitative in terms of nature of the data. The method of data collection is to examine documentary studies by electronic search of articles available on the Internet and extracting their files. The research method was meta-analysis in accordance with the Rathe and Schell model and the statistical population of the research is all local and foreign doctoral dissertations and scientific research articles in the field of MOOC, which were indexed in Irandoc, Gigalib, Magiran, SID, Springer and Science Direct site, and also, the articles to which access was provided through the Google Scholar search engine. The statistical sample included 6 doctoral dissertations and 42 foreign papers in English and 5 doctoral dissertations and 18 local papers, a total of 69 local and foreign studies that were selected via purposive sampling. The input criteria of the studies were related to the subject of MOOC, electronic publication, publication in the last five years and publication in databases and authoritative journals, which among them, the studies that were carried out from a technical point of view in the field of MOOC or have been not scientifically valid or access to their full text was not possible, were excluded from the statistical sample. The selected studies were entered into Max QDA software for content analysis and were divided into two groups of internal and external categories, and then were categorized based on the year of publication to remove duplicate articles and to compare and review articles more closely. After that, the content of each article was carefully reviewed and the important contents of each article such as title, keywords, type of MOOC were discussed. The educational level of MOOC content in these researches was coded using descriptive statistics and comparison of data in two categories of local and foreign research were conducted. Findings: The findings of this study indicate that in general, the literature of MOOC in Iran and the world is mainly concerned with the following themes: the effectiveness of MOOC, Developing an educational design model for MOOCs, Challenges and solutions in MOOCs, Factors influencing the focus and analysis of research. In addition, in Iranian studies, in comparison with the international ones, the issues of interaction in MOOCs, hybrid MOOCs and student MOOCs have been very limited and insignificant.Conclusion: The lack of technical preparation and internet infrastructure and the lack of technological literacy among the students and the lack of attention to the necessity of interaction can be the possible reasons underlying lack of sufficient attention to hybrid and student MOOCs, but with the restrictions of Corona virus and forced shift of education to virtual space, they have relatively improved and their necessity has been highlighted. Therefore, with regard to the findings of the current research, regarding the importance of interaction, hybrid MOOCs and student MOOCs in foreign research, in order to make more use of the possibilities of MOOCs, it is necessary to pay attention to these topics in Iran as well.
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A. Taghizadeh
Abstract
Background and Objectives: With the increasing use of information technologies in the field of education, it is now possible to create flexible learning environments without temporal and spatial barriers on the Internet. These environments enable learners to access various learning materials, share their ...
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Background and Objectives: With the increasing use of information technologies in the field of education, it is now possible to create flexible learning environments without temporal and spatial barriers on the Internet. These environments enable learners to access various learning materials, share their findings, and discuss with other online participants. Despite the dramatic increase in web-based courses and learners enrolling in these courses, there are many indications that the mentioned courses have failed to meet the needs of learners and learners remember unpleasant experiences from such contexts. One of the relatively new methods in teaching is flipped classroom. The underlying idea of the flipped classroom is that instructional materials are presented outside the classroom, and on the other hand, the classroom time is used for interaction and conceptual transformation. Also, the community of inquiry (CoI) framework created by Garrison et . (2001) has been extensively applied and explored. It is probably the most frequently used model based on technology for a constructivist learning design. According to Garrison et al, learners can learn collaboratively and as a group in an inquiry community when there is a shared cognitive, social, and teaching presence. learning experiences are formed through the interaction of cognitive presence, social presence, and teaching presence. Garrison et al. claim that the common nature of cognitive, social, and teaching presence leads to the creation of an inquiry community, in which a cooperative learning experience is created for learners. Therefore, the present study aimed to investigate the effect of using the flipped classroom on the learners’ perceived teaching, social and cognitive presence in online courses. Methods: This study was quasi-experimental in terms of research method, using pre-test and post-test design with experimental and control groups. The population of the research included all the students of Tehran in the academic year of 1400-1401, using Convenience sampling. A total of 58 people were selected and randomly assigned to the experimental group (30 students) and control group (28 students). Research instruments included CoI survey instrument developed by Arbaugh et al. (2008) along with rubric for online discussions analysis (Social presence: indicators by Rourke et . (1999), teaching presence: indicators by Anderson et al. (2001), and cognitive presence: indicators by Park (2009)). To analyze the data, descriptive statistics (mean, standard deviation), and inferential statistics, i.e., the multivariate analysis of covariance (MANCOVA), and the chi-squared test were used.Findings: The results of MANCOVA showed that the experimental group had better progress for all types of presence (teaching, social & cognitive) in posttest compared to the control group(p<0.05). Also calculated chi-square test showed that frequency of produced semantic units for all types of presence (teaching, social & cognitive) in the experimental group were significantly higher than those in the control group (p>0.05).Conclusion: The results of this research proved the potential of flipped classroom pedagogy in learner’s progress in the three key factors of the community of inquiry framework, i.e. cognitive, social and teaching presence. Also the findings of research can lead to the improvement of offered education in web-based courses and are useful for those who are involved designing and implementing web-based education.
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R. Ahmadi; B. Mohammadi
Abstract
Background and Objectives: On March 29, 2021, UNESCO held a virtual meeting of education ministers under the slogan "One year into covid, priority given to improving education to prevent generational catastrophe".The purpose of this meeting was to review the lessons learned from this new situation, the ...
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Background and Objectives: On March 29, 2021, UNESCO held a virtual meeting of education ministers under the slogan "One year into covid, priority given to improving education to prevent generational catastrophe".The purpose of this meeting was to review the lessons learned from this new situation, the most important risks head and strategies to prevent academic backwardness. One of the main themes of the meeting was the digital transformation and the future of education. Following the pandemic of covid-19 disease in Iran and other countries of the world and the horizon opened in the application of e-learning, it is necessary to develop indicators to evaluate the quality of this training. The purpose of this research is to evaluate the quality of learning management system based on ISO 9126 standard.Methods: In this research, descriptive-survey research method was used. Data collection tool was a researcher-made quality questionnaire of e-learning management system that was designed based on ISO 9126 indicators. To check the validity of the measurement tool, Question analysis, reliability and validity were used. To analyze the questions, the methods of calculating the difficulty index , discriminative index and loop method and for face validity, content validity and construct validity were used to validate the questionnaire. Its validity was confirmed by experts and its reliability was obtained using Cronbach's alpha of 0.907. To analyze the data, two methods of descriptive and inferential statistics were used by SPSS software. In the descriptive statistics section, tables of frequency, mean, graphs and standard deviation, frequency percentage and in the inferential statistics section, one-group t were used to test for significant differences. The statistical population of this study included Master's and PhD students of Shahid Rajaei teacher training University Virtual Education Center, which was calculated by random sampling method to 161 people based on Klein's view.Findings: According to statistical tests results the results indicate that the quality of the learning management system, virtual learning centers operating in the components and reliability is low-middle level, and components of usability is medium to high levels and components of efficiency is medium levels. The results of t-test indicate that the mean obtained in 160 degrees is significant with 95% confidence. Therefore, the quality of e-learning management system of the statistical population based on ISO 9126, with 95% confidence is in the middle to lower level.Conclusion: In the learning management system, the ISO 9126 standard to determine the quality of software is one of the most important topics in e-learning which has been considered as an influential factor in various researches. In terms of the necessary of changes the world's educational systems and the tendency to use virtual education, Managers of educational systems are advised to ensure the provision of high quality training by identifying the weaknesses of the e-learning software system and paving the way for their elimination. Also, in accordance with the standards, provide the necessary infrastructure for the purposeful use of these systems. In investigating the cause of low quality of learning management system based on ISO 9126 standard, there can be weaknesses in the sub-characteristics of these components such as adaptability, compliance, security, fault tolerance, recoverability, time behavior, resource behavior, installability, analyzability and stability named.
E-Lerning
M Akbari; N. Javadi; M. Danesh
Abstract
Background and Objectives: E-learning is a method for designing, , editing, presenting, and evaluating education that utilizes electronic capabilities and facilities to aid learning that educational institutions and learners have welcomed over the past three decades. However, because of the COVID-19 ...
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Background and Objectives: E-learning is a method for designing, , editing, presenting, and evaluating education that utilizes electronic capabilities and facilities to aid learning that educational institutions and learners have welcomed over the past three decades. However, because of the COVID-19 epidemic, e-learning has become the focus of wider public and political attention. Therefore, the study of learners' behavior in confrontation with e-learning and its various dimensions have been taken into consideration. In this research, the authors investigate the factors affecting the user's continued use of e-learning by utilizing the Information Systems Success Model and Flow Theory.Methods: The present study is descriptive-correlative in terms of data collection method and applied research in terms of purpose. The variables of this research have been studied using a standard questionnaire. Furthermore, in this study, sampling was done using designed questionnaires distributed and filled out both online and physically among virtual students admitted to three universities in 2019 and before that (Tehran, Allameh Tabatabai, and Alzahra) located in Tehran. Finally, about 450 questionnaires were distributed in person and electronically among the virtual courses’ students of these three universities among which 23 questionnaires were either not returned or returned without answers, and about 30 cases were deleted due to being incomplete. On the whole, data from 390 questionnaires were analyzed in this study. The obtained data were analyzed using SPSS and Smart PLS software.Findings: The results of this study indicate complete confirmation of the four hypotheses and their significance (T-Value more than 1.96) and complete rejection of the four hypotheses (T-Value less than 1.96). Approved hypotheses include confirming the positive and significant effect of information quality on user satisfaction, service quality on user satisfaction, enjoyment on user satisfaction, user satisfaction on user, information quality on user intention, system quality on user intention, and enjoyment on user continues continuous intention to use e-learning systems. According to this analysis, the most influential factor in the user's continued intention to use e-learning systems is the user's enjoyment of using the e-learning system. In addition, enjoyment has the most significant impact on user satisfaction. The hypotheses that have not been confirmed include the effect of system quality on user satisfaction, the effect of concentration on user satisfaction, the effect of service quality on the user’s continued intention to use e-learning systems, and the effect of concentration on the user continued to use e-learning systems.Conclusion: In this study, the researchers have evaluated and studied the main components affecting the subject of the study in the context of e-learning in Iran, specifically among students of virtual courses at three universities in Tehran. Researchers have identified satisfaction as the key factor influencing the user's continued intention to use e-learning systems. So, the researchers have have identified and studied the factors affecting user satisfaction in using e-learning. The satisfaction variable is considered as a mediating variable, and its impact on the user's continued intention to use e-learning systems has been examined. Among the factors affecting user satisfaction, information quality, service quality, system quality, enjoyment, and concentration have been studied. According to the results, system quality and concentration did not affect user satisfaction. Also, service quality and concentration on the user's continued intention to use e-learning systems have not been significant.
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F. Narenjithani; M. Keramati; M. Hosseinisohi
Abstract
Background and Objectives: One of the most crucial objectives of education systems is to respond to students' learning, social and emotional needs, particularly in critical situations. Over the past two years, the coronavirus pandemic (COVID-19) has been one of the most significant recent crises in education ...
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Background and Objectives: One of the most crucial objectives of education systems is to respond to students' learning, social and emotional needs, particularly in critical situations. Over the past two years, the coronavirus pandemic (COVID-19) has been one of the most significant recent crises in education systems. As a result, most educational institutions are temporarily locked out, and many turn to e-learning. Although e-learning for some reasons such as; easy access at any time and place and reducing stress in the Covid-19 are gaining popularity; however, criticisms such as weaknesses in student evaluation, harm interpersonal communication and its reduction, have been caused that receiving opinions, lived experiences and stakeholders' perceptions about the quality of teaching-learning in universities and evaluating its effectiveness has become one of the essential concerns for core stakeholders of education systems. If the teaching-learning process is not practical, it may affect students' sense of belonging to the university, their sense of worth, and even their mental and physical health, so evaluating the effectiveness of teaching-learning (especially in the electronic environment) situations is more important. It can reduce some of the challenges we have today. Therefore, to evaluate the effectiveness of the process in the electronic environment, it is necessary first to define the concept and then identify the primary and critical factors affecting its successful implementation. At the same time, we live in an age where we deal with a huge bulk of knowledge and information. Everyday technological advances are increasing; consequently, teacher-centred education systems are no longer able to meet the learning needs of students. Therefore, paying attention and reinforcing the individual skills of learners such as self-monitoring, self-assessment, self-directed learning leads the individuals to pursue and learn what they need to know. Therefore, given the problem and its importance, this study was conducted to explain how effective e-learning based on self-directed learning was in the pandemic Corona crisis.Methods: The research methodology is applied in terms of objective, and representations of data collection are descriptive-correlational. The study population consisted of all graduate students from the University of Tehran who studied between 1399 and 1400. Using the Cochran formula and stratified random sampling, 377 persons were selected as the statistical sample. The tools for collecting the required data included the elf-directed Learning Questionnaire and the e-learning effectiveness questionnaire. Content and construct validity were used to evaluate the e-learning effectiveness and self-directed learning questionnaire. The results showed that the model had a good fit. Finally, to analyze the data in the present study, t-test (to determine the status of research variables), Pearson correlation coefficient (to examine the simple relationship between research variables), stepwise regression, and finally confirmatory factor analysis (for validity), Structure and explanation of the role of variables) were used.Findings: The results showed that 1) the self-directed learning and effectiveness of e-learning status are higher than average from the students' point of view. Among the components of self-directed learning, learning, motivation has the highest value, 2) self-directed learning and its components have a positive and significant relationship with the effectiveness of e-learning. Among the components of self-directed learning, learning motivation, planning, and executive abilities are the most related ones to the effectiveness of e-learning, and finally 3) the result of stepwise regression indicates that self-directed learning and its components can explain about 30% of the effectiveness of students 'e-learning.Conclusion: Therefore, since self-directed learning is an essential factor in learning effectiveness and improving the quality of students' learning in e-learning, students' self-direction programs can be strengthened in the form of strategies such as self-management training, self-regulation, increasing learning motivation, management, and planning in the implementation of teaching-learning activities in the e-environment and interpersonal communication skills and student interaction and participation. Learners who regulate their learning with specific targeting, monitoring, and planning strategies are better developed and more effective, but this seems more important in the e-learning environment. Perhaps this is because, in the e-learning environment, the learner is more responsible for his learning than in any traditional learning environment and should have more self-control and management.
E-Lerning
T. Sabbagh hasanzadeh; H. Nakhaee
Abstract
Background and Objectives: E-learning as a direct consequence of the integration of technology and training has emerged as a powerful learning media, especially using the Internet technologies. Electronic learning is the use of remote communication technology to provide information for training and learning, ...
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Background and Objectives: E-learning as a direct consequence of the integration of technology and training has emerged as a powerful learning media, especially using the Internet technologies. Electronic learning is the use of remote communication technology to provide information for training and learning, which has become a new paradigm for modern education with the development of information and communication technology. The quality of e-learning is dependent on the size or the extent to which technology, interactions, content and services allows the learner and the teacher to work in accordance with their expectations in the learning environment and get satisfaction. Increasing the capabilities of e-learning and the possibility of realizing educational goals in this way depend on considering its various dimensions and aspects and paying attention to the factors influencing the e-learning system. By using the electronic content, a wider spectrum of the students' senses is involved in the teaching-learning process and learning process is deeper and the motivation of the students is higher. The purpose of this study was to investigate the relationship between the quality of school education services and the success of the e-learning systems with the perceived mediating role of satisfaction among the primary school male students in the first region.Methods: The research method of this study is applied in terms of purpose and in terms of the method and nature of the research is a descriptive study of correlation type. The statistical population of the study consisted of approximately 9,000 male students of the fifth and sixth grade of primary school in the first region of Mashhad among whom 369 students were selected as statistical sample size, using Cochran sampling formula. The random sampling method is available. The most important research tool was a questionnaire. The research questionnaire was derived from the research of Al-Ferries and colleagues. The formal and content validity of the questionnaire was examined and its compatibility was confirmed in the research of Al-Ferries and their colleagues. In the research of Al-Ferries and colleagues, the reliability of the questionnaire was obtained, using Cronbach's alpha coefficient of 85%. AMOS and SPSS software were used to analyze descriptive and inferential data.Findings: According to the findings of the research, it can be said that the perceived satisfaction has an indirect and mediating effect on the dimensions of the quality of educational services and the perceived usefulness of the electronic learning system of the students. Moreover, the indirect effect of the perceived satisfaction in the relationship between the quality of the educational services and the application of the students' electronic learning system was approved.Conclusion: The results of the study show that if the quality of school training has a desirable quality from different dimensions and the students can adapt themselves to the e-learning system, they will have a feeling of more perceived usefulness and effectiveness . The more satisfied are the students in various training services that they receive (that is, high-quality technical system, teacher quality being up-to-date and knowledgeable, the quality of comprehensive and accurate information and educational system support) , the more they are most likely to use the e-learning system as the user. user more.
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R. Vahab Ahari; A. Zamani; M. Pouratashi
Abstract
Background and Objectives: Organizational learning culture, job enthusiasm, and human resources are the most important factors in the development of an organization. Culture affects all human behavior and actions in all matters. Learning is effective in the survival and development of the organization. ...
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Background and Objectives: Organizational learning culture, job enthusiasm, and human resources are the most important factors in the development of an organization. Culture affects all human behavior and actions in all matters. Learning is effective in the survival and development of the organization. Manpower is known as a valuable and central asset for the organization. Due to the special circumstances of the present age, the importance of e-learning is felt more than ever. On the other hand, employees' desire for their job is one of the factors affecting the success and survival of the organization. Accordingly, this study has assessed the dimensions of organizational e-learning culture and its relationship with job enthusiasm of Shahid Rajaee Teacher Training University staff.Methods: This research is of descriptive correlational type with a practical purpose. Seven hypotheses were formulated to achieve the research goal. The statistical population included all university staff of 300 people. The statistical sample was selected using the random sampling method. To determine the sample size, the Morgan table was used, based on which 169 people were selected. The main tool of data collection to answer the research hypotheses was two standard questionnaires. The standard organizational learning culture questionnaire to evaluate the organizational e-learning culture consisted of 21 items out of seven components on a 5-point Likert scale and the standard job enthusiasm questionnaire to assess the job enthusiasm of university staff with 17 items out of three components with a 5-point Likert scale. Their validity was confirmed by experts and Cronbach's alpha coefficient of the questionnaires was 0.96 and 0.93, respectively. Out of 169 questionnaires distributed, 154 questionnaires had complete information that were finally analyzed. To select the appropriate statistical test and express the normal or abnormal data of the Kolmogorov - Smirnov test and to analyze the data in inferential statistics due to non-normal distribution of data from non-parametric (Spearman correlation coefficient) with the help of SPSS 24 software was used.Findings: The research hypotheses in the inferential statistics section were analyzed using the Spearman correlation coefficient. The results showed that the correlation coefficient of all components of organizational e-learning culture with job enthusiasm of university staff was positive and significant, which were: creating continuous learning 0.467, promoting inquiry and dialogue 0.476, team learning 0.438, shared systems 0.455, empowering people 0.536, system connectedness 0.494 and provided leadership 0.430. The highest correlation coefficient was related to the empowering people component. Also, the correlation coefficient between all components of organizational e-learning culture and job enthusiasm was reported to be 0.537, which showed that there was a positive, significant and moderate correlation between the two variables.Conclusion: The findings showed that organizational e-learning culture increases job enthusiasm and the relationship between organizational e-learning culture and job enthusiasm is positive and meaningful. Job enthusiasm helps to cultivate a positive learning culture in the organization, and in this way, in addition to maintaining human capital, organizations have motivated, responsible, and engaged employees. Therefore, improving and strengthening the culture of organizational e-learning can improve the job motivation of employees and cause organizational effectiveness.
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P. Arianejad; F. Mozafar; M. Khanmohammadi; B. Saleh Sedg Poor
Abstract
Background and Objectives: Nowadays, using technology is essential in many areas and has significant results for its users. Education is one of the areas in which the use of technology has increased its effectiveness. Educational simulations are among the potential provided by the educational technology ...
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Background and Objectives: Nowadays, using technology is essential in many areas and has significant results for its users. Education is one of the areas in which the use of technology has increased its effectiveness. Educational simulations are among the potential provided by the educational technology in this area. Simulatoins have provided various learning opportunities and experiences. Additionally, they have positive effects on the improvement of the learning quality. In technical and vocational education where most of the students’ activities practically occur in workshops, educational simulators can be used as supplementary materials for real activities in workshops by reducing the potential risks and also at a lower cost. On the one hand, according to the interior architecture curriculum, a significant part of the activities of the art students are related to the implementation of the interior decorations in indoor spaces which require the provision of the necessary materials, tools, and equipment. The art students should frequently practice workshop activities to gain the necessary skills and efficiency in the labor market. On the other hand, due to the novelty of this field of study in the technical and vocational education system, some of the art teachers may lack the required skills in practical activities and they may even use inappropriate workshop activities, such as lecturing. Therefore, determining the features of the simulators based on the underpinning curriculum can be a prerequisite for creating simulators and reducing the aforementioned challenges. The approach for developing the interior architecture curriculum is competency approach which emphasizes the learners’ job attributes and their learning outcomes. It is worth noting that this approach has three components, including knowledge, skill, and attitude which are interwoven to result in the intended outcomes for individuals. Since the competency approach focuses on the skills required by the job market, the process of learning is purposeful and the learning speed is adjusted according to the learner's characteristics. Computer training simulators, if designed in accordance with the competency approach, can achieve the desired educational goals in the field of interior architecture and serve as a complementary and effective tool for teaching workshop lessons. This complementary tool, along with workshop activities, will pave the way for interior architecture students to enter the labor market. This study intends to identify the features of computer training simulations in interior architecture education with a competency-based approach from the experts’ perspectives.Methods: Exploratory mixed methods design (Qualitative-Quantitative) was applied using Delphi Survey. In the first stage, semi-structured interviews were conducted with experts from architecture and educational technology areas and data were analyzed through open coding and axial coding techniques. Accordingly, using goal-content table, the researcher-made questionnaire was created. Then, the questionnaire was filled out by the experts in two stages, (exploratory and confirmatory). Snowball sampling was applied for selecting participants in which the sample size up to the theoretical saturation was 10 individuals at the interview stage and in the stage of filling out the questionnaire it was 26 individuals.Findings: After analyzing the data, Q factor analysis was conducted to extract the factors. Accordingly, the features of computer simulators in interior architecture education with the competency approach from the experts’ perspective include: realism based on content and pedagogical standards, capability of practice, repetition, user –friendly environment, visualization of content, various learning and assessment opportunities, interactiveness of environment and learning management, adaptation of content to educational goals and the values of professional ethics.Conclusion: By observing the content and pedagogical standards in simulation environments which are very similar to the workshop environment, it is possible to increase the competencies of students of interior architecture. The effectiveness of practice, repetition, and tendency of the art students for doing exercises could be increased through the duplicability of the activities along with the provision of the required attractiveness. The visualization of the concepts, particularly in the cases having complexities in the implementation processes, increases the student’s perception of those concepts. By increasing the simulation capabilities, different learning opportunities provide more possibilities for art students. In addition to creating conditions for monitoring what students have learned, predicting assessment opportunities provides them with the possibility of self -assessment. Also, the interactivity of the simulator and the management of the learning process by the art students are the characteristics of the environments in which active learning takes place and causes the coordination of the learning process with the speed of student's progress. Laying emphasis on the ethical values and integrating them with the components of competency can strengthen the educational objectives in designing the activities.
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K. Latifzadeh; S. H. Amiri; A. Bosaghzadeh; M. Rahimi; R. Ebrahimpour
Abstract
Background and Objectives: Today, it is common to use multimedia in foreign language teaching. There are some principles for designing multimedia that would reduce task cognitive load. These principles are based on the cognitive load theory. The methods of cognitive load measurement are divided into ...
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Background and Objectives: Today, it is common to use multimedia in foreign language teaching. There are some principles for designing multimedia that would reduce task cognitive load. These principles are based on the cognitive load theory. The methods of cognitive load measurement are divided into two categories, namely the subjective and objective measurements. NASA-TLX is an example of the subjective measurements; methods such as electroencephalography and eye-tracking are among the objective measurements. Due to the advantages of objective measurements, using these methods is common in cognitive studies. Eye-tracking technology can record different eye-movements of humans such as pupil dilation, saccades, fixations, blinks and microsaccades with a high sampling rate. These measurements are being widely used in cognitive and mental workload studies. In this paper, the cognitive load in multimedia language learning has been evaluated, using eye-tracking data analysis. Methods: Two multimedia versions for teaching English were produced with the same narration and the length of 342s. In one version, the principles in designing multimedia were applied whereas in the other version, they were violated so that more cognitive load in comparison to the former version could be imposed. Ten subjects whose English listening comprehension was assessed with a simulation of the International English Language Testing System (IELTS) participated in the experiment and were randomly divided into two equal groups of five. The two groups were homogeneous with respect to their listening proficiency. One group watched the multimedia without principles while the other group watched the multimedia with principles. Then, each individual answered 12 multiple choice questions about the concepts presented in the multimedia as a performance test. During watching the multimedia and taking the performance test, the participants’ eye movement data were recorded. Then, each person filled out the NASA-TLX Questionnaire. Based on the results of the performance test and the NASA-TLX, the difficulty level of the multimedia without principles as compared to its version with principles was evaluated. The collected data were divided into blocks of 30 seconds. Findings: Based on the NASA-TLX, the group who watched multimedia without principles experienced more cognitive load in comparison to the group who watched multimedia with principles, which approved our assumption about the higher load of the multimedia without principles. However, no significant difference was found in the results of the performance test between the two groups. According to statistical analyses, the pupil diameter, saccade length, saccade velocity, blink latency, and microsaccade amplitude in the multimedia blocks of both groups were significantly different. Nevertheless, no significant difference was found between the two groups in terms of the fixation time, the fixation rate, and the microsaccade rate. Conclusion: Based on the findings of this study, pupil dilation, saccade length, saccade velocity, blink latency, and microsaccade amplitude have a significant relationship with the amount of the load imposed by the instructional multimedia which corresponds to the literature review of the study. Based on the results of this study, along with the subjective methods, eye movement data can also be considered as an appropriate tool for assessing the cognitive load imposed by multimedia learning and qualifying the multimedia instructional content. A significant difference was also found between the two groups in the study in terms of their blinking rate. More investigation and different experiments are needed for examining other eye movement criteria that have been investigated in this study, including fixation time, fixation rate, and microsaccade rate so that a more definitive conclusion would be reached regarding a significant relationship between these parameters and the mental load imposed by the multimedia English teaching.
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F. Hassani Jafari; A. Abbasi
Abstract
Background and Objectives: Information and communication technology has created significant developments in all aspects of individual and collective life, so that in education it has brought birth and growth of e-learning, virtual and smart school One of the principles of e-learning processes is an independent ...
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Background and Objectives: Information and communication technology has created significant developments in all aspects of individual and collective life, so that in education it has brought birth and growth of e-learning, virtual and smart school One of the principles of e-learning processes is an independent learning that requires an independent learning training. The aim of this research was to provide students with opportunities to perform more productive interactions and develop their learning skills and to learn independently. The study compares self-regulatory skills and motivation of students in regular and electronic schools in the academic year 2017-2018. The research is applied considering its goal. Materials: The present study consisted of all 12-grade male students of natural sciences in district 4 of Qom City, consisting 1,600 students who were selected based on random sampling method. The number of students was determined based on Morgan Table and 165 people were selected in e-schools and 142 in normal schools. The research instruments are two self-regulatory skills questionnaires which are organized in two parts: motivational beliefs and self-regulated learning strategies. Cognitive strategies consisted of repetition review, expansion strategy, organization strategy and comprehension strategy. Metacognitive strategies included planning, control, monitoring and regulation strategies; and other part, motivational beliefs included self-efficacy, goal orientation, internal evaluation and test anxiety. Hermes motivation questionnaire that differentiates people who need high progress and those who have low progression needs was also used. The results of the study were analyzed by analysis of variance and t-tests. Findings: Considering the first hypothesis, the value of t was equal to 0.289 and the significance level was 0.003, and thus it is concluded that the mean of the academic achievement motivation scores in e-school is higher than normal school. With respect to the second hypothesis, considering that the value of t was 0.161 and the significance level was 0.002, it can be concluded that the average scores of using the cognitive strategies of smart school are higher than normal schools. Considering the third hypothesis, since the value of t is equal to 1.247 and the significance level of 0.000 was reported, it is shown that the average scores of using the metacognitive strategies of e-school are higher than the normal school. Conclusion: using electronic learning tools in schools leads to improved self - regulation skills and motivation in students. E-schools provide good opportunities for self-motivated and active learning and engagement the learning process. The results of this research is in line with the results of other studies that the use of e-learning in schools has a significant effect on metacognitive skills (planning, monitoring, control and comprehension) and cognitive strategies (repetition, review, development and comprehension) in students and plays a great role in academic motivation and academic success. Electronic schools with the acquisition of modern tools of learning technology in deepening and understanding learning resulted in improving the process of information processing, the possibility of repeating and reviewing the learning content, the development of perceptual processes and solving it from various strategies and management of time and control, and planning of learning and learning activities in students.
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Gh. M. Rahimidoost; F. Moosavi; A. Masnavi
Abstract
Background and Objectives: Today Internet has a substantial effect on all aspects of human life and has influenced every individual and social aspects. According to studies, more than 82 percent of Iran's population use Internet by the year 2019. Internet as an attractive and pervasive medium has a deep ...
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Background and Objectives: Today Internet has a substantial effect on all aspects of human life and has influenced every individual and social aspects. According to studies, more than 82 percent of Iran's population use Internet by the year 2019. Internet as an attractive and pervasive medium has a deep effect on economic, financial, administrative sectors as well as social, cultural, and scientific communications; and somehow has changed people’s lifestyle. This effect has been such that today a concept called digital citizenship is mentioned instead of the traditional concept of citizenship. Since instruction and learning are an important area of human life, reducing the increasing costs of instruction and improving students’ learning and teachers’ teaching have become a main challenge of educational systems, and officials and mangers therefore seek to solve such a problem. Generally, technologies as a new solution open promising windows for educational system administrators. From the advent and development of the Internet as a powerful and interactive tool, it has been at the center of attention of the administrators. The unique nature of the Internet and the fundamental differences with previous media have also attracted the attention of many teachers and professors. Internet provides numerous tools and facilities and could be a desired environment for overcoming challenges. These tools and facilities could be applied in different phases and parts of teaching. Some are appropriate for presenting materials, some for gaining and directing students’ attention, some for doing various practices, and some for doing cooperative and group projects. Therefore, researchers recently have studied how to use Internet tools for various purposes of teaching and learning. Investigating teachers' abilities and capabilities for using Internet tools in teaching and learning has become a main question for researchers. Therefore, the purpose of this study was to investigate the skills of math teachers of secondary schools in Ahvaz to integrate Internet tools in their teaching. Methods: The research method was descriptive survey in which a researcher-made questionnaire was designed. Developed questionnaire consisted of 41 Likert type questions which were divided into 5 categories. 10 questions were related to presenting the material, 9 questions to gaining attention and motivating learners, 13 questions related to designing and developing practices, 4 questions related to providing optimal feedback to learners and finally 5 questions related to facilitating cooperative learning. Reliability of the questionnaire was assessed by alpha coefficient and found to be 0.872. Then expert views were used for assessing the validity of the questionnaire. Statistical population was Ahvaz math teachers and based on the size of the population, all 67 teachers (37 males and 30 females) were selected from high-school teachers. Then the required data was gathered by the questionnaire. Findings: The results this study indicate that the teachers' skills in using the Internet tools are almost poor. In other words, teachers' skills for presenting the materials (1.62), for gaining attention and motivating learners (1.55), developing practices (1.79), providing optimal feedback to learners (1.72), and for facilitating cooperative learning environment (1.23) were all lower than the assumed mean of the study. Conclusion: Theskills of teachers in integrating Internet tools into teaching including presenting the materials, gaining attention and motivating, developing practices, providing optimal feedback to learners, and for facilitating cooperative learning environment are all poor and need to be improved.
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Kh. Aliabadi; H. Abbasi
Abstract
Neo multimedia model and the researcher-made multimedia model on student teachers’ learning in smart board training. To produce multimedia electronic content, various models have been proposed, such as the software development life cycle model and the design and production model of Neo and Neo ...
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Neo multimedia model and the researcher-made multimedia model on student teachers’ learning in smart board training. To produce multimedia electronic content, various models have been proposed, such as the software development life cycle model and the design and production model of Neo and Neo educational multimedia with a constructivist approach. Methods: The statistical population was 310 students of Farhangian University, Alzahra Campus of Zanjan. Using purposive sampling, 110 students were selected as the sample. Randomly, 55 people were placed in the form of 2 classes in the experimental group of the Neo-Neo model; and 55 people were placed in the form of 2 classes in the experimental group of the designed multimedia model. The research type is applied and a quasi-experimental method with a post-test design has been used. The research instrument was a researcher-made test. The validity was confirmed by the technology experts. To determine the reliability, split-half method was used and a reliability coefficient of 82% was obtained. The training was conducted in two experimental groups of 4 sessions of 90 minutes, and then a post-test was performed. Descriptive statistics and inferential statistics (Independent samples t-test) were used to test the hypothesis. Kolmogorov Smirnov test was used to determine the normal distribution of the data, Also, SPSS 22 software was used to analyze the results. Findings: Dispersion and central indices were used to evaluate descriptive statistics. The average and standard deviation of student teachers’ learning who have been trained using electronic content with Neo and Neo multimedia production model was 8.05±2.26 and the average and standard deviation of student teachers’ learning trained according to the researcher-made multimedia production model was 11.14±1.91. Based on the results of Kolmogorov Smirnov test, the variance was equal and the normality of the data distribution was confirmed. The reliability coefficient was 0.95 and the significance level of the mean comparison test (0.000) was lower than the default value (0.05); so the null hypothesis (equality of the average learning rate of student-teachers who have been trained using electronic content based on the Neo and Neo multimedia production model with student-teachers trained based on the researcher-made multimedia production model) was rejected and the opposite assumption (inequality of the average learning rate of student-teachers who have been trained using electronic content based on the Neo and Neo multimedia production model with student-teachers trained based on the researcher-made multimedia production model) was accepted. Also, the value of t = 7.73 was obtained. Conclusion: The results showed that there is a significant difference between the amount of learning of teacher-students trained with Neo and Neo multimedia production model and teacher-students who has been trained with the multimedia production model. The amount of teacher-students’ learning who have been trained by produced electronic content on the basis of researcher-made multimedia model has increased.Therefore, the researcher-made model can reduce the existing shortcomings and limitations. It is suggested to use researcher-made multimedia model in teaching unfamiliar content, direct tutorials and training to novice audiences.
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M. Farazkish; Gh. Montazer
Abstract
Background and Objectives: The current generation of academic learners is considered "digital natives" because of their ease of use and familiarity with networking technologies; However, there are ambiguities about the readiness of students to study in an e-learning environment. In particular, Iranian ...
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Background and Objectives: The current generation of academic learners is considered "digital natives" because of their ease of use and familiarity with networking technologies; However, there are ambiguities about the readiness of students to study in an e-learning environment. In particular, Iranian students' lack of motivation for e-learning, despite much infrastructure investment over the past two decades, has been a major challenge that has recently attracted the attention of higher education planners to e-learning readiness, especially from a perceptual perspective. This study investigated the perceptual readiness level of Iranian students for e-learning. Therefore, the current state of perceptual readiness of Iranian students to participate in the e-learning environment beyond the presumption of "existence" or "lack" of this preparation is such that their actual readiness is determined in a number of important universities. Methods: This research is philosophically placed in the positivism paradigm and the logic of deductive reasoning is used. Its macro-targeting is applied, and the survey research strategy is used to collect first-hand data using a questionnaire tool. The survey data were collected between April 2018 and February 2019. In addition, two complementary approaches have been used to formulate and weigh the indicators and criteria for assessing students' e-learning readiness: first, the use of indicators and criteria developed in previous research, and second, and the use of subject matter experts in the country. The use of data from other researches makes it possible to compare the results with the findings of other researchers, and the use of expert opinion causes the localization of indicators and criteria with the requirements and context of higher education in the country. The students' perceptual readiness was measured by the following four scales: Attitude, Perceived usefulness, Willingness and Perceived self-efficacy; Then, the weight of each scale and measure will be calculated. Finally, based on the rating results, the students' perceptual readiness at the number of comprehensive universities and specialized universities will be estimated. Findings: The average perceptual readiness of students for e-learning in 15 selected Iranian universities is 4.9 out of 10, which indicates the situation at the "average" level. Also, the findings show that about 35% of the students' readiness measures are below the "good" level, and the average of all readiness measures is at the "medium" level. Also, considering students' relative perceptual readiness for e-learning, especially in "perceived self-efficacy" and "attitudes" scales, the deans of universities should focus on the two main activities of "enhancing students' self-efficacy through e-learning" and "providing an appropriate e-learning environment”. Conclusion: Considering the decrease in the number of e-learning Iranian students, the results of this study show that one of the important reasons for the failure of e-learning systems in Iranian universities can be students' lack of perceptual readiness. At the same time, considering the lower than average level of students' readiness in the "willingness" and "perceived usefulness" scales, there is a need to focus on awareness and education of students in this regard. Besides, relying on students 'relative readiness to understand self-efficacy and attitude indicators, universities should put two main activities on their agenda: 1) further strengthening students' self-efficacy through e-learning, and 2) providing a suitable environment. For e-learning for students.
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A. Poortavakoli; M. Alinejad; B. Daneshmand
Abstract
Background and Objectives: Despite the enormous potential of Electronic Learning (e-learning), learners sometimes decide to drop out of school and are reluctant to pursue educating; therefore, it is so important to find variables to accept it. Among these variables, satisfaction is a key factor Which ...
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Background and Objectives: Despite the enormous potential of Electronic Learning (e-learning), learners sometimes decide to drop out of school and are reluctant to pursue educating; therefore, it is so important to find variables to accept it. Among these variables, satisfaction is a key factor Which is one of the important indicators in the quality of education. Experts consider several effective factors for satisfied e-learning including the quality of e-content. The role of content in the e-learning curriculum is much more prominent and influential than the role of content in the conventional education curriculum. Because in e-learning, content also plays a role in other elements of the curriculum, including; Teaching role, teaching-learning activities, time, place, evaluation and feedback. Therefore, in compiling electronic content, which is a process content, special attention should be paid to the basics of education sciences.; This issue is raised, can e-content be developed based on the factors those affect e-learning satisfaction? What are these factors? And how can a good e-content design model be created to satisfy e-learning? The general purpose of this study was to design a pattern for developing electronic content based on the factors affecting satisfaction in E- learning. The Sub- objectives of the study were as follows: 1) Identifying the factors affecting e-learner satisfaction with e-learning according to the research proposal 2) Determining the characteristics of e-content based on learner satisfaction from the perspective of experts 3) Determining the role of e-content characteristics on learner satisfaction Electronic. Methods: This was conducted with a hybrid and exploratory. Method in three stages. In the first stage, meta-analysis research method was used to identify the factors affecting satisfaction and in the next stage, a Descriptive - Survey method was used to analyze the experts’ opinions. The statistical population of this study consists of two groups: a) the research studies related to the factors affecting satisfaction in E-learning which have been published in the internal and external credible journals; b) the experts working in the field of E-learning all over the country. The statistical samples of this study consisted of ،three groups: A) In the meta-analysis section, the research that was most relevant to the research topic purposefully selected and evaluated (29 foreign studies and 19 domestic studies, a total of 48 studies). B) In the Qualitative section (interview), 30 e-learning professionals were identified nationwide through targeted sampling. In the quantitative section (questionnaire), 117 specialists were identified. In this study, the following three tools were used to collect data: 1- Checklist (in the meta-analysis section), 2- Interview without construction (in the qualitative section),3- researcher-made questionnaire (in the quantitative section).In order to perform data analysis, 48 studies were first studied in the first phase in the meta-analysis section And 209 satisfaction-related factors were identified, some of which were duplicate, that is, exactly one word was used and a number of words were different but synonymous and with the same meaning and purpose. In the analysis section, the researcher placed the same and synonymous factors in one class, which eventually formed 41 classes, and the frequency and percentage of their frequency were calculated. Then, in the second stage, after conducting the interviews and writing them, the researcher examined and analyzed the code for each of the interviews. In this way, the written content of the interviews was read and each significant unit that represented an electronic content feature (analysis unit) was written in the column below the category. After studying all the content of the interviews and identifying the units of analysis, it was the time to re-read and categorize them, and the columns of the categories were obtained and after studying and categorizing the categories, the main components were identified. In the third step, the data from the questionnaire were analyzed at the levels of descriptive and inferential statistics. Findings: The results of study in the meta-analysis stage are indicative of the fact that factors such as content, interaction, technology, teacher, service quality, design, ease of perceived use, personalization, perceived usefulness, learner, perceived value and self-efficacy are among the most important factors affecting satisfaction in E-learning. Regarding the interview, from the viewpoint of the experts developing electronic content, the principles of content development, learner, consequential implications, attention to the approaches related to learning and the role of teacher have the most significant impact on learner’s satisfaction in E-learning, respectively. Conclusion: All of the components are to measure the structure of electronic content characteristics in such a way that the component related to attention to the approaches of learning and the role of teacher with path coefficient (0.99) and attention to the consequential implications with path coefficient (0.89) principles of content design with path coefficient (0.85) attention to the features of the learner with path coefficient (0.82) were confirmed by the experts and are the ones developing the model. The model states that "attention should be paid to learning-related approaches in the polygonal rule, that is, this component is the basis of content development." The two components of "learner" and "teacher role" should be placed on both sides of the pattern, which is the characteristic of the two main elements of the electronic content processes. Implicit "and on the" reminder "side leads to" adherence to the principles of content design. " In total, paying attention to these five components will lead to the development of effective electronic content.
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B. Mohajeran; M. Rezvan
Abstract
Background and Objective:Globalization as a dominant approach and influenced by technological changes in the accelerating position and in a convergent approach, has transformed human behavior and the tools of human society. Higher education and other related socio-economic systems have faced challenges ...
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Background and Objective:Globalization as a dominant approach and influenced by technological changes in the accelerating position and in a convergent approach, has transformed human behavior and the tools of human society. Higher education and other related socio-economic systems have faced challenges in responding to these changes that traditional solutions are not compatible with, and this institution is deeply involved in the current process of globalization. In the field of higher education, the emergence of globalization and the development of emerging technologies, factors such as student mobility in geographical sites, new disciplines, new educational technologies and new financial structures along with general challenges such as lack of financial resources in the higher education system, the quality and quantity of faculty members as well as limitations based on the specific conditions of each country such as inadequate human development indicators, lack of necessary infrastructure, infrastructure and digital divide lead to the need to use new and efficient solutions in providing new and standardized educational services that are dynamic and forward-looking in line with global economic realities. The purpose of this exploratory study is to design an optimal model to deploy MOOC based trainings in Tehran University using strategic analysis. Methods: To achieve this goal, in the first phase, a five-step research method with a "systematic review of previous literature" was used to identify stakeholders, as well as dimensions, components and processes of the MOOC and checked the results using Delfi methodology by a selected group of experts in virtual education and higher education policy makers. In the second phase, the current situation of Tehran University was evaluated based on the dimensions, components and identified processes. In the third phase, the deployment model of MOOC in Tehran University was designed and in the final stage, the proportion degree of designed model was validated by the expert group. Findings: The results of the study indicate that the possibility of successfully deploying Mooc tutorials in Tehran University in terms of high technology infrastructure is high, in terms of human resources infrastructure is moderate and in terms of cultural and social infrastructure is lower than average. Based on these results, Mook deployment model was designed based on 5 dimensions and 34 components and the proportion degree of designed model was validated and verified by the expert group. Conclusion: The establishment of MOOC as a new institution in educational technology in its global wave has affected many areas of human resource development. Improving efficiency along with reducing training costs means higher quality and cheaper for the general public. This institution in the country should be used with the necessary infrastructures. The main purpose of this study was to rely on the existence of an appropriate and national platform along with identifying and managing the real stakeholders and their participation in the formation and development of MOOC. In this study, using global studies, while screening well-known stakeholders in this field, relying on the opinion of experts, local stakeholders in the establishment of MOOC in the most important and most comprehensive university in Iran were identified and based on their needs and knowledge, the proposed model of MOOC and national platform was presented with the approval of the e-learning elite.
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F. Zarrin; Gh. Montazer
Abstract
Background and Objective:One of the features used to personalize the e-learning environment is self-efficacy. This feature refers to people's belief in their ability to do tasks. Experts believe that academic self-efficacy is one of the important factors that has a positive effect on effective learning ...
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Background and Objective:One of the features used to personalize the e-learning environment is self-efficacy. This feature refers to people's belief in their ability to do tasks. Experts believe that academic self-efficacy is one of the important factors that has a positive effect on effective learning and academic achievement of learners. The concept Self-efficacy began with the work of Albert Bandura. According to Bandura, self-efficacy is a person's beliefs or judgments about his or her ability to perform tasks and responsibilities. This concept is not about having a skill or ability, but about believing in the ability to do work in different situations. The purpose of this article is to design an intelligent tutoring system. The learning model of the proposed system includes features of academic self-efficacy and learning style. Methods:Academic self-efficacy has been automatically identified by designing of a fuzzy system based on learners' behavior and learning style through the questionnaire of Felder-Silverman which contains 44 question. After identification of these features, Proportional education strategies are presented and implemented in tutoring system in a real environment. The effectiveness of the proposed tutoring system is evaluated in terms of learners' operation by investigation of their satisfaction from system. Findings: The results show that considering functional characteristics in learning model, presenting some learning objects and proportional recommendations to the characteristics, results in 75% learners' educational progress and their educational satisfaction. Moreover, evaluation of the time passed in the e-Learning environment before and after using Perles does not show a significant difference. Results show that the designed intelligent tutoring system based on the learner model and educational strategies, has led not only to the educational success of the learners but also to increase in their enthusiasm in using the system. Considering other effective and cognitive features in learning is highly recommended in order to provide a personalized environment. Conclusion:The purpose of this study was to personalize the e-learning environment. For this purpose, the characteristics of academic self-efficacy and learning style, which are two effective characteristics in learning, were selected to model learners in a networked environment. Learning style was obtained through a questionnaire and an attempt was made to identify academic self-efficacy indirectly by using learner behaviors in the e-learning environment. To do this, the self-efficacy identification system was designed and evaluated using fuzzy set theory. Comparison of the output results of the identifier system with the academic self-efficacy questionnaire shows that the accuracy of the system is 88.2%. This indicates that the learner's behaviors in the e-learning environment can be an acceptable indicator of his/her academic self-efficacy and these behaviors can be considered as a basis for identifying academic self-efficacy. It is suggested that in future research, other effective features in education such as cognitive style, emotion, and personality be considered in order to provide a personalized environment for learners.
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M. Arabposhtkohi; A. Zamani Moghadam; A. Rajabzadeh Qatri
Abstract
Background and Objective:Over the years, due to the growth of information and communication technology, we have witnessed fundamental and increasing changes in higher education. Today, information and communication technology has become an integral part of the workplace and the classroom, and has changed ...
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Background and Objective:Over the years, due to the growth of information and communication technology, we have witnessed fundamental and increasing changes in higher education. Today, information and communication technology has become an integral part of the workplace and the classroom, and has changed business practices, communication and learning. The art and science of education has combined with the growth of information and communication technology and has created a new approach to learning called e-learning. e-learning is emerging as a new paradigm of modern education and has realized many educational ideals including learning in place and time, collaborative learning, self-assessment and self-strategy. For this reason, it is used in a wide range of educational activities, and many schools, universities and higher education institutions are preparing e-learning programs. The aim of the present study is to recognize the effectiveness criteria of e-Learning programs of Work and Technology Course from experts’ perspective. Methods:The research method is qualitative and Strauss and Corbin’s grounded theory is used. The population of the investigation included experts from training domain, the new technologies planning domain, and work and technology course domain from whom 18 people were selected purposefully as samples. Open, axial and selective categorization techniques were used in order to analyze the data. Findings: Based on the obtained results, a matrix effectiveness framework of grounded factors, causal factors, inhibitor factors, strategies, and outcomes was formed. In this way, as a comprehensive content, the compilation of the effectiveness framework of e-learning programs included the mentioned factors. Each of these categories has various aspects in the basic contents. It is evident that the findings of the present study have made it possible to evaluate the effectiveness of e-learning programs of Work and Technology Course in the Islamic Republic of Iran. Conclusion: The purpose of this study was to identify the effectiveness of e-learning programs in vocational technology courses from the perspective of experts. According to the interviewees, when these factors appear in a favorable way and the grounds for their desirability are provided, gaining new learning opportunities, synchronizing with modern day technologies, saving time, energy and costs, growth and transformation of the work technology community, achieving lifelong learning, achieving the goals of e-learning curricula, saving extra and surplus costs, achieving upstream goals, interacting with other human communities, productivity in the business environment, improving applied skills, improving individuals skills and the possibility of learning on the job will be exceeded. There is also an increase in the number of applicants for the course, an increase in audience satisfaction, an increase in the speed of learning, and an improvement in the IT knowledge of teachers and learners.
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P. Mesbahi Jamshid; M. R. Sarmadi; M. Farajolahi; M. Mirdamad; Z. Esmaili
Abstract
Background and Objective:Technology is a widespread and vital event in the present time. The digital form and the telecommunications sector, which have been accompanied by the transformation of social structures, have transformed the daily life more than the biological arenas and the ecology. The essence ...
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Background and Objective:Technology is a widespread and vital event in the present time. The digital form and the telecommunications sector, which have been accompanied by the transformation of social structures, have transformed the daily life more than the biological arenas and the ecology. The essence of technology is not neutral to be passive in the face of human affairs such as culture, but between technology and the production of thought has always been a two-way relationship. Technology has its own knowledge and is related to the philosophical infrastructure of time and it changes with them. This type of knowledge is based on performance and does not have a metaphysical nature. One of the technological events is the realization of a cybernetic space that is closest to the nature of technology. This proportion is due to the technological nature of cyberspace, the new human habitat in the form of transhumanism and the desire to circulate information rhizome, multidimensional and decentralized. The purpose of this research is the philosophical analysis of technology and to find its relation with cyberspace that is done analytically. Methods: The type of research is applied and the research method is analytical-documentary. Findings: Research findings show that what brings an object to the technological level is its structure and rationality, which both meet biological needs and generate new needs for humans; and progresses in a dialectical process to find its relation to the production of thought. Also, the study of the relationship between thought and technology shows that the Gestalt attitude towards technology is related to the relationship between man and technology. This ratio is explained by the specific knowledge of technology based on its conceptual basis in postmodern knowledge. The knowledge that is flexible, relative, and fragile and does not fit into the rational methods of modernism is present in cyberspace, which is the most pervasive form of technological events and, above all, reflects the nature of technology, in the form of pretense, two-tier, and network development. In the section related to human relationship with technology, it was discussed that human beings as creators and users of technology, when faced with a non-technological position, face challenges in the field of ethics, meaning-seeking, transcendence, type and extent. They face responsibility and understand the true relationship with their body and use all their material and spiritual resources to respond to them. Finally, in an ideological context that depicts man's confrontation with technology, cyberspace emerges as an expressive and broad form of technology; an atmosphere that clearly reflects the nature of technology and is a platform for the intersection of technology and society. Research findings show that the abundant entanglement of humans with technology indicates the dominance of the technical object. This dominance is so great that it serves the idea of absolute interconnectedness of the world to more accurately describe the functional life of postmodern man, who has cybernetic imaginary structures and suffers from narcissistic hallucinations as a result of technicality, cyber-extremes and detachment from physical incarnation. Conclusion: The results indicate that the dominance of the technological object and its effects in cyberspace has led to a decrease in responsibility, conflict with the category of meaning, transcendence and moral encounters.
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S. Abdolmaleki; M. Khosravi; M. Torkaman Asadi
Abstract
Background and Objective:The introduction of ICT in education has revolutionized traditional styles and challenged learning theories. The achievements of such a presence have led to virtual classrooms, smart universities, virtual universities and e-learning in general. In fact, communication in the world ...
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Background and Objective:The introduction of ICT in education has revolutionized traditional styles and challenged learning theories. The achievements of such a presence have led to virtual classrooms, smart universities, virtual universities and e-learning in general. In fact, communication in the world of education has become the basis for all interactions between professors / learners and learners and between educational and governmental institutions and among other institutions. The use of ICT in today's world has led to major changes in teaching and learning: the abundance of information changes students' perceptions of the world; wide distribution and easy access to information have changed the relationship between faculty and students; flexibility transforms the dimensions of space and time of human educational life. All of these changes are evidence that ICT has gradually become an essential element of educational reform and innovation in today's society, bringing our education system closer to the age of e-learning. The education has been influenced by Information and Communication Technology (ICT) and these technologies have influenced teaching, learning and related researches. The purpose of this research was to provide a systematic study and to present a combination of studies in the field of the situation and the role of information and communication technology in the teaching-learning process. Methods: The method was qualitative and was carried out in the form of research synthesis. Relevant research resources were selected, categorized and analyzed from year 2000 to 2016 in a systematic manner; then, in a tiny screening stage, 29 researches that have intended criteria were selected. Then, a synthesis of their findings was presented in accordance with the principles of composition, rethinking and rearrangement of data. Findings:: The findings showed that there are two trends between ICT and the teaching and learning processes: a) Facilitating trend; b) Stream making trend. While these two trends overlap in some cases and it is difficult to draw a clear border between them, they have features which they could be separated from each other and their aspects, features and impacts on teaching–learning processes could be studied. Accordingly, the effects of Facilitating trend on the teaching-learning process be revealed in the short term; these effects are often displayed in hardware and affect the appearance of the components of the teaching -learning process. The stream making trend of ICT in the teaching-learning process involves changes that affect the quality and condition of teaching-learning processes at a deeper and more complex level. These changes can be considered as some form of long-term results of the Facilitating trend which can be appears as software. In fact, the use of technology tools in the short term has changed the form of education, but its consequences in the long-term and in conjunction with other influential factors have led to the emergence of new approaches and trends in education and the general trend of education has undergone fundamental changes. Conclusion: The result obtained in this study indicates that the flow-making process of ICT is definable with ten components: 1) the constructive nature of ICT; 2) the relationship between ICT and personalization of the teaching and learning process; 3) ICT in the service of cultivating multiple intelligences; 4) The relationship between ICT and the motivational effect of learning; 5) The relationship between ICT and student-centered learning; 6) Improving and enhancing thinking skills; 7) The relationship between ICT and evaluation of learning; 8) Emphasis on self-learning; 9) Shaping deep, fast and sustainable learning; and 10) changing the role of the teacher.
E-Lerning
F. Rahmani; H. Ahmadi; E. Ghanbari; S.M. Khorasani Kiasari
Abstract
Background and Objective E-learning is a method of teaching that uses a combination of information and communication technology capabilities to facilitate and improve learning. The combination of these facilities provides opportunities for the learner to access the course and curriculum at any time, ...
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Background and Objective E-learning is a method of teaching that uses a combination of information and communication technology capabilities to facilitate and improve learning. The combination of these facilities provides opportunities for the learner to access the course and curriculum at any time, in accordance with their job and family commitments. The ability to access tools, the ability to choose the time and place of training, and the availability of different content formats in this environment put the learner in a position to make a variety of choices. In this environment, the learner can use different tools to communicate with classmates, teachers and other people at the same time and at the same time. Implementing quality and sustainable e-learning programs requires understanding the requirements for establishing and developing e-learning systems. Designing, setting up and maintaining e-learning environments requires a variety of knowledge and skills in the technical, educational and managerial fields. The purpose of this study is to evaluate and rank the effective factors in developing e- learning in higher education. In this study, the effective factors in developing e- learning in higher education were identified in terms of measuring factors of e-learning development including organizational, social, technical and human factors, based on previous studies and the opinion of experts. Methods: Statistical methods were used to test and confirm the research hypotheses and fuzzy AHP ranking method was used to rank the indicators. To this purpose two questionnaires were prepared. The first one is for evaluating the accuracy of the research hypotheses and the second one, a pairwise questionnaire, is for rating the indicators. The statistical population of the research is all students and professors of electronic unit of Islamic Azad University in academic year of 2016-2017. The statistical sample size was considered 384 individuals based on Cochran formula; and was selected through the random sampling method. The questionnaires were distributed among 384 individuals from which, 84 questionnaires were omitted due to different reasons such as wrong answers to the questions and the lack of enough time, and 300 questionnaires were accepted. Findings: A list of 8 indicators (student characteristics, teacher characteristics, content quality, structure management, training process, software infrastructure, hardware infrastructure, university image) is extracted based on technical, human, social, and organizational factors to evaluate the effectiveness of e-learning. The results showed that the introduced scale was a valid and reliable instrument for evaluating the effectiveness of e-learning. Conclusion: The results show that student characteristics are more important while software infrastructure is considered as the second influential factor in this regard. Also, the characteristics of the instructor, the quality of the content, the management of the structure, the infrastructure of the hardware, the teaching process and the image of the university were ranked third to eighth, respectively
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M. Esmaeilnia; H. Kouhestani; A. Maghul
Abstract
Background and Objective:Higher education administrators are looking for ways to increase the number of courses and disciplines. While university budgets are steadily declining, they are forced to increase their distance learning courses to meet the growing needs of learners during budget constraints ...
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Background and Objective:Higher education administrators are looking for ways to increase the number of courses and disciplines. While university budgets are steadily declining, they are forced to increase their distance learning courses to meet the growing needs of learners during budget constraints and recessions. Because this type of training does not require a classroom and the nees less full-time instructors. Over the past two decades, the issue of quality and excellence in universities and higher education institutions has become one of the most important issues in the field of higher education, and especially in the newly-establisehd Farhangian University. National evaluation systems are designed to evaluate teaching and learning programs in universities; and they have attracted atttention at the international level in higher education research, and interest in improving education, both nationally and internationally has increased. An increasing number of universities in Iran have started virtual education courses. Farhangian University has also provided a good platform for these trainings, but so far it has not been able to institutionalize a proper and comprehensive quality education. Therefore, due to the fact that the quantitative growth of virtual education is progressing, yet no improvement has been made in the quality of education, the researchers have taken a step towards responding to these challenges and filling the gap in research literature of the field. The purpose of this study is to design and validate a quality improvement virtual learning model using a mixed method. Methods: In the quantitative section, 608 students and professors were using stratified random sampling method. In the qualitative section, 18 professors were interviewed. The quantitative data was analyzed using descriptive methods and the grounded theory was used for the analysis of the qualitative data. The data analysis was based on open and pivoted coding. Finally, 14 main categories including quality improvement of virtual education at the University of Farhangian were investigated as strategies, background conditions, intervening conditions and outcomes. Findings: Results suggested that learning-educating activities and human actors had a positive and significant effect on improving quality and deployment strategies. Moreover, deployment strategies exerted a positive and significant impact on quality improvement. Background features also affected deployment strategies and quality improvement in a positive and significant way. The effect of deployment strategies and quality improvement on individual, organizational and transactional outcomes was also significant. Conclusion: Considering the position of Farhangian University in the present models, the fair distribution of knowledge and ignorance of instructors’ character and the positive effect of recruiting distinguished instructors are emphasized in the results section. In causes section, in discussing strategies centralized decision making is referred to; and in strategy section, development of trust making and culture building for virtual learning is referred to that includes using the experiences of other countries. In intervening conditions section, using Web 2 and Web 3, prior knowledge of learners and the combination of face-to-face and virtual education at Farhangian University are mentioned.
E-Lerning
Kh. Sarboland
Abstract
Background and Objective Implementing training and improving human resources allows people to effectively continue their activities and increase their efficiency in accordance with organizational and environmental changes. As a result of the increasing complexity and wast development of specializations ...
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Background and Objective Implementing training and improving human resources allows people to effectively continue their activities and increase their efficiency in accordance with organizational and environmental changes. As a result of the increasing complexity and wast development of specializations in the last century, the traditional education has been criticized for cost-effectiveness, being time-consuming, being prescriptive, having ack of creativity and poor focus on education instead of business results. This type of training is not enough to meet the needs of employees and manage complex affairs in organizations. In this regard, organizations have taken advantage of e-learning to be able to keep their employees up-to-date and active in terms of knowledge and skills required in line with the development of technology. The purpose of this study was to provide an e-learning model on teachers' satisfaction of learning in branches of Ardabil Islamic Azad University. Methods: The study was conducted on the basis of Delphi and survey models of research. In the first stage, the participants of this study were the lecturers and faculty members, and in the second stage, they were the faculty members of Management in all branches of Ardabil Islamic Azad University. Samples of the first stage were 136 subjects and in the second stage 20 subjects. The sampling method in the first stage was random-stratified and in the second stage it was purposive sampling. Data collection instrument was an e-learning researcher-made questionnaire. For data analysis Structural Measurement Model (Confirmatory Factor Analysis) was used and for specifiying e-learning, Delphi three-staged method was used. Findings: Findings included 77 concrete variables and 8 basic concepts (IT infrastructures, quality of educational system, self-learning, learners' support, identifying and recording educational needs, management of values, educational materials, society-based learning). In the first stage, the appropriacy of the model was approved and showed that the structures were in a satisfactory level of validity, and in the second stage, the quality of educational system, IT infrastructures, self-learning and learners' support, were identified as the dimensions of e-learning. Conclusion: Based on the findings of the research, it is suggested that the officials of the units of the Islamic Azad University of Ardabil Province implemented e-learning with a consistent approach in line with the organization's strategy and instructors’ satisfaction. In this regard, the units of Islamic Azad University of Ardabil can form a specialized department of human resources in relation to e-learning of professors and faculty members in addition to identifying talents, building e-learning processes, structures and systems to promote their e-learning processes. Eventually, all systems cannot sustain functioning without evaluation. E-learning does not work in a static environment and must be formed in a dynamic or organized way. Therefore, the units of Islamic Azad University need to adjust the e-learning of their professors based on its characteristics and to establish feedback and evaluation systems (internal and external evaluation system).
E-Lerning
Kh. Mirzaei; H. Saadi; M. Sepahpanah
Abstract
Background and Objective The issue of improving the quality of education has always been considered and is becoming more and more important in recent years. Recent advances in the computer and information technology industry, the introduction and emergence of information networks and communication technologies, ...
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Background and Objective The issue of improving the quality of education has always been considered and is becoming more and more important in recent years. Recent advances in the computer and information technology industry, the introduction and emergence of information networks and communication technologies, have introduced new methods to designers, programmers, managers and implementers of educational programs. The influence of new information technologies on educational centers has changed the simple teaching-learning relationship entirely. Thus, with the development and penetration of communication and information technology in the university, it is expected that learning patterns will change and the revision of curricula will be given more attention. The use of new technologies in agricultural education is also very important for the following reasons: because on the one hand, technologies related to agriculture, food and natural resources are constantly and rapidly developing, and on the other hand, the low quality of education of agricultural specialists, food experts and manufacturers are recognized as part of the world's food security problem. Unfortunately, in most countries, the training of human resources in agriculture section is one of the most important priorities in development projects, and as a result, educational programs have not been tailored to the needs of production and the demands of the agricultural labor market. The purpose of this study is to compare the views of faculty members and graduate/postgraduate students (MA and PhD) concerning the barriers and strategies for developing e-learning in the College of Agriculture, Bu-Ali Sina University. Methods: The required data for this study have been developed using a survey method by questionnaire technique. In order to determine the reliability of the questionnaire, Cronbach's alpha coefficient was used. The amount of it for the 46 items of the faculty members of College of Agriculture' questionnaire was 0.84 and for the 46 items of the graduate/postgraduate students (MA and PhD)’ questionnaire is 0.85. Population samples of this research were 63 faculty members selected based on census sampling and 280 graduate students selected by multistage random sampling with appropriate assignment. To identify the barriers of developing e-learning in Faculty of Agriculture of Bu-Ali-Sina University, factor analysis was used. To compare the results of both comments Wilcoxon test was used. Findings: The results of comparing the groups indicate that the responses of faculty members and students conform together in 37 items out of 46 items in the questionnaire; and they were inconsistent with each other in 9 items. In other words, 80.43% of respondents in the questionnaire had relatively similar comments and 19.57 % have different opinions. Conclusion: In order to develop e-learning in universities and higher education centers in the country, it is recommended to invest in the training of human resources and the training of skilled manpower. Because the development of e-learning will fail without specialized and capable human resources, and thus the resistance of the traditional education system increases and make it more difficult for information technology to enter higher education. In addition, it is important to pay attention to the nature of various disciplines in planning e-learning. E-learning cannot replace traditional education and it must focus on courses and disciplines that the traditional education system is not capable to address, or those whose problems are tackled better with modern technologies and more success is observed.
