Electronic learning- virtual
L.S. Hamidian Divkolaei; S. M. Bagheri
Abstract
Background and Objectives: Today, turning to virtual education in schools and universities along with face-to-face training is inevitable. Virtual education has received much attention in recent years in Iran. This becomes even more important and valuable when it comes to teaching practical courses. ...
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Background and Objectives: Today, turning to virtual education in schools and universities along with face-to-face training is inevitable. Virtual education has received much attention in recent years in Iran. This becomes even more important and valuable when it comes to teaching practical courses. Architecture, as a field in which many of its courses are considered practical, would encounter serious challenges in students' learning if the important points in virtual education are not considered. One of the issues that may be overlooked in the field of virtual education is the discussion of learning differences among students. Learning style is a characteristic that determines how students learn and how they prefer to learn, and the teacher also learns to identify and guide the needs of individual students. Failure to pay attention to the differences in students’ learning styles, especially in virtual education, where the teacher does not have much visual and face-to-face communication with students, will sometimes lead to a complete lack of transfer of concepts in education. Traditional classroom-based learning, on the other hand, typically leads to a consistent learning process that does not fit the learners’ different needs, while in targeted web-based learning programs, learning can be implemented properly. The cognition of the differences in learning process among students is one of the important factors in developing and improving education. Examining the different styles of students in learning, can be helpful to improve the quality of education and transfer better learning to students, especially in virtual education.Methods: In this article, we try to know the four divisions of students' learning style, and their performance in different courses of architecture. The present study was conducted on 48 architectural students in their first semester (who has started their studies with virtual education) from different degrees) bachelor and associate degree) in architecture and interior design. Architecture students face different attitudes in various academic years. Because of the impact that cognitive changes have on students' learning styles, it was decided to consider the statistical population among the freshmen in order to reduce the impact of changes in students’ learning styles, so that students' initial learning style is identified. SPSS 23 software was used to analyze the data.Findings: The results showed that the majority of architecture students in the bachelor and associate degree, from the selected community, used the adaptive learning style and the students of the interior design group had convergent learning styles. Studies also showed no significant relationship between degree and students' field of study with their performance. Also, the results of studies demonstrated that students with divergent learning style in the theoretical courses of bachelor’s degree in architecture field, had the best performance (with an average of 20), whereas students with convergent learning style in theoretical-practical courses of bachelor’s degree in architecture earned the lowest performance (with an average of 8.25). According to the results of the studies, it seemed that only in the bachelor’s degree students and in the theoretical-practical course (architectural design 2), there was a significant relationship (sig <0.05).Conclusion: It is suggested that educators be aware of different learning styles at the beginning of each training course in order to consider a specific category for each group of people with a common learning style. By identifying their learning style, learners can use the flexible structure that e-learning allows to achieve the desired learning outcome.
Electronic learning- virtual
susan mehrzad; zeinab Golzari; Zahra Taleb
Abstract
Abstract: The purpose of this study was to investigate the effect of the use of the interactive book on learning and remembering of students. The statistical population consisted of the students of Imam Hassan Mojtaba (pbuh) Conservatory in the academic year of 1396-97 and among this sample size, 60 ...
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Abstract: The purpose of this study was to investigate the effect of the use of the interactive book on learning and remembering of students. The statistical population consisted of the students of Imam Hassan Mojtaba (pbuh) Conservatory in the academic year of 1396-97 and among this sample size, 60 subjects (30 in the experimental group and 30 in the control group) were selected by available sampling method. . The research method is semi-experimental with pre-test-posttest design with control and experimental group. To collect information, two researcher-made questionnaires (pre-test and post-test) with appropriate validity and validity of 0/73 and 0/76 have been used. Data analysis has been used central tendency and dispersion at the descriptive level and also in inferential analysis has used covariance test. In addition, the correlation t-test, second post-test scores was compared to the post-test scores which were performed with a one month interval from the first pre test. The results of the findings indicate that the use of the interactive book has a positive effect on students' learning. The use of an interactive book also has a positive impact on student recollection
Electronic learning- virtual
S. Khojasteh
Abstract
Background and 1Objectives: The need for virtual education has been always felt due to its advantages compared to traditional education, and during the outbreak of Covid-19 and the absence of students in universities, the necessity of this type of education increased. The aim of the current research ...
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Background and 1Objectives: The need for virtual education has been always felt due to its advantages compared to traditional education, and during the outbreak of Covid-19 and the absence of students in universities, the necessity of this type of education increased. The aim of the current research was to investigate the effectiveness of virtual education on procrastination and concentration and attention of students of Payame Noor University in Kerman during the Covid-19 pandemic.Methods: The current research method was semi-experimental using control and experimental groups. The statistical population was about 4000 students of different fields of Payame Noor University in Kerman. The sample size included 40 students who were diagnosed procrastinator through the pre-test and had a certain lack of attention and concentration. The sample was selected using convenience sampling procedures and the subjects were randomly assigned to two control and experimental groups. Also, these two groups were homogenized as much as possible in terms of academic term and age. The data collection tools in this research were two standard attention deficit disorder questionnaires by Swanson and Nolan Pelham (1980) and the academic procrastination scale by Solomon and Rothblum (1984). In the current study, the calculated Cronbach's alpha coefficient for the academic procrastination scale is estimated to be 0.86, which showed that it was at an acceptable level. Pre-test and post-test were conducted for each group before and after training. Virtual training in the form of a research method class was held in a virtual educational environment by Adobe Connect software using PowerPoint online in 12 sessions(2-hour) for the experimental group. Descriptive and inferential statistics in the form of tables and figures, as well as covariance analysis, Levine's test, and Shapiro-Wilks test were used to analyze the data. The subjects of the experimental group received the research method course in 12 sessions(2-hour) virtually, while the students of the control group were trained in the traditional way.Findings: The findings of the research showed that virtual education was effective on academic procrastination and the concentration and attention of Payame Noor University students. It means that virtual education could reduce procrastination and increase attention and concentration among the students.Conclusion: Due to the high flexibility of virtual education, students can learn according to their conditions and based on mental preparation, which prevents distraction and reduces interfering factors in concentration. It is also suggested that educational programs such as workshops are designed in order to improve the awareness and ability to use virtual education as an effective educational tool and also to improve the quality of hardware. Therefore, in addition to creating a culture in this field, there is a need to try to increase the level of knowledge and improve the quality of the required facilities and equipment. Therefore, it is suggested that due to the wide and complex topics of university courses and in order to reduce procrastination and increase the attention of students, the virtual education method be considered along with face-to-face education in the universities all across the country, especially after the end of the Covid-19 disease.
Electronic learning- virtual
N. Bardia; R. Moradi; B. Yasbolaghi Sharahi
Abstract
Background and Objectives: Today, education in schools requires the use of methods that make learning enjoyable and effective for students. On the other hand, applying the suggestions and paying attention to the results of this research can change the attitudes of teachers, planners, and educational ...
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Background and Objectives: Today, education in schools requires the use of methods that make learning enjoyable and effective for students. On the other hand, applying the suggestions and paying attention to the results of this research can change the attitudes of teachers, planners, and educational policy makers towards using more innovative approaches in education. The present study was conducted with the aim of investigating the effect of learning mathematics using the VAK(Visual Auditory Kinesthetic) method on the attitudes and academic performance of primary school students in virtual education during the Corona period.Methods: The research method was quasi-experimental with a pre-test-post-test design with a control group. The statistical population included all fifth-grade female students in Arak in the academic year of 1401-1400, out of which 30 students were randomly selected and assigned to experimental (15) and control (15) groups. The experimental group learned 12 online sessions of mathematical concepts with the help of the VAK strategy in the Shad Network e-learning program. Both groups were evaluated at the beginning and end of the training period through Aiken's (1978) attitudes towards mathematics questionnaire and the researcher-made math test. Descriptive statistics (mean and standard deviation) and inferential statistics (analysis of covariance to test hypotheses) were used for data analysis.Findings: The results of the research showed that there was a significant difference between the experimental and control groups in terms of the attitudes and academic performance (P<0.05) and the walk method led to an increase in the students' performance and attitudes towards mathematics.Conclusion: According to the findings of the research, it can be concluded that the walk strategy would increase the students' mathematical attitudes and performance due to using of visual, auditory, functional content and paying attention to learning styles.
Electronic learning- virtual
K. Hassani; M. Shafiyan; SH. Mirzaee
Abstract
Background and Objectives: New teaching tools provide opportunities for students to choose what interests them. Technology with multimedia learning tools allows students to engage in learning and learn with interest. For this purpose, the present study, with the aim of comparing face-to-face training ...
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Background and Objectives: New teaching tools provide opportunities for students to choose what interests them. Technology with multimedia learning tools allows students to engage in learning and learn with interest. For this purpose, the present study, with the aim of comparing face-to-face training with e-learning, at the level of students' cognitive learning in three areas of Bloom (knowledge, understanding, and application), has been conducted in the sixth-grade mathematics and science courses of Ravansar city.Methods: The quasi-experimental research method and the sampling method was such that 60 sixth grade students of Niayesh Elementary School were selected to participate in this research using available sampling method and then they were randomly divided into two classes of 30 students. The students of these two classes were simlulataneoulsy trained for two months, using face-to-face training for one class and e-learning training for the other class. For data collection, researcher-made math Educational Achievement Questionaire (with alpha of 0.87) and science Educational Achievement Questionaire (with alpha of 0.91) were used. The research instrument included Bloom Learning Levels Questionnaire, which was designed to assess students' learning level in three areas (knowledge, understanding, and application) in math and science. These questionnaires were administered among the students and the data were collected. Initially, with the participation and cooperation of the subjects, in the experimental group 1 (face-to-face education) and experimental group 2 (electronic education), the mathematics and science academic progress questionnaire, which aims to measure the level of students' learning in the level of knowledge, understanding and application in mathematics and science courses It was designed, distributed and implemented among them, and data related to the pre-test was collected.. In order to analyze the data, in descriptive statistics, mean and standard deviation were examined, and to examine the normality of the data, a single-sample test (Kolmogorov-Smirnov) and univariate and multivariate analysis of covariance were used to test the hypotheses.Results: The results of analysis of covariance showed that face-to-face training and e-learning are effective on students' cognitive learning levels (P <0.05). E-learning (math course with an average of 15.63 and science course with an average of 17.33) compared to face-to-face training (math course with an average of 14.73 and science course with an average of 16.08), has a greater role in increasing student learning and with the increase of e-learning in the teaching process, there will be a greater increase in the cognitive levels of students' learning. In addition, this effectiveness is higher in science (R .71) than in math (R .26).Conclusion: The results showed that electronic and face-to-face training have an effect on increasing the levels of cognitive learning of students. Therefore, it is suggested that teachers use (combined training) in the teaching and training process to use the beneficial aspects of both e-learning (more flexibility) and face-to-face (more social interaction). In a synthetic teaching method, the tutor tries to combine the learning content through face-to-face classroom tutorials and printed books with web-based interactive tutorials and virtual classrooms. Therefore, by creating effective learning opportunities, a richer environment for the learner will be created. Also, due to the greater effectiveness of e-learning in this research, more attention should be paied by the shcools and teachers to the development of teachers' computer and Internet skills as well as the increased use of this teaching method in the learning process.
Electronic learning- virtual
S. Ghasemi madani; GH. Ahghar; D. Taghvaei
Abstract
Background and Objectives: Today, education in schools requires the use of methods that make learning enjoyable and effective for students. On the other hand, applying the suggestions and paying attention to the results of this research can change the attitude of teachers, planners, and educational policy ...
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Background and Objectives: Today, education in schools requires the use of methods that make learning enjoyable and effective for students. On the other hand, applying the suggestions and paying attention to the results of this research can change the attitude of teachers, planners, and educational policy makers towards using more and more targeted new approaches in education. This research aims to compare the effectiveness of reverse education and teaching strategies. Metacognition was taught to check its effect on students' self-efficacy in science.Methods: The research method was a quasi-experimental pre-test and post-test type with a control group in terms of practical purpose and in terms of data collection method. The statistical population was all the female students of the first year of high school in the 1st district of Karaj in 2021. According to the entry and exit criteria in the study, 45 people were selected based on Cochran's formula and based on the purposeful sampling method and were randomly divided into three groups. The tools used in this research were Scherer's self-efficacy questionnaire (1986). First, the selected students were divided into three equal groups and based on the random method, one group was identified as the first experimental group, the second group as the second experimental group, and the third group as the control group. In the pre-test phase, the dependent variable (self-efficacy in this study) was checked in all three experimental groups, the second experimental group and the control group. The independent variable (reversal training) was implemented in the first experimental group and the training of metacognitive strategies in the second experimental group, and the control group received no training. In the post-test phase, the dependent variable (self-efficacy) was checked in all three groups of the first experiment, the second experiment and the control group, and in the follow-up phase, one month after the post-test phase, the dependent variables (self-efficacy) was checked in both experimental groups. Descriptive statistics were used to analyze the data and inferential statistics were used to test the research hypotheses.Findings: There is a difference between the effectiveness of reverse education and the teaching of metacognitive strategies in science lessons on students' self-efficacy. The effect of flipped teaching in increasing the self-efficacy of students in science lessons has a good stability over time. The effect of teaching metacognitive strategies in increasing the self-efficacy of students in science lessons has a good stability over time.Conclusion: According to the findings of the present research, it can be concluded that flipped teaching and training of metacognitive strategies are effective in improving self-efficacy. Also, the teaching of metacognitive strategies in increasing students' self-efficacy in science lessons has a good stability over time. The effect of reverse education in increasing students' self-efficacy in science lessons has a good stability over time. It is suggested to investigate the effect of the flipped classroom teaching method on other variables such as the reduction of learned helplessness, problem solving skills, etc. in other courses and levels of study. On the other hand, it is suggested that the Ministry of Education and Culture hold educational workshops and in-service classes to reduce the traditional norms of teachers in order to inform them of the effectiveness of the reverse learning approach and educational platforms. Also, according to the technological infrastructure of this approach, educational content production workshops should be held for teachers.
Electronic learning- virtual
M. Minaeinezhad; Y. Mahdavi Nasab; N. Mohammadhasani
Abstract
in the learning process of students; one of these technologies is educational multimedia. Among the principles and criteria of multimedia production is the use of educational agent in its design. An educational agent is an animated character that talks and is embedded in educational computer programs ...
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in the learning process of students; one of these technologies is educational multimedia. Among the principles and criteria of multimedia production is the use of educational agent in its design. An educational agent is an animated character that talks and is embedded in educational computer programs and helps to provide multimedia content or students' participation in learning. Although there have been numerous studies with the aim of investigating the effect of the educational agent in education, there has been no research regarding the use of several educational agents with different roles in educational multimedia. In this study, using multimedia with one educational agent and multimedia with three educational agents (each of which has a different role), and the effect of educational agents on learning, retention and academic engagement of students in science course was investigated.Methods: The statistical population of the research included all sixth-grade students in Khorram Abad in the academic year of 2020-2021. Using random sampling method, three classes of 30 students were selected among the sixth-grade classes of Khorram Abad schools and were randomly assigned to experimental groups. The research method was quasi-experimental with a pre-test-post-test design. The research tools included a researcher-made learning test, a retention test, and Rio's academic engagement questionnaire, and the reliability coefficient was calculated as 0.821 using Cronbach's alpha coefficient for the academic engagement questionnaire. The classrooms were taught simultaneously and separately for four sessions using educational multimedia tools developed by the researcher.Findings: The results of covariance analysis showed that there was a significant difference between the experimental science course scores in the groups (F=68.42, P<0.005) and the use of educational agent had a significant effect on learning. The difference in the average scores of the post-test learning of students who were trained with one educational agent (experiment group one) and students who were trained with three educational agents with different roles (experiment group two) was -9.35 and with 95% confidence of using three educational agents was more effective than using an educational agent and led to better learning of science lessons. In the retention variable, the results showed that there was a significant difference between the scores of the experimental groups (1 and 2) and the control group (F=7.6, P<0.05) and the use of an educational agent had an effect on retention compared to not using an educational agent and the presence of an educational agent in the education process led to better retention of information in the memory in the long run. The difference between the average scores of the memory test of the students of experiment group one and the students of experiment group two was -0.928 and there was no significant difference between the use of three educational agents compared to the use of one educational agent. In the variable of academic engagement, there was a significant difference between the grades of groups (F=7.24, P<0.05) and the use of educational agents had a significant effect on academic engagement, and the students of experimental groups 1 and 2 who were trained with educational agents. They had more engagement in academic assignments and tasks. Moreover, according to the results, using three educational agents with different roles was more effective than using one educational agent and caused more active engagement of experimental group 2 in doing the academic assignments of the science course.
Electronic learning- virtual
M. Rajabi; A. Ghasemtabar; Y. Mahdavi Nasab
Abstract
Background and Objectives: The new situation caused by the outbreak of the Coronavirus imposed unprecedented conditions on the education system of the countries. Although, prior to this situation, teachers mostly would appear in their classrooms and use classical methods like lectures to teach, now the ...
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Background and Objectives: The new situation caused by the outbreak of the Coronavirus imposed unprecedented conditions on the education system of the countries. Although, prior to this situation, teachers mostly would appear in their classrooms and use classical methods like lectures to teach, now the new situation they are faced with demands continuing their teaching only with the use of distance communication tools and teachers are forced to turn to online teaching and change their teaching styles according to this space. Therefore, in these circumstances and due to the importance of teachers' efficient use of this space and due to the large amount of unreliable information in the digital space and the need to have a critical and evaluative view of this space, teachers must have the required skills appropriate to these conditions. We call this skill digital literacy. In Iran, the Ministry of Education has made decisions to compensate for the effects of school closures, one of which is the launch of a "student education network" abbreviated as "SHAD". From the very beginning, there has been a lot of discussion about its efficiency from the users' point of view. In this regard, the purpose of this study was to investigate the relationship between the level of digital literacy of teachers and their views on the usability of the student educational network (SHAD).Methods: The method of the present research was applied in terms of purpose and descriptive-correlational in terms of data collection. The statistical population of this study includeed all primary teachers in Torbat-e Heydarieh in the academic year 1399-1400; they were about 585 people. Statistical sample was determined using Cochran's formula of 232 people and also simple random sampling method was used. In order to collect the required data and information related to digital literacy, the standard digital literacy questionnaire of Ng (2012) was used. Regarding usability, Bangor et al.’s (2009) system usability scale was used. This test consisted of 10 items. Odd test questions were direct questions and even questions were indirect ones.Findings: After analyzing the data using SPSS software, the results obtained in descriptive statistics showed that the average of digital literacy and its dimensions (technical, attitudinal, emotional-social and cognitive) as well as usability were all above the average. The results of correlation test, which examined the relationship between two variables, showed that the relationship between digital literacy and its dimensions with usability was significant and the highest value was related to the relationship between digital literacy and usability, which was 0.49. The results of regression test with the aim of predicting usability based on digital literacy also showed that digital literacy could predict 24% of the usability variable. The results of regression test with the aim of predicting usability based on the dimensions of digital literacy showed that the effect of technical and attitudinal dimensions on usability was confirmed and could predict almost 26% of the usability variable and the effect of cognitive and emotional-social dimensions was rejected.Conclusion: The results of the study indicated that there was a significant relationship between digital literacy and its technical and attitudinal dimensions with usability and the relationship between cognitive and emotional-social dimensions with usability was rejected. The benefits of using e-learning led to a positive attitude in people, and on the other hand, those who were technically skilled in working with software found it practical. According to the results obtained in this study, the importance of teachers' digital literacy is clear because teachers with higher digital literacy will not have much difficulty in teaching in digital space and using educational software, and this would improve their performance in this field.
Electronic learning- virtual
N. Khatib Zanjani; N. Mohammadi; A. Paahoo
Abstract
Background and Objectives: Canonical correlation deals with two series of variables, each of which can be given a theoretical meaning. The purpose of this study was Canonical analysis of online self-regulatory collectivity (online interaction) and components of cognitive flexibility during cyber teaching ...
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Background and Objectives: Canonical correlation deals with two series of variables, each of which can be given a theoretical meaning. The purpose of this study was Canonical analysis of online self-regulatory collectivity (online interaction) and components of cognitive flexibility during cyber teaching (during Corona virus pandemics) among students of junior high school.Methods: The statistical society included all male and female junior high school students in Ardabil numerated as 43098 (23239 boys and 19859 girls) in the academic year 2020-2021 so that 381 ones (205 boys and 176 girls) were selected via proportional stratified sampling method. For collecting the required data, online self-regulation questionnaire (OSRQ) and the content of cognitive flexibility Inventory (CFI) were used. The collected data was analyzed using Pearson Product-moment correlation and canonical correlation analysis in SPSS 26.00.Findings: The obtained results pointed to a significant relationship between the predictor and criterion variable components (p<0.01). Also, the canonical correlation identified that the components of online self-regulation collectivity including learner-content interaction, learner-Instructor interaction and learner-learner interaction can predict changes of components of cognitive flexibility collectivity including alternatives and control subscales among junior high school students (p<0.01).Conclusion: The results of the study identified that the more the students interact in online teaching and in cyber space with content, as well as the teacher and the other students, the more power of cognitive complexity they would have to deal with difficulties in problems in learning and teaching issues. Using cognitive strategies could assist the students in accessing vague teaching concepts and enable them to access higher levels of learning. At the present time, virtual training provides the students with ample opportunities to make some changes in themselves in terms of motivational aspects, skills, and operational learning steps for reaching teaching purposes. The learner-content interaction is a channel that reconciles the cognitive structure and the mental content of the learner with their macro-cognitive, motivational, and behavioral aspects. These changes in cognition can empower the learners in self-regulation and turn them from passive and strict receivers into active and flexible learners. Accordingly, this perception of ability and internal power assists the learner to reach the belief of self-controllability in solving problems and facing with challenging circumstances.
Electronic learning- virtual
Z. Mansoury Khosraviyeh; A. Araghieh; N. Barzegar; A.H. Mehdizadeh; H. A. Jahed
Abstract
Background and Objectives: One of the areas related to information and communication technology that can play an effective role in the transfer of human knowledge is web-based virtual education. Accordingly, and especially since March 2019 and due to the spread of Covid-19 pandemic, the use of virtual ...
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Background and Objectives: One of the areas related to information and communication technology that can play an effective role in the transfer of human knowledge is web-based virtual education. Accordingly, and especially since March 2019 and due to the spread of Covid-19 pandemic, the use of virtual education along with face-to-face education in the higher education system has become a very tangible necessity. As a result, many universities have entered the field of virtual education for their students. In the present study, researchers sought to use a qualitative method to explain the experiences and views of stakeholders to extract the challenges of e-learning in the university. Therefore, the present study investigated the challenges and threats of e-learning in higher education during the pandemic from the perspective of the faculty members.Methods: The method of the present study was content analysis in terms of applied objectives’ it was a qualitative study using semi-structured interviews. Participants in this study included professors of Allameh Tabatabai University who had experience of teaching virtual courses. The sampling method was purposeful and the sample size was completed till the theoretical saturation limit was obtained and accordingly, 18 professors of Allameh Tabatabai University were included in the sample. The research tool was a semi-structured interview form; content analysis was used to analyze the findings. In this method of analysis, according to the nature of the main research question, the threats of the implemented curricula were causally investigated and explained, and finally the challenges and harms of e-learning in universities during the Covid-19 pandemic were presented in the form of six main categories .Findings: Based on the findings, the challenges of e-learning were classified into six main ones including 1) "Insufficient skills of the faculty members in selecting and using appropriate media", 2) "Faculty members’ weakness in the relative use of the virtual resources, web-based technologies, online consulting services, and technical support ", 3)" Faculty members’ weakness in the relative use of cyberspace to produce educational content ", 4)" Inadequate bandwidth in universities ", 5 "Insufficient speed of advances in updating digital content" and 6) "Inconsistency of the existing curriculum dimensions with virtual education".Conclusion: Due to the outbreak of the Covid-19 and the importance of using virtual methods in higher education, it is necessary for professors in the virtual education and learning system to benefit from a variety of skills of the curriculum including objectives, content, teaching methods, teaching tools and tools and evaluation. Also, in explaining these findings, it should be noted that due to the serious challenges facing professors, it was suggested that familiarity with various e-learning software and their capacities for e-learning must be considered in the special training programs for teachers. Paying attention to infrastructures such as bandwidth, electronic resources and digital content, as well as the issue of keeping communication tools and equipment up-to-date and using new technologies of virtual education, including virtual social networks along with virtual education systems in universities, are some suggestions.
Electronic learning- virtual
S. Norollahee; M. Nazarzadeh Zare; M Mousavi
Abstract
Background and Objectives: The outbreak of the Coronavirus posed a serious crisis to commercial and educational organizations and institutions. In the face of such a crisis, the transition from face-to-face to virtual education was one of the strategies of educational institutions, especially schools, ...
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Background and Objectives: The outbreak of the Coronavirus posed a serious crisis to commercial and educational organizations and institutions. In the face of such a crisis, the transition from face-to-face to virtual education was one of the strategies of educational institutions, especially schools, and this caused increased additional work pressure on teachers as one of the pioneers of the teaching-learning process. Thus, in the face of such a situation, school leadership plays a very effective role in increasing the efficiency of individuals and reducing the tensions caused by rapid environmental changes. One of the leadership styles that can help school leaders achieve this is to use of an ambidextrous leadership style. Ambidextrous leadership is a new type of leadership style that consists of two different spectrums of leadership behaviors and uses open and closed leadership behaviors in a balanced and complementary way to deal with environmental changes. Ambidextrous leadership is related to increasing organizational agility and performance and means the ability to use both hands with the same power. Ambidextrous leadership can have many effects on self-efficacy, job attitude, etc.; so, the research on the effect of this style of leadership has been considered by many researchers in recent years. Given the lack of research on this style of leadership, especially in educational settings in Iran, the need for doing such a study was felt. Accordingly, the main purpose of this study was to investigate the effect of ambidextrous leadership on teachers' job satisfaction and stress in virtual education with the mediating role of psychological empowerment.Methods: To achieve this aim, the researchers used the correlational research method by structural equation modeling. The statistical population of the study included all primary school teachers in Takestan city. Considering the uncertainty of the actual number of teachers, we selected the maximum sample size (335 teachers) by using simple random sampling. Data collection was performed by using the ambidextrous leadership style questionnaire, the psychological empowerment questionnaire, the job satisfaction questionnaire, and the job stress questionnaire. Data analysis was performed by the statistical technique of structural equation modeling (confirmation path analysis) and Pearson correlation test in two statistical software SPSS and AMOS.Findings: The findings of the study indicated the open leadership style on empowerment (0.637) had a significant and positive effect, the closed leadership style on empowerment(0.365) had a significant and positive effect, the empowerment variable on job stress (0.313) had a significant and negative effect, the closed leadership style on job stress (0.314) had a significant and negative effect, the open leadership style on job stress (0.449) had a significant and negative effect, the empowerment variable on job satisfaction (0.224)had a significant and positive, the closed leadership style on job satisfaction(0.350) had a significant and positive, the open leadership style on job satisfaction (0.235) had a significant and positive, also the job stress on job satisfaction (-0.327) had a significant and negative effect. Findings also revealed that the closed and open leadership style had an indirect and significant effect on job stress and job satisfaction through the empowerment variable, and the empowerment variable had an indirect and significant on job satisfaction through the job stress variable. In addition, the measurement and fit indices of the model also indicated the desirability of the model.Conclusion: Overall, the results of the study showed that by using both ambidextrous leadership and empowerment in schools, we can reduce teachers' job stress and subsequently increase their job satisfaction. Therefore, this style of leadership can be used as a useful tool for effective leadership in schools.
Electronic learning- virtual
M. Maghsoudi; F. Safaee; A. Hashemi
Abstract
Background and Objectives: Relying on e-learning in higher education is not a newly emerging phenomenon and has always been considered as a supplementary learning environment. But with the sudden outbreak of the Corona epidemic, the higher education system was shocked. Although the quality of this learning ...
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Background and Objectives: Relying on e-learning in higher education is not a newly emerging phenomenon and has always been considered as a supplementary learning environment. But with the sudden outbreak of the Corona epidemic, the higher education system was shocked. Although the quality of this learning environment has been continuously assessed before, the main question is whether what was said before the Corona epidemic about the quality of e-learning and its capabilities is true in this era in which it is the only teaching and learning environment. Therefore, the purpose of this study was to investigate the quality of virtual education provided at Farhangian University during the Corona epidemic by relying on measuring the attitudes of educators and students in different fields of study.Methods: In this research, the sequential mixed method was used. In order to collect quantitative data, two separate questionnaires were used for educators and students, which contained 15 and 19 questions, respectively, which measured their attitudes based on a Likert scale of five options. The original version of the educators' questionnaire was developed by Dillon and McLean [39] and the questionnaire developed by Patriot et al.,[40] was used for the students. In this study, the statistical population consisted of 713 students and 89 educators working in Farhangian University of Markazi Province. Participants in this study were selected through convinient sampling method. The questionnaires were distributed among 317 students and 36 educators from the departments of elementary education, counseling, special children education, physical training, English language and Persian literature, theology and information technology. After data collection, one-way analysis of variance was used to analyze the data. In addition, to collect qualitative data, interview questions were designed based on the results of quantitative data analysis, followed by interviews with 22 students (14 women and 8 men) and 12 students (6 men and 6 women). One of the volunteer educators participated in the interview from the above-mentioned training groups. After recording the interview sessions and implementing it, they were coded and categorized.Findings: It was shown that the educators of different educational disciplines had a positive attitude and high satisfaction with virtual education in this period and there was no difference between the educators of different educational departments in this regard. However, the results showed that students generally had a negative attitude and low satisfaction with virtual education and there was a significant difference between their attitudes according to their field of study. To find out the reasons for these findings, the researchers decided to conduct a semi-structured interview. After analyzing the content of qualitative data obtained from interviews with educators and students, relying on the method of guided qualitative content analysis, it was found that the factors related to the virtual and multimedia education environment as well as participatory learning in shaping educators' attitudes and students is important. Similarly, in addition to these factors, the third factor, which is related to independent learning, played a role in shaping their attitudes and their level of satisfaction with education.Conclusion: This research showed how much educators and students can have different opinions. Because, while the educators participating in this study had a positive attitude and satisfaction with virtual education at Farhangian University, students generally had a negative attitude towards it during the corona epidemic. Based on the findings of this study, qualitative data, multimedia education tools and insufficient use of group and participatory education have been the main weaknesses and the main causes of negative attitudes and relative dissatisfaction of students, as well as content design and curriculum. Lack of encouragement for students to learn independently was another reason for this dissatisfaction. According to the results of this study, it is suggested that in order to implement virtual education optimally, in addition to knowledge and skills, teachers should have a positive attitude and firmly convey this attitude to students. In addition, it is necessary to have adequate monitoring of the factors of school users (teachers), ICT, interface design (virtual education system), management, human-organizational resource support and evaluation during the course.
Electronic learning- virtual
sh. Molania jolodar; M. Amiri
Abstract
Background and Objectives: Students are the main part and backbone of any educational systems and universities. Due to the outbreak of the Covid-19 in 2019, it is necessary for teachers and students to use electronic tools and the Internet more than before. This has both advantages and disadvantages. ...
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Background and Objectives: Students are the main part and backbone of any educational systems and universities. Due to the outbreak of the Covid-19 in 2019, it is necessary for teachers and students to use electronic tools and the Internet more than before. This has both advantages and disadvantages. As an advantage of these tools, the students can access more resources and literature from the Internet. In addition, they can listen to a lecture more and more and they do not need to go to their colleges or schools. Also, they can save time and money. On the other hand, one disadvantage can be unnecessary usage of the Internet under the pressure of studying and participating in e-learning classes, which makes it more difficult for parents to control their children. The phenomenon of excessive and unnecessary use of the Internet and cyberspace can lead to mental and educational dysfunctions of students, which is known as Internet addiction. Internet addiction was firstly studied by Young in 1988. The purpose of this study was to investigate the relationship between improper use of the Internet and the study program of students of Mazandaran Technical and Vocational University during the Covid-19 pandemic.Methods: The research was a survey. Among about 13,500 undergraduate students of Mazandaran Technical and Vocational University in the academic year 2020-2021, 550 students were selected based on random selection. Yang’ (1998) standard questionnaire was used for eliciting the participants’ information with regard to the Internet use and a researcher-made questionnaire was used to collect the required data for the students’ study programs. The formal validity and reliability of the Internet use and students’ study program were 0.88 and 0.91, respectively. In this study, in order to investigate the relationship between independent and dependent variables, in addition to conventional statistical methods, the information sharing measurement method (Mutual Information) was used. This method not only examined the degree of linear dependence between two random variables but also measured the nonlinear dependence. This method has many applications in information theory.Results: The results showed that the total variable of the Internet use had an inverse and significant relationship with the students' study program (Pearson coefficient = -0.35). All five components of the Internet use (the effect of the Internet on work latency, preference for the Internet over work, the degree of Internet dependence, others protesting against the extreme use of the Internet and taking refuge in the Internet due to circumstances) had an inverse and significant relationship with students who enjoyed a study program. These four components could explain 17% of the variance of the students' study program. In measuring the dependence between the variables of the Internet use and study program, students were close to each other with two methods of measuring information sharing and other methods, despite minor differences.Conclusions: It seems that the dependence on and improper use of the Internet are related to the result of students' conscious or unconscious work. The result shows that among the components of the Internet use, the effect of the Internet on work latency has the strongest relationship with the students' study program. The component of others' protest against the extreme use of the Internet due to the influence of the protest of family and others on the students' study program shows a direct and positive relationship. However, with the indirect impact of other dimensions of the Internet use, the direct and positive effect on the variable of students' study program diminishes.
Electronic learning- virtual
N. Amini; A.R. Nasr; B.E. Zamani; B. Tork Ladani
Abstract
Background and Objectives: The nature of higher education is evolving due to the advancement of ICT while these technologies have had a significant impact on the mission of universities in education and research directions. ICT is a mdeiator that enables the expression of a wide range of information, ...
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Background and Objectives: The nature of higher education is evolving due to the advancement of ICT while these technologies have had a significant impact on the mission of universities in education and research directions. ICT is a mdeiator that enables the expression of a wide range of information, ideas, concepts and messages. This phenomenon, with all its features and applications, is the collection, organization, storage and dissemination of information, including audio, video, text or number, using computer and telecommunications tools. ICT as a new approach is complementary to education, not its alternative, and its the purpose of development is to improve and make education resources more efficient in general and human resources in particular. Numerous studies in the past have shown the positive effects of ICT in teaching. The development of information technology and the use of new tools and concepts provide the basis for the expansion of information and easy and low-cost access for learners, including school and unviersity students and teachers in the online way and enable the rapid exchange of information and cultural interactions. Higher education institutions are increasingly planning to use ICT as a tool for teaching-learning, scientific collaboration, scientific communication, development, and faculty empowerment, and in practice, are trying to use ICT to achieve goals. In facing the global need, ICT use help educators replace traditional teaching methods with technology-based teaching and learning tools and facilities. But today this is much more important for education than in the past, because new tools and the use of ICT are effective in instructional methods. ICT seems to have a tremendous impact on the learning process in higher education by providing new and exciting opportunities for faculty and students. The present study aims to Meta-analyze the previous studies on the effect of ICT on the faculty members' educational and research performance to show the real value 0f ICT. Methods:The research sample consists of all previous studies done on the effect of ICT till 2018 in Iran. The purposeful sampling was done for selection of 6 studies on the effect of ICT on the faculty members' educational performance and 5 appropriate studies regarding the impact of ICT on their research performance to enter the meta-analysis. The isntrument for data gathering includes a checklist of choosing studies technically and methodologically. The meta-analysis method consists of the mixed approach of Hunter and Smith and Cohen for interpretation of results. Findings: The findings confirmed that ICT has a significant effect on faculty members' educational and research performance. The effect size was of ICT on the faculty members' educational performance was 0.413. Also, the effect size of ICT on the faculty members' research performance was 0.315. Conclusion: Vsing ICT has significant effect on educationl and research per formance of faculty members. Considering the obtained results and the quantity and quality of existing research studies, it is suggested that the researches of these two fields be carried out at a higher level in terms of quality and observance of the rules of academic paper writing and conducting research. Also, to achieve a reliable result in the first stage, use parametric statistics in their design and use strong statistical methods with appropriate sample and appropriate sampling methods in accordance with the population.
Electronic learning- virtual
S. M. Jafari; J. Babashahi; N. Eskandary; M. Zandi Nasab
Abstract
Background and Objectives: Today, with the development of mass communication tools and computers, the penetration and expansion of the Internet in various areas of life is undeniable. One of the most pervasive phenomena that has emerged on the Internet in recent years is the emergence of social ...
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Background and Objectives: Today, with the development of mass communication tools and computers, the penetration and expansion of the Internet in various areas of life is undeniable. One of the most pervasive phenomena that has emerged on the Internet in recent years is the emergence of social media. Social media has affected social and economic life. The spread of social media has attracted the attention of various segments of society, including educational administrators. From the perspective of educational administrators, social media provides unique opportunities for teaching and learning. Social media is a group of Internet-based applications that rely on the basics of Web technology to create and share user-generated content. Social media, in addition to the entertainment aspect, is used to access and disseminate learning information, and their use to achieve educational goals has been studied in detail. One of the applications of social media is learning, in which the learning process takes place through knowledge sharing. With the development of social media, proper and efficient use of it is inevitable. Social media is a good tool for learning. In order to have a better and more advanced society, special attention should be given to the role of learning through social media. One of the issues that promotes the development of learning through social media is the loyalty of users to learning through social media. Therefore, in the present study, the antecedents of learning loyalty through social media have been studied. Methods: The present study is a descriptive study in terms of objective and applied in nature. The data gathering instrument was a questionnaire and the population of this research was the users of the Telegram group of Qom IT Centre. In the current study, convenience sampling was used to collect 364 questionnaires. Data were analyzed using SPSS and LISREL software. Findings: The findings of the study showed that more than 95% of the statistical population were university educated and all the research hypotheses were confirmed. Conclusion: The results of the research show that two indicators for measurement of learning loyalty through social media (behavioral intention to continue using and willingness to recommend to others) are affected by satisfaction, and satisfaction is also affected by self-efficacy of learning and interest to learning through social media. The results also showed that the cognitive disability of the Internet has disadvantages and causes a decrease in self-efficacy and interest in learning through social media. When a person feels the self-efficacy of learning through social media, they find interest and satisfaction in learning through it. Also, the interest in learning through social media leads to the satisfaction of learning through it, and finally, if a person finds satisfaction in learning, they have a behavioral tendency to continue using social media and a tendency to advise others.Through the above, the development of social media as a learning tool is possible, and this brings many benefits, including reducing learning costs, reducing learning time, expanding learning fairly, and improving learning.
Electronic learning- virtual
A. Badeleh; N. Nosrat; V. Soleymani Rad
Abstract
Background and Objective: Increasing development of technology has led to appearance of machines calls robots which have influenced different dimensions of human life. Robotics is one of the newest technologies in today’s world that has a great role in industry today and is gradually expanding ...
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Background and Objective: Increasing development of technology has led to appearance of machines calls robots which have influenced different dimensions of human life. Robotics is one of the newest technologies in today’s world that has a great role in industry today and is gradually expanding throughout human life. Robotics is a new tool that can meet many human needs and influence the attitudes and thoughts of people, especially adolescents, and influence their behavior, because adolescents are interested in gaining new experiences and technology, due to new inventions such as robotics, this need is met. Students feel more comfortable with technology and robotics, because this technology quenches their curiosity. The world of robotics is a combination of electronics, mechanics, software and hardware that is constantly evolving. In other words, a robot is an electromechanical device or intelligent software to replace humans, with the aim of performing various tasks. A machine that can be programmed to execute various commands or perform a series of special tasks, especially those that are beyond the natural capabilities of men. Robotics, due to its interdisciplinary nature, has an attractive approach to education, because it requires expertise in the fields of mathematics and aesthetics, while mathematics strengthens problem-solving thinking and aesthetics strengthens creative thinking. Therefore, it can be said that robotics is effective on students' problem-solving and creative thinking. This study aims to evaluate the effect of robotic education on problem-solving of junior-high school students in physics. Methods: This is a semi-experimental and causal-comparative study. The statistical population includes all schools participating in the robotics training program in Tehran. Using cluster sampling, from 5 districts of Tehran, one district was chosen, and then randomly from its schools, 6 schools with 173 students were selected and 120 students were randomly selected among them. Research tools included a researcher-made questionnaire of problem-solving measurement and an educational package of robotic structures in physics. Its validity was confirmed by content validity method by robotics experts and testers and its reliability was achieved 0.95 using Cronbach's alpha. For data analysis, SPSS software was used in two levels of descriptive statistics (indexes of centrality and frequency) and deductive statistics (independent t-test, variance analysis and covariance analysis). Findings: The findings show there is a significant relationship between educational robotic and problem-solving skills, and also, there is no significant relationship between the effect of robotic education on the level of problem-solving skills among girls and boys students. Conclusion: Robotic education has a significant effect on problem solving skills of high school students. The present study, like any other research, has certain limitations such as using only one research instrument, i.e. questionnaire and not using other instruments and geographical and curricular limitations and training costs and robot construction, and need for advanced workshop equipment. There was a lack of original and standard software. Therefore, it is suggested that the present study be conducted in other geographical areas and in other courses and in places with advanced engineering facilities to increase the probability of generalizations. Based on the findings of this study, it is suggested that arrangements be made to investigate the effect of robotics on students' motivation and learning, and to provide accurate information to provide solutions for the correct use of robotics training. In addition, it is suggested that robotics training methods in other countries be considered to promote the effectiveness of robotics training on students.
Electronic learning- virtual
S.A. Azimi; G.I. Kirilova; N. Soleimani
Abstract
Background and Objectives: The world-wide approach to using distance learning technology for education proves that the use of this tool has unique benefits for teaching and learning. However, the use of technology must be carefully monitored. Educational technologies are effective tools, but they do ...
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Background and Objectives: The world-wide approach to using distance learning technology for education proves that the use of this tool has unique benefits for teaching and learning. However, the use of technology must be carefully monitored. Educational technologies are effective tools, but they do not do extraordinary work on their own. In fact, it is the proper use of them by stakeholders, including professors and students that grant these tools value, efficiency and effectiveness. One of the main features of technology is self-education; but in the course of self-learning, more basic skills must be established and strengthened, including the skills of self-knowledge, self-organization, and self-motivation to study, which ultimately lead to self-development. Appropriate use of educational technologies such as the use of content management systems and their facilities can potentially support the development of various stages of self-development. The use of educational technologies to achieve self-development is associated with significant efforts by teachers and time costs. In addition, professors must have sufficient knowledge, technical skills, talent and experience in this field. These efforts are complemented by a review of goals, content, and the selection of appropriate teaching methods. As a result, if professors are able to select appropriate information sources, analyze and combine different knowledge, it is possible to achieve a different qualitative result. However, there is not always coordination between various elements, and as a result, there are shortcomings in this area. The aim of this study was to examine the effect of self-development of students on their academic achievement through the use of distance learning technology by instructors. Methods: This study was carried out in a statistics course using the quasi- experimental method (pretest-posttest). The statistical population of the study were 664 students in the field of the social sciences (economics and management) of Iranian and Russian virtual universities in the academic years of 2015-2017. 242 students (112 from Russia and 136 from Iran) were chosen among them based on Morgan's table. Findings: The findings showed that there was a significant difference between the mean scores of pre-test and post-test of self-development and academic achievement of Iranian and Russian students. Conclusion: The use of educational technology by faculty members has a significant effect on improving students' academic achievement and self-development. Usefulness of technologies can be more evident by targeted use of them. The results of this research remind us that a new and different look at technology and its applications is effective in creating new developments and experiences in education. In fact, the purpose of using technology in today's era should be to develop individual and self-development skills, in order to achieve the main goal of education, which is to train active learners who are ready for change, and thus they are able to come up with creative and thoughtful solutions to face the problems of life in the present century, as well as increase their academic performance.
Electronic learning- virtual
V.R. Mirzaeian
Abstract
Background and Objectives: Machine translation is now widely used everywhere; However, its role as a language learning tool has not been confirmed, as there are concerns about its quality. However, if we compare the machine translation output with the output produced ten years ago, we see a significant ...
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Background and Objectives: Machine translation is now widely used everywhere; However, its role as a language learning tool has not been confirmed, as there are concerns about its quality. However, if we compare the machine translation output with the output produced ten years ago, we see a significant improvement in its quality, especially in terms of vocabulary and grammar. Machine translation can be defined as: the process by which, using electronic devices, input can be provided from one language and output delivered in another language. When machine translation became available on smartphones, it gained universal acceptance because of its benefits such as free and easy access. In the field of education, many learners use this technology every day for various personal as well as academic purposes. These goals mainly include understanding a text that is not written in the native language or translating different texts from different languages into other languages and delivering it as homework. Machine translation can help learners gain a quick understanding of a text written in a language other than their mother tongue by producing an incomplete version. The aim of this research was to assess the quality of machine translation and its impact on students’ reading comprehension. Methods: Three types of texts were selected with varying levels of difficulty. These texts were translated once by a human translator and once by machine translation (Google Translator). Finally, six texts were obtained. The output of machine translation was evaluated and analyzed. Postgraduate students who happened to use machine translation more frequently were then randomly divided into six groups, each group reading one of these texts and answering multiple choice comprehension questions at the end of the text. The T-test was performed on the data and it was found that from the three types of texts, the two types of texts, despite having some lexical and grammatical problems, were able to compete with human translation. Findings: The data showed that the quality of machine translation is improving and has now reached a degree of quality that can be used as a tool in educational environments. Some guidelines were also given on how to use this technology in the classroom. Conclusion: This study attracts attention of language educators to MT and its use in language teaching. It suggests that language educators should be trained to use this tool to improve language learning among students. Considering that the type of text has a great impact on the quality of machine translation and very good scientific texts and very bad literary texts are machine translated, this point should also be considered in generalizing the results of this research. All three texts translated by Google were able to match the human translated text in terms of comprehension, but the number of unknown sentences in this text was more than the other two texts, which were expected to have a negative effect on students' comprehension, which was not observed. The issue of gender can also be examined to see if there is a relationship between gender and the type of reaction to machine translation or not.
Electronic learning- virtual
M. Arab Poshtkohi; A. Zamani Moghadam; A. Rajabzadeh qatri
Abstract
The aim of the present investigation is to determine the significance of the components constituting the e-Learning of the Work and Technology course from Experts’ Point of view. The approach of the investigation is quantitative and a hierarchy analysis method is used. The community of the investigation ...
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The aim of the present investigation is to determine the significance of the components constituting the e-Learning of the Work and Technology course from Experts’ Point of view. The approach of the investigation is quantitative and a hierarchy analysis method is used. The community of the investigation is experts of the training domain, the modern technologies planning domain, and Work and Technology course domain which 18 people of them were selected purposefully as samples. In order to analyze the data, the technique of index paired comparison was used. Based on the obtained results, the most important components which constitute the e-learning of the Work and Technology course include content, page design, organization, motivation, flexibility, evaluation, feedback, balanced workload, helping, and training-learning activity. It is evident that the findings of the present investigation help the decision-makers to adopt effective strategies for training courses as the most important components constituting the e-learning are specified and thereby the decision-makers may control the levels of resource assignments.
Electronic learning- virtual
Kh. Sarboland
Abstract
Background and Objective:The advent of information and communication technologies, increasing access to computers in higher education and universities’ challenges such as increasing demand for education, the need for economic activities to provide new resources and the use of information technology ...
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Background and Objective:The advent of information and communication technologies, increasing access to computers in higher education and universities’ challenges such as increasing demand for education, the need for economic activities to provide new resources and the use of information technology to provide education services in the global market has caused universities to reconsider their traditional roles and create new organizational structures. E-learning is one of the advances of technology in education. Along with the growth of technology and its development in the field of learning, experts in this field conceived the idea that they can meet the educational needs of the learners by launching e-learning courses. Determining the level of student satisfaction is one of the most important indicators of achieving the desired quality. Studies also show that in order to continuously improve higher education system, it is necessary to evaluate the quality of educational, research and welfare services. Due to the above-mentioned reasons, examining the readiness and potential of the e-learning system is inevitable. Therefore, the purpose of this study was to evaluation the effectiveness of e-learning on the satisfaction of graduate students in Islamic Azad University. Methods: The research method is mixed (qualitative-quantitative). In qualitative section, a theme-based questionnaire/focal group and in quantities section, a surveying type was used. The statistical population of the research in the qualitative section was experts in the field of e-learning, academic elites, professors and experts, 22 of whom were selected by non-random and snowball sampling. The selection criteria was having more than 10 years of experience and being excellence in education and research. The statistical population of the quantitative section were postgraduate students of university units in northwestern Iran, among whom a sample size of 219 was selected by stratified sampling. The data collection method was interview in the qualitative section. In the quantitative section a 45-item researcher-made questionnaire was used based on a 5-point Likert scale. Spatial and local research area included university units in northwestern Iran consisting of 14 units in 2018: Tabriz, Bonab, Maragheh, Marand, Khoy, Parsabad Moghan, Ardabil, Garmi, Khalkhal, Meshkinshahr, and Azarshahr. These units were selected because their instructors had the following academic degrees: professors, associate professors and assistant professors. Findings: The results showed that all the components of the research was satisfactory and with the exception of user interface all features of e-learning were efficient. Conclusion:Inspired by theoretical foundations, research background, as well as the results of qualitative data, it was observed that the effectiveness of e-learning method has an impact on students’ satisfaction and also student satisfaction affects many variables in northwestern university units in Iran. These include motivation in relation to the goals of the organizational excellence, learning in anywhere any time, participatory learning, self-assessment and self-directedness, improving the functions of the educational system that provide a high return on extracurricular learning.
Electronic learning- virtual
M.A. Rostaminezad; A.A. Ajam; H. Zabet
Abstract
Background and Objective: One of the most sensitive parts of the education system in every person's life is elementary school. A period that plays a very important role in the life of each person; and the success or failure in this period will have very serious effects on the future of the individual. ...
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Background and Objective: One of the most sensitive parts of the education system in every person's life is elementary school. A period that plays a very important role in the life of each person; and the success or failure in this period will have very serious effects on the future of the individual. Meanwhile, the role and importance of mathematics is felt more than other subject matters as many students are weak in this course. For this reason, the teaching of this course should be changed from a strict and inflexible subject matter that is limited to lecturing to various approaches in accordance with mathematics education and active teaching methods along with new educational technologies. Educational technology and e-learning are some of the concepts that were introduced and attracted a lot of attention in the field of education with the growth and development of information and communication technologies (ICTs). Recently, Wanser proposed a theory of educational humor processing, a theory that has evolved from the basic models of persuasion and incompatibility theories to explain the role of educational humor in facilitating learning. This research conducted with the aim of evaluating the effectiveness of the electronic humorous content on the learning and retention of students' mathematics. Methods: The present study was a semi-experimental research using pre-test-post-test design with experimental and control groups. The population consisted of all 5th grade students (N=2200) in elementary schools at Birjand in 2018. The statistical population of the study consisted of 58 people who were selected with convenience sampling. The study sample included a class as the experimental group and another class as the control group selected out of four classes, each consisting of 29 people. For data collection, Teacher-made test used in pre-test and post-test. In addition to, descriptive analysis, covariance test used to analyze the data. Findings: There is a significant difference between the mean scores of the experimental and control groups' mathematical learning variable. Regarding ETA, we can say that using humorous content, explains 15.4% of the variance of post-test scores ( = 15.4%،p < .05). There was no significant difference between the mean scores of pre-test and post-test of retention in the experimental group compared to the control group. The findings of this study showed that the effect of humorous electronic mathematical content on learning was significant (15%), but the effect of humorous electronic content on retention was not significant. Conclusion: The use of e-content is a step forward toward the effectiveness of the teaching and learning process. The application of this research results for pedagogues is that in order to improve mathematics learning, we should pay attention to the role and function of humorous education and electronic content; and by combining these two direct mathematical teaching methods to create interest in this subject matter. Combining the process of teaching mathematics with humorous e-content will increase students' attention and motivation, improve their mathematical learning, and foster their creative power. The findings of several studies suggest that providing opportunities for collaborative, moderated, and competitive learning in schools can help reduce anxiety and improve students' math performance. This requires a systematic and purposeful effort on the part of the education system to bring about a change in math textbooks and teaching methods. For this reason, it is necessary to take essential measures to make the e-content as effective as possible. This requires that professionals, teachers, and all educators collaborate effectively and efficiently to successfully design and produce e-content.
Electronic learning- virtual
N. Barari; M. Rezaeizadeh; A.t Khorasani; F. Alami
Abstract
Background and Objective:The separation of learner and teacher from each other in e-learning, has made feedback as the most important challenge in this type of learning. Despite, there is no comprehensive framework based on the science of education, so that how to create educational feedback based on ...
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Background and Objective:The separation of learner and teacher from each other in e-learning, has made feedback as the most important challenge in this type of learning. Despite, there is no comprehensive framework based on the science of education, so that how to create educational feedback based on learning objectives. The purpose of this study was to compilation the educational standards and their indicators based on the Bloom- Methods: Anderson’s taxonomy for design effective and on time feedback for any educational goal. Qualitative research approach is used and based this approach, the phenomenological design strategy has been used. The population included 12 persons of subject matter and faculty member in academic e-learning centers which were selected through purposeful sampling. Those individuals included in the sample who had three characteristics: a) academic education in e-learning, b) teaching in higher education in the faculties of educational sciences, and c) working in e-learning centers of universities and educational institutions. To gather data semi-structured interviews were used. Qualitative data generated from interviews were coded and analysis by Corbin and Strauss method and Maxquda software. Findings: The results of the study led to the development of 4 educational standards and 25 indicators based on the Bloom-Anderson’s taxonomy to design a comprehensive feedback in the field of e-learning. According to the results of this study, educational technologists can evaluate or design more effective e-learning environments. Conclusion: Overall, feedback plays a key role in e-learning process that can pave the way for identifying problems in the teaching-learning process and proposing improvements to these challenges. However, timing of the feedback is critical. Lack of time shows that the potential benefits of feedback are often not achieved, and instructors are often unable to provide feedback tailored to educational conditions and goals. The results of this study can provide appropriate design and presenting of the feedback with the aim of learning and effective use of educational technologies at the right time. In this regard it can help designers of e-learning environments in a way that the right time to provide feedback is not wasted and always provide feedback at the right time and in the right way. Based on the results of the research, evaluators and administrators of e-learning environments can use the e-learning evaluation form of the paper prepared based on the standards and criteria in a Likert scale to evaluate the feedback method of e-learning instructors.
Electronic learning- virtual
S. Khodaveisi; F. Seraji
Abstract
Background and Objective As one of the key components of the curriculum, the teacher has an effective role in teaching effectiveness and facilitating learning. The quality of teachers’ work is the most important factor influencing the quality of students' learning and the success of the educational ...
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Background and Objective As one of the key components of the curriculum, the teacher has an effective role in teaching effectiveness and facilitating learning. The quality of teachers’ work is the most important factor influencing the quality of students' learning and the success of the educational systems. Teachers, as one of the complex components of the school ecosystem must be able to meet the expectations and demands of various admin administrators and stakeholders and have a deep understanding of social developments and future changes. Therefore, teachers must constantly seek to update their knowledge and skills and improve their professional development. The field of teacher professional development consists of various aspects such as perceptions, educational beliefs, epistemology, ideology, behavior, and practice related to teaching and learning. The present study seeks to investigate how Iranian teachers use cyberspace for their professional development. Methods: In this study, qualitative research method with descriptive phenomenological approach used the subjects, who consist of 25 teachers who actively promote the educational applications of cyberspace, were selected from among the teachers of Hamedan Province and invited to an interview. Snowball sampling technique was used and the number of subjects was decided to be 25 according to the principle of theoretical saturation the reliability and validity of the data were determined by transferability and dependability. Findings: By using information retrieval tools, they can access their required information in various fields, become informed about conferences and educational workshops, rethink their experience as well as improve their self-confidence in responding to students' questions. By using tools content production and presentation, they can produce high-quality multimedia contents, design various learning activities, encourage students to participate in activities, and adopt active teaching methods. Finally, teachers can make use of interactive tools to express their experience and receive feedback, exchange information with other teachers and scholars, improve their communication skills, get involved in participatory learning along with their colleagues and conduct team projects. Conclusion: The findings of this study showed that Iranian teachers use three tools of information retrieval, production and presentation of content and interactive tools to develop themselves professionally with respect to content, pedagogical and technological knowledge. Based on the findings, teachers can use the retriveal tools to find the information they need in a variety of areas, such as information about the field of study and the latest changes in textbooks, information about students' educational issues, teaching methods, evaluation methods, research methods, learning theories, education in other countries as well as time, place and themes of wbinars and conferences. The results also showed that teachers can use interactive tools to express their experiences and use the opinions of others to improve them; create a participatory atmosphere; strengthen their critical thinking; improve their writing skills and promote their skills in using word processors; exchange information with experts and colleagues; strengthen their conversational skills; work with partners and experts on collaborative projects; and design individual and group learning activities. So teachers can use cyberspace as a platform to empower themselves professionally.
Electronic learning- virtual
Kh. Aliabadi; A. Delavar; M.R Nili; M. Iziy
Abstract
Background and Objective: The educational system, each decade, faces special audience as learners. These students have special educational characteristics, needs, interests, and preferences that significantly improve the policies, quantity, and quality of the educational system services. The emergence ...
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Background and Objective: The educational system, each decade, faces special audience as learners. These students have special educational characteristics, needs, interests, and preferences that significantly improve the policies, quantity, and quality of the educational system services. The emergence of a generational phenomenon in academic discourses are addressed with themes such as "students of this period of time" and issues such as the differences between the students of the current period of time and the past with respect to motivation, scientific perseverance, academic interests, and academic ethics. The subject of the differences between the learners of one period and another is referred to as the generation gap. Generational issues are one of the most important themes in the field of education, especially higher education. In the early years of the 21st century, some theories about the new generation entering universities were proposed stating that these learners have certain characteristics due to their birth and growth in the age of technology. Labels such as Digital Natives, Millennial, Network Generation, and Digital Learner have been set. The present study aims to validate the Digital Native Characteristics Scale (DNAS). Methods: Regarding to the issue of validity consideration in electronic versions of the instruments; therefore, electronic and printed versions of this scale validated by descriptive-survey method. The population included 7320 undergraduate students of Birjand University who were studying in the academic year 2017-2018. The number of samples in the present study was 374 students who selected from 10 faculties of Birjand University based on the table of sample size of Krejcie and Morgan and using cluster sampling method. The sampling method was such that one class was randomly selected in each faculty, and about 50% of the class population randomly completed the Digital Natives Measurement Scale electronically and the other 50% in print. Findings: The results of exploratory factor analysis showed that both electronic and printed versions had satisfactory validity and reliability. The scale revealed 4 features for digital natives, including: (1) grow up with technology; (2) reliance on the graphic in communication; (3) multitasking; and (4) instant feedback. The electronic version and printed version explained 65.71% and 62.43% of the variance respectively. The total reliability was obtained by Cronbach alpha for the electronic and printed version were α = 0.89 and α = 0.91 respectively. All four identified components in both print and electronic versions had optimum reliability. Conclusion: Comparing the psychometric characteristics of the two electronic and printed formats in the present study did not show a significant difference between these versions. According to the research findings that have confirmed the construct validity and reliability of this scale, this instrument can be used in future research for the purpose of measuring the characteristics of digital natives in Iranian culture and at the academic community. However, pre-university courses it require more research. Also, this instrument can be used for educational design and teaching purposes by educational designers and can be used to adapt the training to the characteristics of this generation. Despite the optimal validity and reliability of the scale in this research, it is recommended that new instruments be designed and validated in future research considering the findings of the present study and using generational theories in Iran.
Electronic learning- virtual
Gh.R. Aslani; S.A. Azimi; N. Soleimani
Abstract
Background and Objective:In recent decades, the use of new information and communication technologies around the world has grown rapidly. The proliferation of personal computers, mobile phones or Android phones, and the easy access to the Internet provided by telephone operators have changed the lives ...
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Background and Objective:In recent decades, the use of new information and communication technologies around the world has grown rapidly. The proliferation of personal computers, mobile phones or Android phones, and the easy access to the Internet provided by telephone operators have changed the lives of millions of people. These changes have directly and indirectly affected people's behaviors and habits, and even their cognitive and mental characteristics. As the use of the Internet by children and adolescents increases, there are concerns about their online safety. Providing a safe environment requires an in-depth understanding of the types of risks of the online environment, as well as effective solutions to reduce these risks. The issue of cyberspace abuses and the irreparable damage that this environment can do to personality and social image is a matter of consideration, the prevention of which is most of all the responsibility of the educational organizations, and particularly the family. The aim of this study was to investigate the relationship between parental supervisory styles and internet safety of children among male and female students of high school. Methods: Descriptive correlational (structural equation modeling) method was used at this study. All the second grade students of high school in Dezful and their parents in the academic year of 2017-2018 were statistical population of this study. According to the sample size, 375 people were selected based on Krejcie and Morgan's tables. Stratified sampling method and random cluster sampling were used for sampling. Two standard questionnaires of determining parental supervisory styles and a researcher-made questionnaire of checking the internet safety of children on a Likert scale were used to collect data. Frequency distribution, mean, Pearson correlation coefficient, regression and structural equation model test were used to analyze the data. Findings: The results showed that there is a significant difference between the parenting styles and the level of internet safety of children. Parents' cordial behavior with their children and their proper control give more confidence among family members. The child who feels such a climate feels safe in expressing his Internet needs, the things that are encountered in using the internet, as well as the questions and problems encountered when using the internet will be more comfortable to discuss these issues with parent. Conclusion: The results show that the highest Internet security of children is observed in the authoritarian regulatory style, followed by the authoritarian style and the negligent style; while the lowest internet security is observed in the non-interfering style. The results also showed that there was a significant relationship between parental supervision style and parental Internet security. Parents' sincere behavior and their proper control provide more trust among family members. The child who feels this atmosphere feel more secure and comfortable to express their needs about the Internet, the events that occur in using the Internet, and the questions and problems that they have while using the Internet. Parents with a friendly style and proper control have taken the necessary precautions to use the Internet safely and avoid serious risks. They have clearly set their own rules and expectations for children to use the Internet. And children are aware that they must respect these rules and expectations in order to be loved by their parents. In fact, this group of parents are not far behind their children in issues such as Internet literacy and media literacy, and they know and practice the etiquette of dealing with their children when they use the Internet.
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