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
E. Jafari; M. RezaeiZadeh,; R. Shahverdi,; B. Bandali; M. Abolghasemi
Abstract
Background and Objectives: Today, teachers need a set of broader and more complex qualifications than before. In order for e-learning to be successful, front-line teachers must employ the necessary technological knowledge and effective pedagogical strategies to use ICT in the classroom. Also, to accompany ...
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Background and Objectives: Today, teachers need a set of broader and more complex qualifications than before. In order for e-learning to be successful, front-line teachers must employ the necessary technological knowledge and effective pedagogical strategies to use ICT in the classroom. Also, to accompany young learners in the development of digital competences, it is necessary that their teachers have the necessary digital literacy and competence in the first place. Therefore, digital competence is one of the key competences for teachers. For this reason, the aim of the present study was to evaluate the status of digital educational competencies of teachers based on the European Union framework.Methods: The current research design was quantitative and the participants in the research were 182 teachers from all over the country from 20 provinces and 46 different cities. To evaluate the digital educational competencies of teachers, a virtual workshop entitled "Teacher; On the way to digitalization" was held. After introducing and explaining each competence, the teacher provided the question related to the competence to the participants through the link of Google form, so that the questionnaire could be completed in this way. The questionnaire included 3 general competencies and 10 sub-competencies. Each competency had three levels: Novice and Explorer, Expert and Integrator, and Leader and Pioneer. In fact, the teacher evaluated him/herself based on these three levels of each competency.Findings: The results showed that the competence status of teachers' digital resources in the field of managing, protecting and sharing digital resources and creating and modifying digital resources was at the level of "novice and explorer" and "integrator and expert", respectively. In relation to teaching and learning competence, except self-regulated learning competence, which was at the "novice and explorer" level, other competences were at the "integrator and expert" level. Competence of "assessment strategies" and "analyzing evidence" was also at the level of "novice and explorer". Regarding other competencies, no significant relationship between levels was observed. Also, no significant relationship was found between demographic components (occupation, age, gender, and province) and competencies.Conclusion: In the current research, in addition to familiarizing the teachers with this framework and the types of digital competencies they need in the teaching profession, the evaluation of the digital competencies of the participants was also considered. Since the evaluation was done along with the training, it can be said with more confidence that the obtained data was more accurate. Also, evaluating teachers' digital competencies based on a spectrum or progression model helps to better and more accurately evaluate teachers and develop their digital competencies. In this case, training will be need-based and personalized in some way. Also, investigating the relationship between demographic components and the state of competencies leads to a more accurate understanding of the current situation of teachers in the country. In general, the results of using this self-evaluation can be used to adjust training courses and empower teachers and help teachers' educational preparation. One of the suggestions of this research for future researchers is to consider the evaluation of other competencies of the DigCompEdu framework. In the current research, the main focus was on basic competencies, that is, digital resources, teaching and learning, and assessment.
Electronic learning- virtual
Z. Khorang; R. Esfanjari Kenari; Z. Amiri
Abstract
Background and Objectives: The digital divide, like other social divides, forms a kind of social inequality. This form of social divide is the gap in access to digital tools and digital skills. Inequalities in access to digital tools and knowledge and skills can increase social and educational inequalities ...
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Background and Objectives: The digital divide, like other social divides, forms a kind of social inequality. This form of social divide is the gap in access to digital tools and digital skills. Inequalities in access to digital tools and knowledge and skills can increase social and educational inequalities by transferring students from school to the labor market, and also affect the rate of migration from rural to urban areas. As schools resume education and restrictions are lifted, understanding how developing digital skills during the Covid-19 pandemic may exacerbate social and educational inequalities for some students is becoming more important. Because students in the same classrooms may have different learning. In fact, the extent to which citizens benefit from digital and media tools determines their position and place in the society and the spatial structure of the village and city. Therefore, the main goal of this research was to investigate the digital divide of virtual education of students in Alborz province during the Covid-19 pandemic.Methods: The current research was practical in terms of purpose and descriptive-analytical research in terms of the nature and method and was a documentary-field study in terms of data collection. The statistical population of the present study included the students of the central part of Karaj city in 1400, a questionnaire was used to collect the necessary information, the required data was obtained by completing 196 questionnaires and using the stratified sampling method. In the current study, the digital divide was measured with four levels of physical access, skill access, how to use computers and the Internet, and the level of motivational access. Kolmogorov-Smirnov and Shapiro-Wilk tests were used to check the normality of data distribution, and non-parametric Kruskal-Wallis and Mann-Whitney tests were used to check the mean comparisons. The studied sample included government schools, private schools, gifted students' schools and board of trustees.Findings: The results showed that there was a significant difference among students in terms of access to virtual learning opportunities during the covid-19 pandemic. Rural students compared to urban students had a higher gap in all four levels of physical access, skill, usage and motivation. Also, according to the findings, there was a significant statistical relationship between the geography of the place of residence and the challenges of online learning in the four levels of access mentioned. It was also observed that students who study in government schools have a significantly higher digital divide than the students who study in other schools. The results showed that the level of parents' education has a statistically significant effect on the digital gap of students, and female students have a smaller digital divide compared to male students. Conclusion: According to the results of this study, it is suggested that the current and future political efforts should be made with the aim of supporting rural students with disadvantaged social and economic backgrounds so that they not only physically access the Internet and other digital tools, but also acquire the necessary skills to learn and use the Internet. These solutions can be a tool to reduce social inequalities in education in different geographical areas. The digital divide can weaken the social wealth and even erode it. If it is not resolved or at least not reduced, it may have harmful economic, cultural, social and political effects for the rural society. Therefore, it is suggested that by developing the infrastructure and increasing the level of digital literacy of students, the ground will be prepared for the reduction of digital divide. Also, it is necessary to make political efforts with the priority of supporting rural students with disadvantaged social and economic backgrounds to be a tool to reduce the digital divide.
Electronic learning- virtual
E. Noori; M. Golestaneh; S. M. Mousavi
Abstract
Background and Objectives: With the spread of COVID-19 and the closure of universities, the possibility of holding face-to-face chemistry laboratory courses was lost. And universities inevitably used alternative solutions to provide laboratory courses. Farhangian University, like other university centers, ...
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Background and Objectives: With the spread of COVID-19 and the closure of universities, the possibility of holding face-to-face chemistry laboratory courses was lost. And universities inevitably used alternative solutions to provide laboratory courses. Farhangian University, like other university centers, switched to online education. This current research aimed to investigate the level of mastery of computer skills and digital literacy, as well as the quality of teaching and the effectiveness of virtual teaching of chemistry laboratory courses from the perspective of chemistry student-teachers at Farhangian University.Methods: The research was applied in terms of purpose and cross-sectional in terms of time. The research data were collected using a descriptive survey. The statistical population of the research consisted of student-teachers of Chemistry Education in the campuses and higher education centers of Farhangian University in the academic year 1400-1401, who had the experience of face-to-face and virtual education of chemistry laboratory courses. The research tool included a researcher-made questionnaire with 25 items on a 5-point Likert scale. Five chemistry faculty members of Farhangian University confirmed the validity of the questionnaire, and its reliability was calculated by Cronbach's alpha method, with a coefficient of 0.97. The questionnaire was prepared through Google Forms. After obtaining legal permissions, the questionnaire link was sent to the target group via email. And they were asked to complete the questionnaire if they were satisfied. A total of 180 students completed the questionnaire and submitted it. The collected data were analyzed using SPSS (20.00) software and descriptive and inferential statistical methods. Semi-structured interviews were conducted with 10 participants. Participants were assured that they would remain anonymous.Findings: Overall, participants' opinion about computer skills and digital literacy was favorable ( = 4.38, p < 0.05). In the components of the quality of education ( = 3.22, p < 0.05) and the effectiveness of virtual education of chemistry laboratory courses ( = 3.15 and p < 0.05), relatively favorable score were obtained. The difference in the average score of the research components according to the year of entering the university was not statistically significant. However, there was a statistically significant difference between the average score of the quality of education component according to the gender of student teachers. Tukey's post hoc test showed that male participants obtained a higher average score in the education quality component than female participants. The students' opinions on two items, "I was satisfied with conducting laboratory units virtually" and "the level of learning in online chemistry laboratory classes was good", were unfavorable. Examining the interviews showed that students often described their computer skills and digital literacy as favorable, although they were dissatisfied with the lack of computer skills of some professors. Several interviewees stated that some professors tried to make teaching as effective as possible using virtual laboratory software, videos, and related clips.Conclusion: Respondents' dissatisfaction with conducting chemistry laboratory units in a virtual way and their level of learning in online classes of chemistry laboratories was not favorable, showing that the level of satisfaction with the virtual education of chemistry laboratory courses presented in a virtual way was not good. Most interviewees admitted that the disadvantages of virtual classes were more than their advantages. There may be a direct relationship between greater satisfaction with the quality of education in the group of males and the probability of their employment and earnings money. In conclusion, the best method to improve online education is a combination of digital literacy, computer skills, creativity, using different educational tools, and active teaching-learning approaches. These results can be provided to administrators and planners of Farhangian University and the Ministry of Education. These results can help them to use operational strategies to compensate for possible deficiencies in the professional competence of chemistry student teachers in the laboratory courses provided virtually.
Electronic learning- virtual
M. Rabbani; M. Keramaty; K. Salehi
Abstract
Background and Objectives: The growth of communication technologies, the expansion of the use of electronic devices and the widespread use of the Internet have affected various aspects of human life. Education, teaching and learning, which are an important aspect of people's lives and an unobtrusive ...
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Background and Objectives: The growth of communication technologies, the expansion of the use of electronic devices and the widespread use of the Internet have affected various aspects of human life. Education, teaching and learning, which are an important aspect of people's lives and an unobtrusive discussion at various social levels, has been greatly influenced by these developments and has grown with the growth of technology. Despite extensive research on the benefits and potentials of Cooperative Learning, its implementation has remained challenging. In line with this research gap at the international and national levels, it seems that identifying solutions to implement this approach in the online environment is a basic necessity. This research gap led the researchers to study the challenges and strategies for implementing the Cooperative Learning approach in Iran with an emphasis on the field of educational management with a small sample. Therefore, the present study aimed to identify the challenges and strategies of Cooperative Learning in the online environment.Methods: This research was based on a qualitative approach and was carried out using a descriptive phenomenology method. The field of research is the Faculty of Psychology and Educational Sciences of Tehran University and the participants were faculty members working in three groups related to the fields of educational sciences. Sampling method was purposeful and criteria-oriented by determining three criteria: 1. they have participated in cooperative research workshops or are familiar with this approach, 2. they have used this approach in their classroom in a practical way, however little and incompletely, 3. they have taught in both face-to-face and online environments. The sample consisted of 22 people. The data analysis was done with the Colaizzi’s method and the use of Atlas-ti qualitative analysis software. In order to further validate the findings of the research, five visiting professors of the university were also interviewed.Findings: The data analysis was categorized in two dimensions: challenges and solutions to facilitate the cooperative learning process in the online environment. As for the challenges, four themes of facilities, environment, implementation and achievements and 22 sub-themes were identified and categorized; in the challenges related to the limitation of facilities, there were themes including the structural complexities of the electronic space, internet disorders, the online environment and the lack of a proper educational platform; in the challenges related to environmental restrictions, there were themes including the reduction of opportunities for face-to-face interaction, the impossibility of continuous monitoring; in the challenges related to implementation limitations, there were cases including insufficient technical skills, low media literacy, inability to enrich life skills training opportunities, limitation of opportunities for creativity, negative attitude towards the electronic space; Also there were issues related to collaborative group including different schedule of group members, misunderstanding in communication, participation, work report, lack of agreement among members regarding means of communication and difficulty in group decision-making; and in the challenges related to achievement limitations, some themes were identified including encouraging superficial learning, creating the background for the occurrence of physical problems, especially eye problems, and reducing enthusiasm in the classroom. With regard to the solutions to facilitate the cooperative learning process in the online environment, 8 themes including solutions related to the online class (including 7 sub-themes of quick response, inability to teach life skills, attendance and absence, establishing face-to-face communication, creating an atmosphere based on honesty weekly group and individual report and expression of feelings), strengthening internet and broadband infrastructure, easy access of professors and students to the internet, holding online classes in times of low network traffic, using various platforms for learning, teaching how to use technical tools to professors and students, using teaching assistant, use of new technologies for learning were identified and classified.Conclusion: The results indicated that this approach in classrooms, especially in online classrooms, is not only incompletely and very little implemented, but its implementation is facing a wide range of challenges. Considering the strong theoretical support of cooperative learning, its limited implementation in Iran and the identified challenges are thought-provoking and worthy of further investigation. It is clear that most of the identified challenges are not related to the nature and capacities of electronic platforms and are mainly caused by reasons such as incomplete implementation and the inability to act effectively in online environments. It is suggested that in curriculum planning, a special position should be given to wide culturalization regarding the benefits and advantages, disadvantages and threats of cooperative learning in general and online cooperative learning in particular at the level of schools and universities and among managers and students, and especially, teachers and professors.
Electronic learning- virtual
S. Salimi
Abstract
Background and Objectives: To ensure the continuity of education during closures and quarantines, various methods such as television education through the Education Network and content production by teachers were offered on social networks. However, to organize virtual education, the Ministry of Education ...
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Background and Objectives: To ensure the continuity of education during closures and quarantines, various methods such as television education through the Education Network and content production by teachers were offered on social networks. However, to organize virtual education, the Ministry of Education designed and implemented the Student Educational Network Application (Shad), where, similar to the real structure of a school, the student enters a class and follow the educational process. In this system, monitoring virtual classes and students' attendance is the responsibility of the school principal and administrative staff. Teachers have the opportunity to use the online content available in this system, created by educational groups and course secretariats, alongside their teaching duties.Methods: The present research was practical in purpose and exploratory in sequential asynchronous method. The statistical population in the qualitative part included all primary school teachers who were studying and had experience in virtual teaching with the Shad program. The statistical population in the quantitative part included all primary school teachers in Sistan and Baluchestan province, amounting to 14,230 individuals. Based on purposive sampling, 40 primary school teachers with experience were selected for the qualitative part based on theoretical saturation. The sample size in the quantitative section, according to the Krejcie Morgan table, was 374 individuals, who were selected using simple random sampling. A total of 219 questionnaires were collected. In the qualitative part, a semi-structured interview was used, and in the quantitative part, the Shad Network Virtual Education Questionnaire (taken from the analysis of interviews) and the educational quality questionnaire of Mousavi et al. (2016) were used to collect data. For data analysis in the qualitative part, Corbin and Strauss coding method (1998) was used. Descriptive analysis, Friedman test, and correlation coefficient were used for data analysis in the quantitative part. Calculations were performed using SPSS23 software.Findings: Based on the interviews conducted, three Pathology were identified for the structural factor (including: technical performance, design and aesthetics, teaching capability). From the teachers' points of view, among the factors, the technical performance factor with an average of 2.45 and a rank average of 3.30 was the first priority, and the design and appearance factor with an average of 2.19 and a rank average of 1.97 was the last priority. Two types of Pathology were identified for the behavioral factor (including: supra-individual and individual). From the teachers' perspectives, among the factors, the supra-individual factor with an average of 2.69 and a rank average of 3.64 was the first priority, and the individual factor with an average of 2.55 and a rank average of 3.43 was the last priority. Two types of Pathology were identified for the contextual factor (including: economic and social). From the teachers' perspectives, among the factors, the social factor with an average of 2.42 and a rank average of 3.80 was the first priority, and the economic factor with an average of 2.12 and a rank average of 3.33 was the last priority. Furthermore, there was a significant negative relationship between the identified Pathology and educational quality.Conclusion: According to the findings, which showed that the most damages were in the structural part of the Shad network, and there was a negative relationship between these damages and the quality of education, it is recommended to the creators of this network to take measures such as increasing the volume and speed of downloads in order to fix the structural problems and content, make the user environment more attractive and increase information security. It is also recommended to education managers to provide electronic education facilities in all schools and to hold educational workshops to develop and empower teachers in using education networks.
Electronic learning- virtual
Z. Cheraghi; H. Omranpour; A. Motahari nejad; F. Moghisseh
Abstract
Background and Objectives: Regarding the fact that most of the submitted official documents are written in or translated into English, all English for Specific Purposes (ESP) learners are not only required to learn professional knowledge but also need to know English technical vocabulary in their field ...
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Background and Objectives: Regarding the fact that most of the submitted official documents are written in or translated into English, all English for Specific Purposes (ESP) learners are not only required to learn professional knowledge but also need to know English technical vocabulary in their field of study. Therefore, enhancing technical vocabulary competence (VC) is one of the aims defined by ESP learners. In this new digital era, various techniques facilitate vocabulary learning via using Information and Communication Technology. Due to the advent of technology and the developmental trend of learning, learners are provided with the opportunity to use online and mobile applications in a very wide range to develop their English vocabulary knowledge. Accordingly, this study was an attempt to explore the effect of using Google Docs on ESP students' vocabulary learning. The research also intended to find out the learners' perceptions toward using Google Docs on learning and practicing target technical vocabulary.Materials and Methods: To this end, a quasi-experimental research design was employed for gathering both quantitative and qualitative data. In this regard, 40 Iranian ESP nursing learners who were randomly allocated into an experimental (n=20) and a control group (n=20) participated in this study. The learners in the control group were asked to use their personal traditional techniques for learning technical vocabulary, while the experimental group was assigned to use Google Docs for vocabulary learning. Four data-gathering instruments were utilized; first, an Oxford Placement Test (OPT) was employed for homogenizing the participants. Second, each group underwent a pretest and a posttest to assess their learning of the assigned vocabulary lessons. Then, a survey was conducted among the experimental group to investigate learners' motivation about learning technical vocabulary through using Google Docs. Lastly, a semi-structured interview was employed with the experimental group to explore their thoughts and perceptions toward using Google Docs. A series of t-tests, including two paired sample t-tests and one independent samples t-test were employed to compare the performance of the two groups in terms of learning technical vocabulary.Findings: Subsequent to validating the assumption of normality, the results of an independent samples t-test revealed that there was a significant difference between the students of the experimental and control groups on post-test scores. The obtained data revealed that both experimental and control groups were able to improve their vocabulary learning successfully. However, comparing the two groups showed that the experimental group performed significantly better than their counterparts in the control group who used their practical traditional techniques for learning specialized vocabulary in ESP courses. Additionally, face-to-face semi-structured interview results uncovered that the experimental group learners had positive perceptions toward using Google Docs for learning technical vocabulary.Conclusions: Counting on the integration of technology into the curriculum of learning/ teaching ESP, it was concluded that Google Docs was an effective website tool that boosts, engages, and motivates learners to expand their technical vocabulary learning. Based on the limitation of the research, it is suggested to conduct a similar study with both male and female ESP learners, and also with a larger sample. The results of this research contain considerable implications for ESP instructors and learners and also curriculum and syllabus designers. Incorporating ICT into ESP education has revolutionized and changed the method by which ESP material developers construct ESP materials. So, findings can be implemented in any educational contexts as well as other languages.
Electronic learning- virtual
M. Jafari; A. Habibzade; Z. Tanha
Abstract
Background and Objectives Flipped classroom is an educational strategy or a model for teaching and learning in which the traditional and common structures of the learning process are reversed, that is, in a word, what used to be done in the classroom is assigned to the home. And the processes that students ...
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Background and Objectives Flipped classroom is an educational strategy or a model for teaching and learning in which the traditional and common structures of the learning process are reversed, that is, in a word, what used to be done in the classroom is assigned to the home. And the processes that students used to do at home are transferred to the classroom. As a new method, this method can be effective on the psychological variables involved in learning, one of which is self-efficacy. The current research was conducted with the aim of comparing the effectiveness of flipped instruction and traditional teaching of English language on the self-efficacy of the 10th grade studentsMethods: The research method was semi-experimental with a pre-test-post-test design with a control group. The statistical population of the research consisted of the tenth-grade male students of Qom. The sample of this study included 60 students (30 in the experimental group and 30 in the control group) who were selected via available sampling. The experimental group underwent reverse training for 12 sessions, and the participants in the control group were trained with the traditional method for the same period of time. In the flipped classroom group, videos and podcasts prepared in the form of CDs were used, and pamphlets were also prepared in the printed form so that if the students did not have access to the Internet, they could access the materials. The content used in this research included two lessons from the 10th grade English book. To collect the data, the English self-efficacy questionnaire of Wang (2014) was used. This questionnaire had 32 items that measured the components of listening self-efficacy, reading self-efficacy, writing self-efficacy and speaking self-efficacy. Multivariate covariance analysis method was used to analyze the data. To analyze the data, SPSS (21.00) was used.Findings: The results of this study showed that flipped instruction had a significant effect on dimensions of self-efficacy such as reading self-efficacy (F= 335.48 sig= 0.001), speech self-efficacy (F= 91.69 sig= 0.001), and writing self-efficacy (F= 125.63 sig= 0.001), except for the auditory self-efficacy (F= 0.692 sig= 0.506).Conclusion: Learning English is the result of interwoven factors such as the learning environment, necessary facilities and equipment, learning conditions and suitable educational methods. The results of this research showed that conducting the class in a reversed manner can be effective in increasing English language self-efficacy as one of the important cognitive skills in learning English. In flipped classroom, increasing the duration of learning at any time and place other than the classroom and the possibility of doing more exercises will make the students master the material and thereby, will create a context for them to be successful. By relying on the educational technology, the flipped classroom makes the contents of the textbooks, especially the English book, more attractive for the students and makes learning more enjoyable. The findings of this research can encourage educational planners to use the flipped classroom approach to improve the cognitive skills and academic performance of language learners by highlighting the role of reverse teaching on students' English language self-efficacy.
Electronic learning- virtual
N. Zanjani; z. Mirmoghtadaie; D. Rasouli
Abstract
Background and Objectives: Due to the evolving nature of medical sciences, it is necessary for medical students to acquire life-long learning skills such as self-direction in addition to professional knowledge so that they can keep up with the ever-increasing advancement of knowledge in this field. Using ...
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Background and Objectives: Due to the evolving nature of medical sciences, it is necessary for medical students to acquire life-long learning skills such as self-direction in addition to professional knowledge so that they can keep up with the ever-increasing advancement of knowledge in this field. Using the jigsaw approach, as a collaborative method, provides an opportunity to overcome the limitations of traditional teaching approaches and can increase students' voluntary participation in class, self-directed learning, and learning quality. In the Jigsaw method, each group studies a specific topic and then teaches a larger group of classmates about it. Although different aspects of the jigsaw approach, flipped classroom and self-directed learning have been studied, the effectiveness of the jigsaw method in a virtual flipped classroom on students' self-directed learning skills has not been well studied. Therefore, the current research examined the effect of this teaching method in the virtual flipped classroom on students' self-directed learning skills.Methods: The current research was semi-experimental research with pre-test, post-test, intervention group (jigsaw group) and control group, both of which participated in a virtual inverted classroom. The participants were 50 people (25 people in each group) who were master's students in the field of medicine in the course of research methods. Self-directed learning evaluation questionnaire in the e-learning environment was used in this research. For this purpose, the content was first prepared and all the resources including texts, curriculum and timetable were loaded by the teacher in a customized content management system (LMS). Students were required to review course material, complete assignments, and submit in a pre-planned schedule. The instructor used the problem-based learning method in virtual sessions where a problem or scenario was presented and the students had to solve the problem individually based on their knowledge and through private chat. In the last stage, all the students talked with each other to reach a common understanding of the problem. In the intervention group, students were divided into 5 groups of 5 and the content of the lesson plan was divided between the groups. Jigsaw groups assigned topics to expert groups and learned collaboratively, and then in home groups, they used the virtual inverted teaching method to teach other students. At the end of each training session, the members of the groups had the opportunity to exchange opinions and discuss the learned material. In the control group, all steps were performed by the teacher. In the evaluation stage, each member of the group was evaluated based on all educational materials.Findings: The results showed that self-directed learning enhanced in both virtual inverted classes managed by the teacher or the student, but a significant difference was observed in the intervention group (Jigsaw).Conclusion: Considering the advantages of virtual education and its effective capabilities in medical education, the integration of this approach in the current curricula of universities seems inevitable. This study showed how face-to-face educational approaches could be effectively implemented in a virtual environment. Educators can use the method used in this research to strengthen student collaboration in order to make more use of e-learning facilities and reduce the shortcomings of virtual education in attracting student participation. If the virtual flipped classroom is implemented along with the jigsaw approach, students' self-directed learning skills would improve.
Electronic learning- virtual
S. Azimpour; H. Vahedi
Abstract
Background and Objectives: In recent years, the use of technology and educational media in education has been one of the focus of studies. These media both improve the accuracy of the operation and increase the speed of learning and transfer of concepts. Considering the graphic and spatial nature of ...
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Background and Objectives: In recent years, the use of technology and educational media in education has been one of the focus of studies. These media both improve the accuracy of the operation and increase the speed of learning and transfer of concepts. Considering the graphic and spatial nature of the content of the geometry course and the problems related to accurate and correct drawing and visualization of shapes, it seems necessary to use new methods and tools in education. The aim of this study was to evaluate and compare the effectiveness of teaching the geometry lesson with electronic educational media methods (teaching with dynamic and static graphic images) and teaching in the traditional way , on the academic progress and geometrical academic self-efficacy of the students.Methods: According to the nature of the work, the research method was quasi-experimental. To conduct the research, a pretest-posttest with a control group design was used. The statistical population of this study included all male students in the tenth grade of mathematics in a District 1 of Tabriz in the academic year 2020-2021. The statistical sample consisted of 79 male students in the tenth grade of mathematics, including 3 classes, which were selected by availability sampling method and were randomly divided into three class groups. There were 26 people in the teaching group using dynamic graphic images electronic media class group, 26 people in the teaching group using static graphic images electronic media class group, and 27 people in the traditional teaching class group. The intervention tool of this research included the software for electronic teaching dynamic graphic images (Geo Gebra) and a set of educational slides designed by the researchers for teaching static graphic images. The study groups were trained for 6 weeks, 1 session per week and 90 minutes per session. In order to collect data related to academic progress, all three groups before and after the intervention, were assessed by using two parallel tests made by the researchers, including 14 questions, in the form of open-ended questions (explanatory) about the concepts of drawing and geometric reasoning from the geometry book of the 10th grade of the mathematics field. The first test was used as a pre-test and the second test was used as a post-test. Also, the participants answered the math self-efficacy questionnaire before and after the training. The data obtained from the pre-test and post-test stages were analyzed using one-way covariance analysis (ANCOVA) after checking the assumptions.Findings: The results showed that the studied teaching methods had different effects on academic progress. With regard to the academic progress, the difference between electronic educational groups (P<0.009), between electronic education group with dynamic graphic images and common education group (P<0.001) and between electronic education group with static graphic images and common education group (P<0.001) was significant. Also, the results showed that the studied teaching methods had different effects on geometry academic self-efficacy. Regarding academic self-efficacy, the difference between electronic educational groups (P<0.02), etween electronic education group with dynamic graphic images and common education group (P<0.05) and between electronic education group with istatic graphic images and common education group (P<0.001) was significant. Among the studied groups of this research, the best results of academic progress and academic self-efficacy were related to electronic education group with dynamic graphic images.Conclusion: The results of this study showed that the use of teaching methods with graphic images by teachers in teaching geometry can have a positive effect on students' academic achievement and academic self-efficacy. The use of these tools can play the role of an educational facilitator in improving the students’ academic performance.
Electronic learning- virtual
H. Maghami; F. Asadi; E. Zaraii Zavaraki
Abstract
Background and Objectives: Traditional teaching methods do not prepare students to live in the 21st century. Students in the 21st century must move beyond the basic knowledge in the subject field and look for more important issues such as acquiring skills. Having self-efficacy skills and creating academic ...
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Background and Objectives: Traditional teaching methods do not prepare students to live in the 21st century. Students in the 21st century must move beyond the basic knowledge in the subject field and look for more important issues such as acquiring skills. Having self-efficacy skills and creating academic conflict by current students are considered as achallenges of the educationl system. Many top universities in advanced countries consider the training of such students at the level of higher education among their goals. Therefore, it is necessary to examine appropriate teaching methods that improve these two skills in learners and use all the available capacities in online education to improve self-efficacy skills and academic engagement, because teaching strategies are changing with the significant advancement of technology. And education should gradually shift its focus from the physical space of the classroom to virtual environments. Project-based learning is a deep and comprehensive learning approach for teaching and learning in the classroom, and it can be combined with e-learning and be used to achieve basic skills such as self-efficacy and academic engagement. The purpose of this research is to investigate the effect of project-based e-learning on self-efficacy and academic engagement of the sixth-grade students.Methods: The research method was a quasi-experimental pre-test-post-test design with a control group. The statistical population included all the sixth-grade students of Savadkoh in the academic year 2019-2019, among whom, 34 ones (17 ones in the experimental group and 17 ones in the control group) were selected as a sample via the available sampling method. Data collection tools included Appleton et al.'s (2006) academic engagement questionnaire and Jing, and Morgan's (1999) academic self-efficacy questionnaire.Findings: The results showed that there was a clear indication that project-based learning can motivate students to learn and stimulate their self-efficacy and academic engagement for better performance in this field. The findings of the research demonstrated that project-based education in the online environment was generally effective (P<0.05 and F=4.46). In addition, students' academic involvement had a positive effect (P<0.05 and F=7.97).Conclusion: Considering the positive impact of project-based education in the online environment on the effectiveness and academic engagement of students in this research, as well as the increasing popularity of project-based learning, teachers should shift their teaching approaches to project-based education in order to improve education. One of the requirements of this action is empowering teachers in the field of electronic education system and designing appropriate textbooks for learning skills and project-based education. It is also suggested that teachers give students responsibility for learning and assign them active roles, because through project-based learning, they can understand their learning, present their products that show their learning and effort.
Electronic learning- virtual
R. Shahverdi; M. RezaeiZadeh; M. Vahidi-Asl
Abstract
Background and Objectives: Student participation dropped significantly in teaching online and has become one of the challenges of virtual teaching. For this reason, having social and communication skills, among other skills, is one of the competencies needed by instructors to teach online courses in ...
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Background and Objectives: Student participation dropped significantly in teaching online and has become one of the challenges of virtual teaching. For this reason, having social and communication skills, among other skills, is one of the competencies needed by instructors to teach online courses in higher education. Therefore, one of the necessities of online teaching is developing interaction strategies to promote online class interactions. Based on this, the aim of the current research was to identify various methods and tools to create effective interaction between the instructors and students in virtual university classes.Methods: This research was based on the qualitative approach of digital ethnography. Research data was collected using observation. The research community included the university virtual classes, which were selected using criteria-based purposeful sampling of virtual classes in the educational science department. To this end, 16 lessons related to 12 instructors (89 sessions and a total of 120 hours) were observed. In the data collection process, the researcher's role was as a non-participant observer. In addition to being descriptively recorded, the observation data or field notes were also reflected upon (the observer's perception of the situation and people).Findings: The research findings related to various methods and tools for creating interaction were categorized into four sections, including interaction at the beginning of class, during the class, at the end of class, and outside the class. Class preparation, follow-up homework, diagnostic assessment and knowledge review were the most frequently used methods of interaction at the beginning of the class. Regarding interaction during the class, question and answer (questioning), presentation-based learning, providing feedback, using students' opinions, using motivators, managing participation, and role-playing were the most frequently used methods and techniques. Summarizing and planning, evaluation and feedback were included in the end-of-class interaction section, and in relation to out-of-class interaction, providing additional training, sending assignments, discussions, and scientific-research collaborations were the most frequently used methods. The methods and techniques that were mentioned entailed using chat tools, microphone, webcam, screen sharing, status pod, slide, Word file, video, image, survey or poll, WhatsApp, Moodle (including test plugin, assignment, forum, and file).Conclusion: Based on the findings, we cannot expect to improve the quality and quantity of students' learning just by creating interaction. Rather, the effective interactions require compliance with principles and techniques such as the use of reflective questions along with descriptive ones, and awareness and overcoming obstacles to creating effective interactions. Also, the use of various tools and technologies does not necessarily lead to the effectiveness of interactions, but how to use them at the right time is more important. Another noteworthy point is that interactions outside the class (such as Feedback on assignments) are very important along with the interaction inside the virtual class. In addition, sharing experience and knowledge among professors and participating in knowledge-enhancing courses can help them become familiar with the methods and tools for creating interaction in the virtual classroom. Also, it is necessary to create opportunities for professors to practice the methods they have learned and to help them make teaching and interactions more effective by trial and error and receiving feedback.
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
F. Mirzaei; M. Heydari
Abstract
Background and Objectives: Academic achievement of students is a function of various factors. In this study, the virtual education indicators (teachers' support for students, the quality of lessons as well as the use of up-to-date technologies) have been introduced as related concepts. The aim of this ...
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Background and Objectives: Academic achievement of students is a function of various factors. In this study, the virtual education indicators (teachers' support for students, the quality of lessons as well as the use of up-to-date technologies) have been introduced as related concepts. The aim of this study was to investigate the relationship between teachers' virtual education indicators and academic achievement indicators.Methods:The research method was a descriptive-correlation type. The statistical population of this study included all the male students of the final year of primary school in Abadeh, numbering 56 schools. To determine the desired sample using the non-random quota sampling method from among 65 schools, 10 schools were considered and from each school, a class with 15 students was determined and a total of 150 participants were selected as the quotas of 10 classes. The participants were considered to answer the proposed questions. Finally, the data were analyzed. The tools used to measure the relationship between variables were two questionnaires of teachers 'virtual education indicators (including three dimensions) and a questionnaire of students' achievement indicators (including two dimensions). In order to analyze the findings of this study in the descriptive statistics section, tables and graphical output of the frequency of SPSS software version 27 were used and to analyze the data via inferential statistics, structural equation modeling criteria, obtained from Smart PLS software version 3, were used to evaluate the model fit.Findings: The results showed that there was a significant relationship between teachers' support, the quality of lessons and the use of up-to-date technologies with the rate of student learning and students' attendance (P<0.001).Conclusion: It seems that increasing teachers' mental readiness and better understanding of the conditions of virtual education among teachers, providing infrastructure improvements, can lead to an increase in the quality of teaching lessons, as well as the maximum and useful use of technology tools in the virtual environment among students.
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.
