Original Research Paper-English Issue
e-learning
F. Khodadadi Azadboni; J. kamali
Abstract
Background and Objectives: The topic of electricity is often considered a challenging and abstract concept in physics. Learning non-intuitive scientific concepts can be challenging for students because they often hold incorrect conceptions about natural phenomena that lead them toward errors. Many students ...
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Background and Objectives: The topic of electricity is often considered a challenging and abstract concept in physics. Learning non-intuitive scientific concepts can be challenging for students because they often hold incorrect conceptions about natural phenomena that lead them toward errors. Many students struggle to understand the underlying principles and behaviors of electrical systems. Identifying and correcting misconceptions about electricity physics is essential for promoting meaningful learning and conceptual understanding. Nowadays, using technology in educational settings is considered an essential aspect of teaching and learning. Utilizing technology, such as simulation software like COMSOL, can help to visualize and better understand these concepts. This research has been done with the aim of identifying and correcting the misunderstandings of 11th-grade high school students in learning the concepts of electricity by simulating COMSOL software.Materials and Methods: The present research is an applied study in terms of its objective and a mixed-methods research in terms of its methodology. The qualitative section utilized content analysis to extract misconceptions about the concepts of electricity in physics. Semi-structured interviews were conducted with SIX teachers using purposive sampling. Three types of coding, namely open, axial, and selective, were employed to extract the main misconceptions. The main misconceptions identified were Coulomb's law, the shape of field lines between two point charges, the electric field between capacitor plates, the motion of electric charges in an external electric field, charge distribution on surfaces, and the effect of an external electric field on conductive and non-conductive shells. Based on this pattern, a 6-item questionnaire was designed to validate the pattern of misconceptions about electricity concepts among students. The validation of the extracted pattern and the content validity of the questionnaire were assessed by experts in the field of physics education. The quantitative section of the research was a quasi-experimental study with a pretest-posttest design and a control group. The target population consisted of all male eleventh-grade students in high schools in Bojnurd city during the academic year 2022-2023. Using random sampling, 30 students were selected for each group. In the first stage, both groups took a pretest. Then, the experimental group received the independent variable (simulation-based learning using the COMSOL software) in six sessions of 90 minutes each. Meanwhile, the control group received traditional lecture-based instruction. After the intervention, both groups (experimental and control) took the dependent variable (the misconceptions test on electricity concepts). The data were analyzed using ANCOVA (Analysis of Covariance) with the help of SPSS software. Findings: The post-test results showed that in addition to correcting students' misconceptions and increasing their learning level, the use of computer and COMSOL simulation software helped them better understand the concepts and increased their concentration. The results of this analysis showed a significant difference (p<0.05) between the learning and progress of the experimental group and the control group. The errors of the experimental group changed significantly compared to the control group. In the topics under investigation, the minimum percentage of misconception correction in the experimental group was 46.66%. Meanwhile, the minimum percentage of misconception correction in the control group was observed to be 36.66%.Conclusions: The research results have demonstrated that Simulation software enables students to visualize and interact with abstract concepts, making them more tangible and easier to comprehend. By using COMSOL, students can manipulate different variables in electrical systems, observe the effects, and gain insights into the underlying principles. This hands-on approach can correct misconceptions and improve students' understanding of electricity in physics. By providing interactive and visual representations of electrical phenomena, simulation software can make the subject more accessible and engaging, leading to improved learning outcomes. According to the obtained results, it is suggested that educational technology and modeling using COMSOL software be promoted in teachers' professional development programs. This action can lead to the development of knowledge of educational content and the correction of misunderstandings of concepts.
Original Research Paper-English Issue
e-learning
H. Pourmehdi Ghaemmaghami; A. Khaki Ghasr
Abstract
Background and Objectives: All academic fields, including architecture, were taught online during the COVID-19 pandemic. Architectural design studios were the most challenging courses offered online among all the architectural courses. The benefits and disadvantages of teaching in online design studios ...
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Background and Objectives: All academic fields, including architecture, were taught online during the COVID-19 pandemic. Architectural design studios were the most challenging courses offered online among all the architectural courses. The benefits and disadvantages of teaching in online design studios have been studied through research on practitioner feedback. The current study focuses on the advantages of online studios and emphasizes the importance of verbal representation in the architectural design process. As verbal representation is utilized in the design process, with verbal description being one of its tools, the question arises: Is it feasible to enhance the verbal representation skills of architecture students, despite the limitations in content transmission and the challenges encountered during online studio delivery?Materials and Methods: The research methodology is qualitative. It is based on a systematic literature review and case study in which authors have used an autoethnography approach, sharing their experiences as online instructors during the COVID-19 crisis. The case study was carried out via thematic analysis supported by coding employing tactics including observations, memos, self-evaluation of students, and questionnaires. The research took place at Shahid Beheshti University's Faculty of Architecture and Urban Planning for five academic semesters (2019-2022). The statistical population included 147 students (111 undergrads and 36 graduates). Findings: The results demonstrate that, due to the constraints of material sharing compared to face-to-face studios, architectural design online studios rely primarily on listening senses and linguistic skills. The results show an improvement in students' verbal representation (both oral and written), which varies depending on the studios. In online studios, 86% of students reported that their writing ability had improved, and 73% reported that their oral representation had improved. It is worth noting that students in online studios rate verbal representation in written format as the second most improved skill out of six. As a result, the level of usage and acceptability of written and oral representation in the creative process in online studios has not been consistent, and it may alter for various reasons. Some key points that make it successful include the instructor's preference for employing verbal description and representation in the studio, the student's potential in verbal description, the theme of the design studio, and where we are in the design process.Conclusions: Online architectural design studios provide students with the chance to improve their verbal representation skills. Additionally, one of the bases of delivering online studios is the ability to express ideas clearly via language, which also plays a compensating role during the design process in maintaining the studios' quality. Use of this feature in hybrid, online, or face-to-face studios could be part of future plans. The valuable tasks to be carried out should be defined and experienced in this context so that they can be implemented at the beginning, middle, or end of the design process. The practice of expressing the scenario, defining the design problem, writing the design statement, preparing sessions for reading descriptions from renowned authors' texts, as well as the sessions for critiquing the works of students and architects in the online studios in tutorial and judgment sessions, can be listed among them.
Original Research Paper-English Issue
Technology-based learning environments
R. Raisi; K. Fattahi; S.M. Zakeri; S. Daneshmand
Abstract
Background and Objectives: The learning environment refers to different settings in which students partake in their studies or learning. In recent years, there has been a focus on implementing diverse research to analyze physical settings to improve students' performance in educational settings. ...
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Background and Objectives: The learning environment refers to different settings in which students partake in their studies or learning. In recent years, there has been a focus on implementing diverse research to analyze physical settings to improve students' performance in educational settings. The emergence of Neuro-architecture, a growing field that integrates neuroscience principles into architectural design, has gained popularity in optimizing student engagement and learning outcomes. By understanding the neural mechanisms that influence interactions with the built environment, neuro-architecture provides novel avenues for developing learning spaces that support optimal students’ performance. Previous Neuro-architecture research has explored various physical aspects within educational settings, including classroom size, color palettes, lighting, acoustics, and indoor air quality, revealing their impacts on memory, attention, emotional reactions, cognitive abilities, and learning advancement. However, limited attention has been given to stress-induced arousal, as well as the influence of classroom ceiling slope on students' stress levels and cognitive abilities. This study seeks to fill this gap by examining how the classroom ceiling slope relates to students' stress levels and cognitive function. Employing Virtual Reality (VR) simulations, cognitive assessments, and physiological measures, the study aims to answer the research question: How do varying ceiling slope orientations affect physiological responses linked to stress-induced arousal and cognitive function? The findings of this study will enhance the realm of research on learning environments by providing insight into the influence of physical features, such as the slope angle of classroom ceilings, on student wellness and academic performance.Materials and Methods: The research employed a quasi-experimental design to explore the effects of various Ceiling Slope Variations (CSV) on stress-induced arousal and cognitive performance. A total of 18 participants, comprising nine males and nine females, participated in the experiment, selected based on five inclusion criteria established to maintain study consistency and reliability. In the first phase, participants' stress levels were evaluated through the utilization of an Emotibit bio-data logger and Visual Analogue Scales (VAS) test for measuring and mapping psychological responses. This involved monitoring heart rate variability (HRV) and electrodermal activity (EDA) in the surveyed individuals, with the objective of understanding how various ceiling slope orientations affected stress levels. The subsequent phase focused on assessing participants' cognitive abilities by utilizing the N-back test, a well-established task for gauging working memory and attention. The aim was to investigate how different CSV configurations influenced cognitive performance. In the final phase, the relationship between participants' psychological and physiological responses was analyzed using the Analysis of Variance (ANOVA) test. This examination aimed to uncover the connection between stress-induced arousal and cognitive performance in relation to the diverse ceiling slope orientations.Findings: The findings highlight the important role of ceiling slope orientation in impacting stress levels and cognitive performance among students. Specifically, the research emphasizes that a backward-sloping ceiling design, particularly in relation to the class board, is associated with enhanced cognitive abilities, including higher accuracy rates and reduced instances of incorrect answers, compared to traditional classroom layouts. Conversely, the conventional classroom design results in the lowest cognitive performance levels. Furthermore, the study indicates that variations in ceiling slope can also trigger physiological responses in students, such as changes in heart rate and skin conductance, leading to diverse stress levels. The results suggest that integrating a backward sloping ceiling design can significantly alleviate stress levels in the surveyed participants, showcasing the potential benefits of such ceilings in educational environments.Conclusions: This research highlights the critical importance of educational space design in alleviating stress and enhancing cognitive abilities among students. Through the utilization of VR simulations and the assessment of physiological and cognitive reactions, the study offers valuable insights into how variations in ceiling slope can impact stress levels and cognitive performance. The results indicate that integrating a backward sloping ceiling design can play a significant role in reducing stress and boosting cognitive functions in students. These findings underscore the importance of developing educational environments that prioritize neuro-architectural principles to promote optimal learning outcomes and student welfare. It is imperative for educational institutions to take into account these considerations when structuring classrooms, ensuring the creation of spaces that nurture students' cognitive processes and overall well-being.
Original Research Paper
physical education
shida ranjbari; Zynalabedin Fallah; vahid shojaee
Abstract
The purpose of this study was to a Study of Factor effecting on Development in sport schools with Using the Structural Modeling Interpretative Model. The present study was descriptive -analytical study that was carried out fieldwork. The statistical population of the study consisted of physical education ...
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The purpose of this study was to a Study of Factor effecting on Development in sport schools with Using the Structural Modeling Interpretative Model. The present study was descriptive -analytical study that was carried out fieldwork. The statistical population of the study consisted of physical education experts, sports teachers, and education experts in the field of education that had sufficient experience in sport education in the field. Based on a Snowball sampling, 17 individuals were identified as the sample of the study. The research tool was a researcher-made questionnaire with 23 questions that included 23 factors influencing development of ICT in school sports, which were identified based on a comprehensive study of resources. The whole process of analyzing the data was done in SPSS and MicMac software. The present study revealed that some factors, as key independent actors have a significant role in the development of information and communication technology in sports schools. In order to develop information and communication technology in sport schools, comprehensive planning is needed to develop some key independent factors. Planning on the key factors identified in this study can create the ground for the development and promotion of information and communication technology in school sports.
Original Research Paper
Sociology of Educational Technology
H. Aflakifard; M. Ghalehnoei; S. Ramezan Khani
Abstract
Background and Objectives: Female-headed households are responsible for providing material and spiritual livelihood for themselves and their family members. These women take care of the household without the regular presence or support of an adult male, and are responsible for managing the family financially, ...
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Background and Objectives: Female-headed households are responsible for providing material and spiritual livelihood for themselves and their family members. These women take care of the household without the regular presence or support of an adult male, and are responsible for managing the family financially, making major and vital decisions. Due to playing a dual role (parents) for their children, these women face problems such as loss of income, raising children, managing household affairs, working outside the home with low wages, etc., and enduring these life problems The reason for their different lifestyles compared to other women has led to the factors in which they have emerged. The aim of this study was to compare psychological hardiness, self-differentiation and psychological burnout in female-headed households and ordinary people in Marvdasht.Methods: The present study was comparative-causal one. The statistical population of this study included female-headed households under the auspices of the Marvdasht Relief Committee. The sample group consisted of 80 people in two groups (40 female-headed households and 40 ordinary women) who were selected using the convenience sampling procedure. Data collection tool to assess the degree of psychological hardiness was the questionnaire of Kubasa et al. The face and content validity have been reported in various appropriate studies. Also, the reliability of this tool was obtained by Cronbach's alpha coefficient. The Differentiation Scale (DSI) was used to measure differentiation and its validity and reliability were confirmed. Women's psychological burnout was also assessed through the Smiths’ questionnaire; its validity and reliability of this questionnaire were evaluated in different demographic groups. Confirmatory factor analysis showed that the questions of each dimension describe the same dimension and the questionnaire has a good internal consistency. The collected data were analyzed at two levels (descriptive statistics and inferential statistics). Mean and standard deviation values were calculated and MANOVA analysis test was run.Findings: According to the age distribution table of statistical sample size, in the group of female-headed households, 35.00% of people were less than 30 years old and 12.5% of people were more than 40 years old. In the group of normal women, 30.00% of women were less than 30 years old and 20.00% of women were more than 40 years old. According to the statistical sample size distribution table, in terms of education, 35.00% of women heads of households were under diploma and 65.00% of them were above diploma and in the group of normal women, 32.5% were under diploma and 67.5% were above diploma. The results showed that there was a significant difference between psychological hardiness and its dimensions in normal and female heads of households. There was no significant difference between self-differentiation and dimensions in ordinary female-headed households. There was a significant difference between normal and female-headed households in terms of psychological burnout and its dimensions. The average psychological hardiness and psychological burnout was higher among female-headed households than those of normal women.Conclusion: The results of this study can be used by relevant organizations with women heads of households and researchers interested in this field.
Original Research Paper
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
Original Research Paper
Educational Science
Javad Imani; mehdi bagheri; nader gholi ghorchiyan; parivash jafari
Abstract
The purpose of this study was to identify effective dimensions for enhancing the effectiveness of secondary schools in Hormozgan province. The purpose of this research is applied and in terms of information gathering method, a quantitative-qualitative approach has been taken. The statistical population ...
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The purpose of this study was to identify effective dimensions for enhancing the effectiveness of secondary schools in Hormozgan province. The purpose of this research is applied and in terms of information gathering method, a quantitative-qualitative approach has been taken. The statistical population includes experts in the field of school effectiveness. Which in part of Quantitative Research, included a limited number of faculty members in Hormozgan universities in the fields of education, of which 30 were selected as samples. Also In the qualitative section, the sample volume was estimated with a theoretical saturation of 10 people. A targeted sampling was used to select the sample. The Data collection tools were through interviews and questionnaires. For data analysis in the Quantitative section, One sample t test and In the qualitative section, open and axial coding was used. The results led to the identification of six Dimensions from 24 concepts that named them as follows: management and leadership; Belief in collective wisdom; Promoting health, health and safety at school; Empowering staff; Establishment of the teaching and learning system and extracurricular activities.
Original Research Paper
Architecture
malihe taghipour; aliakbar heidari; Khatereh Sajjadi
Abstract
One of today's social issues is the expansion of behavioral abnormalities in children, which is reflected in aggressive behaviors. Prevention of such behaviors is one of the most important priorities of families and educational institutions. Schools as the first social institution, plays a significant ...
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One of today's social issues is the expansion of behavioral abnormalities in children, which is reflected in aggressive behaviors. Prevention of such behaviors is one of the most important priorities of families and educational institutions. Schools as the first social institution, plays a significant role in promoting social skills and controlling such aggressive behaviors. Accordingly, the study tries to evaluate the impact of the school environment on the reduction of aggressive behaviors in children. Among the spaces in the school, the yard was selected as the most common space, and its spatial-physical characteristics were evaluated in six schools in Shiraz. The research method is descriptive-analytic based on quantitative and qualitative strategies. A semi-structured questionnaire and interview with students and teachers were used. The results indicated that among the various spatial features of the school yard, green area in the yard, as well as the diversity of open and semi-open spaces in the school yard, had the greatest effect on reducing student behavioral disorder.
Original Research Paper
Educational technology- primary school
M. Omidi Shal; B. Bandali; Mahmood Abolghasemi; S. Saadati
Abstract
Background and Objectives: Reading and writing, in addition to being considered as one of the human necessities for today life, are one of the pillars of literacy and basic skills in education and learning. One of the goals of the Literacy is to develop and strengthen the reading and writing skills of ...
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Background and Objectives: Reading and writing, in addition to being considered as one of the human necessities for today life, are one of the pillars of literacy and basic skills in education and learning. One of the goals of the Literacy is to develop and strengthen the reading and writing skills of students. However, some national and international studies have shown the weakness of Iranian students in these two skills. In addition, weakness in reading and writing causes problems in understanding other subjects as well. Therefore, due to the important role of reading and writing skills on the learning and academic progress of students, as well as the need to investigate the factors affecting the academic performance and the efficiency of the educational system, the investigation of this issue was considered in this research. Given the components of reading and writing skills, as well as inefficient teaching methods resulting in this failure, one of the activities that can play an effective role in solving the problem is storytelling. With the development of technology in different fields, digital storytelling has also been used in education. Previous research revealed the positive effect of using traditional and digital stories in teaching different subjects, competencies and skills among learners, but no comparison was made between them. Therefore, the purpose of this research was to compare the effect of two teaching methods based on digital and traditional storytelling on the reading and writing skills of first grade elementary school students.Methods: This is an applied research carried out with quantitative approach and quasi-experimental design. A sample of 50 students of the first grade of an all-boys elementary public school in Rasht, Iran in the academic year of 2022-2023 were selected through convenience sampling method to participate in this research. They were assigned to experimental and control groups. Five letters of the first elementary Persian Literacy were taught in the experimental group by presenting a digital story. In the control group, the same letters were taught through the same stories in a traditional way by the teacher. The stories were approved by educational experts and first grade school teachers as well. After teaching each letter, both groups took part in a test developed by the team leader of first grade teachers district 1 of education department in Rasht city. The validity of the tests was confirmed by educational experts and elementary teachers. To ensure reliability, the measurement process was repeated for five letters of the Persian alphabet, all research processes were documented and the subjects' normal conditions were maintained in the evaluation process. The data collected were analyzed by inferential statistics methods including Anderson-Darling test, the Mann-Whitney U test and independent samples T test.Findings: Results showed that the mean scores of both groups in all tests were similarly above the theoretical mean and no significant difference was found between the performance of the two groups.Conclusion: Considering the capabilities that storytelling has in improving learning outcomes, it can be said that using stories, both in traditional and digital form, can be used as an effective method in teaching Persian and improving the reading and writing skills of primary school students. Also, accuracy in educational design and appropriate learning activities can enrich the use of traditional and digital stories in the education process.
Original Research Paper
Virtual Reality
F. Tahmasbi; S.K. Salehi; O. Golpira
Abstract
Background and Objectives: The expansion of new technologies has led to the emergence and increasing diversity of efficient educational methods. By utilizing the potential capabilities of these technologies, new opportunities have been provided for the effective transfer of knowledge and learning tasks. ...
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Background and Objectives: The expansion of new technologies has led to the emergence and increasing diversity of efficient educational methods. By utilizing the potential capabilities of these technologies, new opportunities have been provided for the effective transfer of knowledge and learning tasks. Among these technologies, virtual reality (exergaming) technology with recent advances has led to the opening of new ways for effective teaching and learning of skills by utilizing capabilities such as simulation of educational environments, providing real-time feedback, increasing activity and energy expenditure, and deep immersion of the learner. In this regard, the present study was conducted with the aim of investigating the effect of practices based on virtual reality technology and Real-world ones on learning selected perceptual-motor skills in football.Methods: The present study was a quasi-experimental research with a practical purpose. In this study, among the male students studying in the third to fifth grade of primary schools in the District 4 of Tehran, a total number of 30 participants were selected according to the research objectives and and based on the pre-test scores, they were assigned to three groups of 10 participants, including exergame, real practices, and control groups. To collect data, a demographic questionnaire, Speed Dribbling Test, More- Christian Pass and Shot Test (with content validity and test-retest reliability of 0.90 to 0.93) as well as the Xbox 360 device were used. After completing the personal information questionnaire and the consent form, the participants first received preliminary training about the criterion task and received the necessary information, and after participating in the pre-test, they entered the acquisition phase. At this stage, the experimental groups (exergame and real practices) practiced the intended skills (passing, dribbling and football shooting) separately for eight sessions of 45 minutes. For all participants, after the last training session, the post-test and 72 hours later, in order to measure the motor learning phenomenon, the retention test and ten minutes after that, the transfer test was performed and their scores were recorded. To analyze the data, the Shapiro-Wilk test, Levene's test, and Mixed ANOVA were used.Findings: The findings showed that there was a significant difference between the scores obtained by the experimental groups of virtual reality practices (exergame), real practices and control in both the acquisition, retention and transfer test (p<0.05) and this difference in the virtual reality practices groups and real practices was more significant. This means that these groups performed better than the control group both in the acquisition, retention and transfer test. In addition, no statistically significant difference was found between the performance of virtual reality practices and real practices in the research phases (P>0.05). Conclusion: The results of this research emphasized the usefulness and importance of using practices based on virtual reality technology and real practices in instruction of perceptual-motor skills to children. Based on the results, teachers and trainers are suggested to use practices based on virtual reality technology in order to improve children's motor learning in addition to real practices.
Original Research Paper
Educational Technology - Artificial Intelligence
M. Abedin; E. Pazouki; R. Ebrahimpour
Abstract
Background and Objectives: Learning has consistently been one of the aspects of human development since the beginning of human existence on the Earth, encompassing all aspects of human life and holding a special place in human life plans. On the other hand, technological advancements in recent decades ...
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Background and Objectives: Learning has consistently been one of the aspects of human development since the beginning of human existence on the Earth, encompassing all aspects of human life and holding a special place in human life plans. On the other hand, technological advancements in recent decades have rapidly brought about significant changes in the realm of education and learning. One of the most prominent impacts of technological progress in the field of learning is the emergence of e-learning; a tool that enables learners to access educational resources at any time and place. Regarding the fact that every person has individual traits, preferences, and tendencies, traditional education's "one-size-fits-all" approach can be seen as one of its fundamental flaws. Learning styles, as one of the most important factors influencing learning, represent an individual's preferences and ways of processing and understanding information. Therefore, providing adaptive education based on learners' learning styles, with the aim of enhancing educational efficiency and reducing cognitive load during teaching, is both essential and inevitable. This research aimed to investigate the impact of adaptive education based on learners' learning styles. In order to achieve this, learners' learning styles were identified using an online platform and the Felder-Silverman Learning Style Indicator questionnaire, and educational content was automatically generated and presented to learners accordingly. Finally, the performance of the learners and cognitive load during instruction were examined.Methods: A total number of 37 male and female undergraduate computer science students with an average age of 20.3, participated in this study. Initially, the participants were divided into two groups, and their learning styles were determined using the Felder-Silverman Learning Style Indicator questionnaire. Subsequently, one group received educational content tailored to their learning styles, while the other group received content not aligned with their learning styles. After studying the provided material, the cognitive load and learning outcomes of the participants were assessed using the NASA Task Load Index questionnaire and a designed performance test, respectively. Finally, the significance level of the results obtained from the two groups was evaluated using an independent t-test.Findings: Based on the obtained results, no significant difference was observed in the test scores of the two groups' performance. However, when comparing the cognitive load between the two groups, the average cognitive load of the group that received content aligned with their learning style was significantly higher than the group that received incongruent content, with a value of 0.02 (p < 0.05).Conclusion: According to the research findings, providing educational content based on learners' learning styles significantly reduce cognitive load during learning. Therefore, offering personalized education based on learning styles plays a crucial role as one of the adaptive teaching methods in e-learning, enhancing performance, and reducing cognitive load for learners.
Original Research Paper
Educational Technology - Blended Learning
M.R. Heydari; E. Zaraii Zavaraki; M. Vahedi
Abstract
Background and Objectives: After the Corona epidemic, educational systems were forced to move to online instruction and learning. Despite its advantages, online instruction could not overcome some of its challenges, such as the sense of presence of learners; therefore, the importance of using the blended ...
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Background and Objectives: After the Corona epidemic, educational systems were forced to move to online instruction and learning. Despite its advantages, online instruction could not overcome some of its challenges, such as the sense of presence of learners; therefore, the importance of using the blended learning approach for the educational systems of the world, especially the educational system of our country, was clearly clarified. Blended learning, which overcomes the challenges of online learning and face-to-face learning by blending online and face-to-face learning, and brings benefits such as increased flexibility, increased cost effectiveness, and time saving, has attracted the attention of teachers and learners. However, a fundamental challenge for the teachers is designing, implementing and evaluating a blended learning in order to achieve high-level learning and presence. In this regard, it is important to pay attention to cognitive presence and teaching presence, which are elements of the community of inquiry framework. Therefore, the purpose of the present study was to investigate the effect of blended learning on the level of cognitive presence and teaching presence of elementary school students in the science course.Methods: The research method was a semi-experimental of pre-test-post-test type with a control group. The statistical population included all fifth-grade students in Shahryar, who were studying in the academic year 2022-2023. Using available sampling method, 60 students were selected; 30 students were randomly assigned to the experimental group and 30 students to the control group. The experimental group spent six sessions in the form of blended learning and the control group spent six sessions in the form of face-to-face learning. In order to check the changes before the intervention, a pre-test was performed on both groups, and after the intervention, a post-test was performed on both groups. The data collection tool in this research was the questionnaire of cognitive presence and teaching presence of Arbaugh et al. (2008). The reliability of the questionnaires of cognitive presence and teaching presence was calculated based on Cronbach's alpha values of 0.91 and 0.83, respectively. To analyze the research data, statistical methods were used at two descriptive (mean and standard deviation) and inferential (correlated t-test and multivariate covariance analysis) levels.Findings: Based on the results of paired samples t-test, there was a significant difference between the pre-test and post-test stages in the variable of cognitive presence in both experimental and control groups and in the variable of teaching presence only in the experimental group (p≥ 0.001). The results of covariance analysis showed that the effect of blended learning on cognitive presence and teaching presence was greater than that of face-to-face learning (p≥0.01).Conclusion: The results of the research showed that blended learning and face-to-face learning are both effective in increasing cognitive presence, but only blended learning is effective on teaching presence. Blended learning has a greater impact on cognitive and teaching presence compared to face-to-face learning. Therefore, blended learning by blending face-to-face and online learning has more effectiveness in the amount of cognitive and teaching presence and can be a suitable alternative to fully face-to-face learning in the educational system of our country, and it is suggested that the educational system adopt this approach in formal mainstream education.
