Document Type : Original Research Paper

Authors

1 Distant Education Planning Payam-e NoorUniversity. Tehran. Iran

2 E-Learning and Educational Psychology, Interdisciplinary Studies in the Humanities Research Center, Tehran, Iran

3 Department of Educational Psychology, Faculty of Educational Sciences,, Payam-e Noor University. Tehran. Iran

4 Educational Psychology, Faculty of Educational Sciences, Payame Noor University, Tehran, Iran

Abstract

This research studies the design of a model of afterschool programs in cyberspace for third grade students of guidance school in 2012-2013 school year in Tehran City. For this purpose, the main parameters of the model were identified and their interrelations were studied, in order to identify the determining needs and major parameters of afterschool programs in cyberspace. A researcher-made questionnaire has been used for the students and a semi-structured interview for the principals, teachers and other educational staff. The data collected from the questionnaires and the interviews were processed and analyzed by SPSS and AMOS. Thus the conceptual model "after school programs in cyberspace " was confirmed.
According to the needs analysis that was performed, the parameters of the after school programs in cyberspace were divided into two exogenous parameters of knowledge and skill and seven endogenous parameters of individual-social features, gaining knowledge extracurricular use, accessibility to information and sources, leisure, place of after school programs, and network features. Finally, the results indicated that the two parameters of individual –social features and place of after school programs in having the most direct and indirect effects on the model of after school programs in cyberspace. Further, in addition to identifying the major parameters of afterschool programs and studying the amount of effects of each of them. The causes and necessity of such programs were studied according to the qualitative and quantitative results.

Keywords

Main Subjects

Fathi Vajargah, K, Vajari, T. (2009) .International- Interdisciplinary approach international virtual Universities in higher education. Interdisciplinary Studies in Humanities, No. 3, pp: 67-96. [In Persian]
[1]
Dynarski , M., James-Burdumy, M. S., Moore, M., Rosen-berg, L., Deke, J., & Mansfield, W. (2004).When schools stay open late: The national evaluation of the 21st Century Community Learning Centers program. New findings. Princeton, NJ: Mathematica Policy Research.
[2]
Cohen. (2007). Lauver (2004).  Gardner, M. (2009). Redd,Cochran Hair & Moore (2002).Can After-School Program Help level the playing field for disadvantaged youth?. Equity matters: research                  4. Available on: WWW.equityampaign.org/11242_After-School_report_10-7-09
[3]
Durlak, Joseph A &Weissberg, Roger P.(2007).The impact of after school programs that promote personal and social skills, Academic, social, and emotional learnin.
[4]
Mahoni and Krenz (1997), Marsh (1992), Maxvil and Liv (1998), Scot (2001). Comparative Analysis of Citizenship Rights and Duties in Iran and Germany. Translated by Vahid Ghasemi, Journal of Social Sciences and Humanities, Shiraz University, Vol. 1.[In Persian]
[5]
Fathi Vajargah, Koorosh, (2010) Training Global Citizen, Quarterly Journal of Research Efficient Schools: Vol. 8, pp. 27-32. [In Persian]
[6]
Hammond , c. , & Reimer , m. (2006) Essential Elements of Quality After – school Programs. College of health , Education ,and Human  Developpment Clemson University, available on : www.dro poutprevention.org
[7]
Maher , F. (2004), High-risk behaviors in youth leisure, trends , patterns, Journal of Youth Studies, No. 6 .[In Persian]                                                                   
[8] 
Deputy Office of Studies and Planning (2005). Juveniles’ Leisure Activity: Report. .[In Persian]
[9]
Weisman ,S. A.; & Gottfredson, D. C. (2001), Attrition from after school programs: Characteristics of students who drop out, Prevention Science
[10]
Gayl, chrisanne  L, (2004), after - school Programs, Expanding Access and Ensuring- Quality , Progressive Policy Institute. Available on: http://www.ppoinlpingline.org
[11]
Reiz, Daniel, Snip, (2008), Analysis of Effect of Extracurricular Activities on Students' Achievement from the Viewpoints of Principals, High School Teachers and Students of Tehran High Schools. According to Zera'ati, Ideh Loo.[In Persian]
[12]
Aminzadeh , A , Sarmad , Z., (2004), The relationship between educational attainment and after-school activities. Journal of Psychology, No. 31. [In Persian]
[13]
 
Saeedi, Aliasghar, (2008), Evolution of the Concept of Leisure. Quarterly Journal of Youth Studies. Vol. 6.[In Persian]
[14]
Geranmayepour, Ali, (2011), Concerns of Iranian families in Internet, Interviw with ISNA (13/12/2011). [In Persian]
Available on: forum.opda.ir/archive/index.php
[15]
Ebadi, Rahim, (2004), Information Technology and Education, Tehran: Institute of Smart Schools Educational Technology.[In Persian]
[16]
Jalali , A. (2011), Smart School,
Available on: www.schools.blogsky.com. [In Persian]
[17]
Ebrahimi, M. (2014), Check the requirements of interdisciplinary studies in humanities. No. 22, pp. 19-37. [In Persian]
[18]
Klein, Paul (2001), Easy Guide to Factor Analysis, Translated by Sadrolsadat and Asghari Minaie. Tehran: The Organization for Researching and Composing University Textbook in the Humanities.[In Persian]
[19]
Tabachnick, B. G. & Fidell, L. S. (2007), Using Multivariate statistics (5th edn). Booston, Pearson Education.
 
 
 
 
[20]
Sarmad et. al (2002), Research Methods in Behavioral Sciences. Tehran, Agah Publications.[In Persian]
[21]
Hormozi, M. (2008), The structural model of achievement in Payame –Noor University based on the characteristics of individual students. Thesis dor the degree of Doctor of philosophy in Educational Psyvhology.Allameh, T University.[In Persian]
[22]
Ebrahimabadi, Hossein, (2010), Teaching & Learning in Web. Tehran: Research Center for Cultural and Social Studies.[In Persian]. 
[23]
Tabesh, Yahya, (2009), A Model for Development and Application of IT and Communications in School, Sharif University of Technology.[In Persian]
[24]
  Miller, B. M. (2003),  Critical Hours: Afterschool Programs and Educational Success. Nellie Mae Education Foundation.
[25]
Attaran, M., (2004), Globalization of information technology and IT Eduvation. Smart Technology Development Institute.[In Persian]
[26]
CAPTCHA Image