Original Research Paper
Technology-based learning environments
M. Samadpour Shahrak; M. Tahbaz
Abstract
Background and Objectives:Research shows that the presence of students in nature and outdoors reduces stress, increases vitality and mobility, increases concentration, etc. Therefore, children should not be deprived of the blessing of being in this environment. Today, due to the increase in construction ...
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Background and Objectives:Research shows that the presence of students in nature and outdoors reduces stress, increases vitality and mobility, increases concentration, etc. Therefore, children should not be deprived of the blessing of being in this environment. Today, due to the increase in construction in Iran and the development of the culture of apartment living in courtyards, it is smaller and in most cases unusable, and has given way to a terrace in each apartment unit. This has limited the child's contact with nature and natural environments, and since children often spend most of their time in school after home, the school yard can provide a good place for them to spend time in nature. Spending time in the school yard, whether it is a waste of recreational or educational opportunities, can partially compensate for the lack of connection between children and the outdoors. School yard is a part of the physical space which can have a significant impact on raising the level of learning, growth and education of students. Neglecting these spaces in recent decades represents the necessity of attention to this issue. Therefore, the present study seeks to emphasize the importance of open spaces in schools in order to improve the current conditions of schools according to the needs of students as the main beneficiaries. Method and Materials: In order to meet these goals, descriptive-analytical method based on library studies and field studies was used. Eight elementary girls’ schools were randomly selected and studied in Tabriz city. In this paper, it has been tried to use collaborative methods such as drawing, writing, and interviewing students about their expectations of the school's yard. A total of 280students were interviewed and their paintings were examined. The data were coded in MAXQDA11 software and finally, to assess the students’ satisfaction the paired t-test and Wilcoxon test were run using SPSS software. Findings: The results indicate that there is a significant difference between the state of the school yard and its ideal state. Finally, some suggestions are provided to improve the quality of the school yards.The findings of the study could be used in designing elementary schools such as: increasing the connection between outdoors and indoors, division of functions, using of the flexible materials with pretty colors on the floor and walls, and using of the flexible furniture. Conclusion: According to the research and research findings, it can be concluded that the environment of children can act as a deterrent or facilitator in their learning, growth and development. The rate of learning and development of the child increases when they connects with the environment, the open space and nature. Therefore, by creating a suitable environment and in accordance with their opinion, the desire of children to be present in the environment should be increased. A key factor in designing is the ability of children to create their own learning environments, rather than being in an environment where everything is pre-determined. In response to the first question of the research, we can mention the increase of sports equipment and attention to quality and observance of scale by 97% and the increase of greenery by 96%, which have the largest share among students' demands. In response to other research questions, it should be said that there is a difference between their demands from the school yard and the current situation, and with the solutions proposed in this research, their demands can be approached to achieve ideal conditions.
Original Research Paper
Electronic learning- virtual
F. Vardasbi; M. RezaeiZadeh; A. khorasani; P. Alikhani
Abstract
Background and Objectives:Universities play an important role in society. They are centers of innovation, attract and nurture talent, create and share new knowledge, and are of great value in the national and regional economies. Thus, declining government budgets and increasing global competition for ...
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Background and Objectives:Universities play an important role in society. They are centers of innovation, attract and nurture talent, create and share new knowledge, and are of great value in the national and regional economies. Thus, declining government budgets and increasing global competition for qualified staff and students have led universities to provide better conditions for providing education in a variety of ways. On the other hand, communication technologies have paved the way for distance learning by offering new methods of education. Therefore, with the development of the Internet and multimedia technologies and their use in educational programs, a kind of educational model called e-learning has been created. In e-learning, due to the existence of the World Wide Web, all stages of education have benefited from what the Internet has provided. In the web space, a variety of features such as online class notes and lecture materials, dynamic online Q & A systems, classroom preparation for exams, games and real-life simulations for educators and learners are provided. In order to present and manage activities in the e-learning environment, a software program called Learning Management System (LMS) is used, which provides facilities for sharing educational materials, sending notifications related to each lesson, presenting and performing assignments, providing users with online communication with each other, conducting evaluations, and evaluating results. Accessibility is one of the important indicators in obtaining students' and teachers' interest in a courseware. Therefore, the present study aimed to identify the effective factors impacting on the accessibility of Shahid Beheshti University’s courseware. Method and Materials: Accordingly, a qualitative phenomenology research has been implemented. The population of this study is undergraduate students of the Faculty of Education and Psychology of Shahid Beheshti University in Tehran who had an experience of working with the courseware. 15 Participants were selected using purposeful sampling method. Semi-structured interviews were conducted for data gathering until the theoretical saturation was achieved. The findings were analyzed using Strauss and Corbin coding method at two open and axial coding levels. Findings: According to the findings from 15 interviews, six categories including: the weakness of quick access to the content of discussions, the lack of off-line access to the discussions, not suitable access to the content on multiple platforms, lack of ability to display online users, the weakness in access to discussions of the previous groups; and lack of student access to their performance results, were identified. Conclusion: The main result of this research is to highlight the importance of the "availability" indicator for learning management tools and systems and also to determine the factors affecting this important indicator. If the designers and implementers of learning management systems in schools and universities are interested in improving the management function of their curriculum, it is necessary to pay proper attention to these six factors. Processes and components in courseware need to be changed so that they can be "more accessible" to their stakeholders by considering the above six factors. These factors could help e-learning administrators and designers to provide a better and more qualified experience for their students and faculties.
Original Research Paper
Electronic learning- virtual
A. Jafari; A.H. Andalibian
Abstract
Background and Objectives:Education of children is one of the most important concerns of our country's families today. This concern is mostly due to the future dependence of children on their level of success in education, although these concerns are a promising and pleasant point for the promotion and ...
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Background and Objectives:Education of children is one of the most important concerns of our country's families today. This concern is mostly due to the future dependence of children on their level of success in education, although these concerns are a promising and pleasant point for the promotion and advancement of their children and the education system as a whole. In another form, it provides a kind of anxiety and worry for families and students as if a person completes the study process and his way to university is difficult, they can no longer be a successful person and an effective citizen. Socially, one of the problems of educational systems in any country is academic failure; an efficient educational system with the lowest drop and the highest efficiency. When it comes to academic failure, it includes various aspects of failure such as complete absenteeism, early school leaving, repetition of the basic level, and the low quality of students' education with which is associated with. The computer and the Internet is one of the means of communication in the modern age that has been used by humans. This device has caused speed and accuracy in work and the expansion of communication, in a way that has turned the planet into a global village. And its spread has caused problems in communities. One of these problems is the drop in education among students. The present study aims to identify the role of computer games and educational failure of high-school students of Tehran. Method and Materials: The research method is correlational and survey data collection method has been used. The statistical population of the study includes 27535 Tehran’s high-school students (Region 3). The sample size was estimated to be 385 by Cochran formula, selected by multi-staged cluster sampling method The data gathering tool was a researcher-made questionnaire. Face validity and content validity were confirmed by some experts and supervisors. In addition, its reliability based on Cronbach’s alpha for social class was .80, for Internet & game questionnaire was .71 and for educational failure questionnaire was .72. Data were analyzed by SPSS software, quantitative and descriptive statistics, multiple Pearson correlation test, T-test, and One Way Analysis of Variance. Findings: The results show that 88% of students have access to the Internet. Their primary access means include mobile phones and the average use of the Internet is 4 hours and 23 minutes. 41% play computer games, 65% use mobile phones and 17% use PlayStation to play games. The daily average of playing computer games is 2 hours and 55 minutes. From among the games, war games have been allocated the highest frequency. Conclusion: The results showed that there is a significant relationship between computer games, types of computer games, Internet access, gender, age, major, social class and educational failure of students. What is certain is that today the role of computers in human life is undeniable and has taken up a large part of human time in life and computer games have become a ring of entertainment for people of this era, especially students. In recent years, we have witnessed the entry of many computer games into the market, which in leisure and entertainment, is the companion of different segments of society from childhood to adulthood, both students and non-students. In addition to the positive effects that the computer has on the transmission of information and familiarity with the world around students and the performance of daily life, its excessive use can have negative consequences such as academic failure, that was the result of this study.
Original Research Paper
Educational Science
A. Taheri; N. Tahmasbipour
Abstract
Background and Objectives: Emotional intelligence is a set of social and emotional abilities that help a person solve everyday problems and interact with others. Although general IQ is relatively constant, emotional intelligence can be created and taught, and organizations and companies can test and ...
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Background and Objectives: Emotional intelligence is a set of social and emotional abilities that help a person solve everyday problems and interact with others. Although general IQ is relatively constant, emotional intelligence can be created and taught, and organizations and companies can test and teach emotional intelligence. Emotional intelligence refers to the ability to control the feelings and emotions of oneself and others, to distinguish these feelings and to direct personal behavior and thinking based on this information. Research on emotional intelligence has shown that emotional intelligence is an effective and determining factor in real life outcomes such as success in school and education, success in work and interpersonal relationships, and overall health function. Emotional intelligence is positively correlated with mental health and negatively correlated with mental disorders. In addition, various studies have shown impairment in emotion regulation and emotional intelligence in some disorders such as borderline personality disorder, schizotypal personality disorder, schizophrenia, depression and anxiety disorders. In fact, the relationship between emotional intelligence, which is measured by the Transcendental Traits Scale, with variables such as depression, anxiety, and general mental and physical health in adults has been confirmed. The present study determines the relationship between emotional intelligence and its components and anxiety symptoms among country Olympiad students in educational year 2004-2005. Method and Materials: The study used a descriptive- survey research design. The population included 380 Olympiad male students from middle schools in Iran in educational year 1393-94. 181 students were selected based on Morgan table. The instruments included: Scale (TMMS) which is an objective self-report questionnaire based on emotional intelligence model and made by Salovey et al to assess three components of emotional intelligence; and Beck Anxiety scale (BAI) with 21 items and made to assess anxiety level. The method of data analysis in this study was correlation coefficient, one - way variance analysis and regression. Findings: The findings showed that there is a significant relationship between emotional intelligence and its components and anxiety symptoms among Olympiad Students. In addition there was no relationship between the component caring for the feelings and anxiety symptoms. The component feelings clarity also correlated significantly with anxiety symptoms. Finally, there was no significant correlation between the component feelings renewal and anxiety symptoms. Conclusion: According to the results, there is a significant relationship between emotional intelligence and anxiety and this variable predicts anxiety negatively. This means that students with high emotional intelligence are far less likely to be anxious. In addition, the explanation in this regard is that emotional intelligence with two important domains of mood, namely positive emotion (feeling happy, eager and interested, etc.) and negative emotion (anxiety, feelings of hostility and dissatisfaction, and ...) is also relevant. People with negative moods tend to experience emotional stability due to the stability of such situations, which may make it difficult to truly understand what is being felt. While positive-tempered people are more likely to be optimistic about their abilities; therefore, they evaluate themselves positively in terms of emotional ability, and people who are able to recognize, control, and use these emotional abilities will enjoy greater social support and a sense of mental health satisfaction. The above findings, which are the result of the anxiety component related to emotional intelligence, have been observed in fewer studies, and in this regard, the present study can be the source of serious challenges in such research.
Original Research Paper
English teaching
M. Piri; H. Sahebyar; A. Sadollahi
Abstract
Background and Objectives: The present age is called the information age, because the acceleration of the evolution of science and technology in the present age is very high and significant. Every day new technologies are produced and made available to the audience. Much of the knowledge and science ...
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Background and Objectives: The present age is called the information age, because the acceleration of the evolution of science and technology in the present age is very high and significant. Every day new technologies are produced and made available to the audience. Much of the knowledge and science taught in schools and universities needs to be revisited over time due to social and technological changes. In addition, personal and professional situations increasingly depend on continuous learning. In recent decades, due to dramatic changes and the breadth of science, the need to upgrade and update human knowledge and skills, upgrading lifelong learning skills has become one of the primary goals of the education system. With the advent of information technology and the increasing development of the educational system, it has shifted its activities to the use of e-learning. The general popularity of this type of education is such that some have overlooked the benefits of traditional education and the interaction between teacher and student, and considering e-learning as the only way of education for sustainable learning at the forefront of formal education. Therefore, in terms of education, a new atmosphere has ruled the world. The large amount of information and its evolution in a short time that must be addressed in the education system; but due to limitations such as lack of time, lack of motivation to learn, update information is not compatible with the new atmosphere of the education system. This research has been conducted in an attempt to examine the effect of Flipped classroom on self-directed learning in English language classes. Method and Materials: The participants were female 10th grade students of Kaleybar in academic year 2016-2017. The research is a quasi-experimental one and is performed using the pre-test, post-test method with a control group. Participants in the study were 30 students selected by convenience sampling and randomly divided into two experimental and control groups. For data collection, the self-directed learning questionnaire was used with a reliability of.82 for the whole test and with face and content validity approved by the experts. Findings: Data were analyzed by descriptive and inferential statistics using SPSS software. The results of ANCOVA showed that Flipped Classroom influenced the self-directed variable (with the exception of self-management) in learning with the help of covariate (pre-test) (p <.05). Also, the mean scores of students at the pre and post-test in the experimental group were significantly different. The mean scores of self-directed learning for students trained through Flipped Classroom were higher. Conclusion: Findings of this study, despite methodological limitations, such as non-random selection of subjects and limited number of sessions of educational interventions, can have scientific and practical implications for the educational system. The specific proposal of this research is to this method in compiling curricula and textbooks, as well as holding in-service training courses for inverted classes for new teachers unfamiliar with this method, as well as using this method by teachers for students' academic engagement. Strengthening the necessary academic skills in this age of information explosion is suggested. Studies on the long-term effects of the flipped class, conducting the same research in different courses and grades, as well as studying it on more examples in other educational areas, are among the suggestions for future researchers.
Original Research Paper
competency of teachers
A. Kohestani Nejad Tari; Z. Abazari; Z. Mirhoseini
Abstract
Background and Objectives:Technology is changing rapidly, and as new technologies are created, existing technologies are being improved and developed. The technologies of the 21st century have brought possibilities to mankind, and the advances that have taken place surround human life today from all ...
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Background and Objectives:Technology is changing rapidly, and as new technologies are created, existing technologies are being improved and developed. The technologies of the 21st century have brought possibilities to mankind, and the advances that have taken place surround human life today from all sides. Among these changes are the impact of technological advances in education and the resulting changes in the teaching-learning process. In today's world, educational systems are looking for new approaches to help them rebuild in the face of global changes. For this reconstruction, they need a rich curriculum, flexible education, effective educational leadership, a suitable learning environment and educational content, and capable and professional teachers. Readiness to use technology and knowledge of how technology supports students' learning should be one of the basic skills of teachers. Teachers' ability in the field of technology literacy enables them to use new technologies in the teaching-learning process, especially information and communication technology, thereby improving the quality of their education and the level of information literacy of students and access to a wide range of information learning resources The purpose of this study was to investigate teachers’ technology literacy in the national curriculum on Education and Training in Work and Technology. Method and Materials: This research is conducted as a descriptive study using content analysis technique. The population was three main education documents including National Comprehensive Scientific Map; The Fundamental Transformation of Education Document; and The National Curriculum Document. Data collection instruments were checklists. Descriptive and inferential statistics were used to determine the frequencies and test the results of univariate t-test and Kruskal-Wallis test. Gutmann factor was used to test the reliability. Findings: The results show agreement between .48 to .95 coefficients for the validity checklists using content validity. The findings of the study show that the level of attention to teacher technology literacy in National Curriculum in the Domain of Teaching and Education Work and Technology was higher than average; and to a largely extent it is appropriately cared for. There is no significant difference between technology literacy standards in terms of compliance with the competencies intended for teachers. Conclusion: The results show that there is no significant difference between teachers' technology literacy standards and their compliance with the required competencies. Optimal implementation of the national curriculum in the relevant field requires the special assistance and attention of teachers and the use of appropriate professional competencies provided in this program; so its provisions should be taken seriously into account in human resource engineering and in training programs, recruitment and empowerment and retraining teachers before and during service Due to the comprehensive national curriculum in the field of training and learning work and technology, in the field of technology literacy, the content should be included in the preparation and compilation of all educational content, including textbooks, curriculum guide and production of educational packages, etc.
Original Research Paper
Architecture
S. Azemati; F. Mozaffar; B. Saleh Sedgh Pour; S.B. Hosseini
Abstract
Background and Objectives:Today, the issue of teaching and learning patterns and group activities is one of the issues of interest in areas related to education in universities. How to achieve teaching-learning patterns has gained a special place among experts. In recent years, due to the increasing ...
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Background and Objectives:Today, the issue of teaching and learning patterns and group activities is one of the issues of interest in areas related to education in universities. How to achieve teaching-learning patterns has gained a special place among experts. In recent years, due to the increasing growth and scope of changes in educational methods, adapting the learning environment to all aspects of learner needs, has been the focus of education professionals. Because the physical environment, due to its structure, can strengthen or weaken the interactions and subsequent learning process, it is believed that new approaches are required for movement, teamwork and student dynamism. Therefore, defining the needs and how to organize the context in which such learning can emerge is of particular importance. Considering the effect that academic spaces can have on the audience and users of these spaces, the present study aims to provide guidelines for designing open university spaces based on increasing the vitality and social interactions among users and improving the level of education among them. The present research tries to identify the factors affecting the promotion of vitality and social interactions from the users' perspective, drawing the correlation between these factors in an analytical model. In the current study, both quantitative and qualitative research methods have been used. Method and Materials: After formulating the contents of the content table and the questionnaire, the sample size based on Klein's views reached 341 according to the number of questionnaires. Therefore, students from architecture, landscape architecture, urban planning and civil engineering at Iranian universities were randomly selected by cluster sampling. The data were analyzed by SPSS version 22 using R factor analysis. The model was developed by Amos. Findings: The results of this research indicated that social, physical, designing and psychological dimensions of the environment are influential. Conclusion: According to the results of previous studies and the present study, the existence of social, physical, design and environmental traits in the collective spaces of the university, can facilitate the necessary conditions to increase vitality, sociability and group activities. In this way, the existence of a spatial trait in open university public spaces, by increasing the possibility of vitality, facilitates the process of creativity and innovation for researchers and leads to socialization. Also, increasing the desire to do group and group activities and the possibility of solving problems in groups leads to improving the level of education among users. A review of this research reveals the fact that human behavior, collisions, and the use of space can be influenced by space and spatial communication, and ultimately lead to social vitality in collective centers.
