Hossein Zangeneh; Masoumeh Omideo Poshteirei; Maryam Pourjamshidei
Abstract
The current research aimed to evaluate the current state of research in connection with the use of the ecological approach in elementary school for formal learning, which seeks to analyze (1) methodological approaches and (2) ecological approaches. The knowledge adopted in the research was in the form ...
Read More
The current research aimed to evaluate the current state of research in connection with the use of the ecological approach in elementary school for formal learning, which seeks to analyze (1) methodological approaches and (2) ecological approaches. The knowledge adopted in the research was in the form of a systematic review. Articles published from 2013 to 2022 were searched in Scopus, WebScience, Wiley, and Jstore databases. Systematic search according to selected keywords reached 203 studies, which were reduced to 57 in the next stage, and finally, 10 studies were determined according to the criteria and from the point of view of research method, tools, participants, time, and place of research, the research implementation space, the topic, and the target concepts were analyzed. The findings showed various images of data collection methods and tools, topics, spaces, and characteristics of learners. The ecological view of learning is suitable for today's needs of elementary school students, and its design and development can ultimately positively facilitate learning in the formal context. In this regard, it was concluded that in order to develop the ecological approach in the official context of elementary school, we should move towards the analysis of the ecosystem, situational, open-ended, and dynamic goals, active interactions of body and mind, and the natural and digital environment, targeted networking, controlling communication modulating factors, diverse learning paths, and initial evaluations and a process took more serious steps.
marzieh saeedpour; HOSSEIN ZANGANEH
Abstract
learner-centered learning environments are design in both learning environments (physical and online) and with a focus on the learner and the learning environment requirements. In these article, by an analytic view attempted parameters that should in designing the learning environment based on the generative ...
Read More
learner-centered learning environments are design in both learning environments (physical and online) and with a focus on the learner and the learning environment requirements. In these article, by an analytic view attempted parameters that should in designing the learning environment based on the generative learning theory are explained. For making the modeling of this theory that's applicable in constuctive learning environments attempted from a mixed exploration method of consecutive exploration with model development plan are used. Qualitative research questions were: What is the framework Generative learning theory? What are the components of this model? Also what is the educational design process based on this model? In this study, we used a qualitative content analysis to achieve the generative learning theory and formative research to develop the theoretical and research basis of proposed model with an emphasis on iterative cycles are designed, implemented and evaluated used. We tried to create a model to design a generative learning environment which consists of 12 steps (analysis and recognition, determining learning outcomes, knowledge and past experience, learning activities, access to resources, and elaboration of learning, facilitating, meaning creation and evaluation). Results showed the instructional design model by these 12 steps relegating responsibilities and control of learning to the learner are able to encourage constructing knowledge as an important event through learning process and they foster spontaneous, self-regulate, self-control and responsible learners compatible with the contemporary lifestyle environment.
Hossein Zangeneh; Maryam Pourjamshidi; Elahe Velayati; Ebrahim Abolghasemi
Abstract
This qualitative content analysis study, with a deductive approach, aimed at developing a practical framework of content characteristics of e-learning, based on the cognitive load theory. In that, following fundamental questions were first phrased about the characteristics of electronic content: A) “What ...
Read More
This qualitative content analysis study, with a deductive approach, aimed at developing a practical framework of content characteristics of e-learning, based on the cognitive load theory. In that, following fundamental questions were first phrased about the characteristics of electronic content: A) “What are the characteristics of electronic content from intrinsic cognitive load perspective?” B) “What are the characteristics of electronic content from extrinsic cognitive load perspective?,” and C) “What are the characteristics of electronic content from optimal cognitive load perspective?.” Then, the theoretical bases of the cognitive load theory were used to specify the major and minor components of above questions through qualitative content analysis. Finally, practical solutions for the management of cognitive load in design and production of electronic content within a certain framework were developed, based on the findings of this stage and through discussions with specialists. In this study, the statistical population included all articles available for download in Google and Wiley, Ebsco, and Sciencedirect databases. The total number of articles found in the mentioned databases by 2015 was 77 articles, out of which 11 articles were selected for analysis through purposive sampling technique. Finally, the analysis of articles resulted in determination of the characteristics of e-learning content from three perspectives, namely intrinsic cognitive load, extrinsic cognitive load, and optimal cognitive load. The current framework of cognitive load in the analysis of electronic content can help instructional designers in designing better e-learning environments.
