zahra Rasisdi Zadeh; Yousef Mahdavi Nasab; NASRIN MOHAMMADHASANI; kiumars taghipour
Abstract
Due to the epidemic of the Covid-19 disease, non-attendance teaching replaced face-to-face teaching for a while. Here, educational television played a role in solving these inequalities. Therefore, the aim of the current research is to evaluate the television programs of the educational network in order ...
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Due to the epidemic of the Covid-19 disease, non-attendance teaching replaced face-to-face teaching for a while. Here, educational television played a role in solving these inequalities. Therefore, the aim of the current research is to evaluate the television programs of the educational network in order to determine the state of these programs in terms of Instructional design. The statistical population of the research is the educational programs of the TV Education Network for the third grade of elementary school in Farsi in the second half of 2019-2020, which includes 16 hours. The tool used is a researcher-made checklist. A sample T-Tech was used to analyze the data, and Friedman's test was used to determine the rating of compliance with the principles of Instructional design in TV programs of the Education Network in Farsi. The obtained results are: principles of Instructional design (desired), content (desired), technical dimension (desired), teaching plan (desired). Among the components of the teaching plan, the components of attracting and maintaining attention, expressing the goal, visual-auditory presentation, and reflection/thinking were in an average state, and the component of summarizing the presented materials was in an unfavorable state. Also, the results of Friedman's ranking showed that the technical dimension, the content dimension and the teaching plan dimension were observed more in the Persian lesson in television programs. From the aspect of the teaching plan, the components of attracting and maintaining attention, expressing the goal, visual-auditory presentation, reflection/thinking and summarizing the material needed more attention.
kiumars taghipour; hossein dehganzadeh; daryosh norozi
Abstract
The present study was designed to clarify the status of a anchoring model of the main approaches to instructional design and how to apply it in practice. Methods In this study, qualitative content analysis: inductive approach to the study of specialized information in a anchoring instruction, relevant ...
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The present study was designed to clarify the status of a anchoring model of the main approaches to instructional design and how to apply it in practice. Methods In this study, qualitative content analysis: inductive approach to the study of specialized information in a anchoring instruction, relevant data to answer the research questions were provided. approach is constructive. Despite similarities, anchoring instruction with problem-based learning, in the kind of problem solving process, the tools used to collect data is together different. The anchored instruction approach is an attempt to help students become more actively engaged in learning by situating or anchoring instruction around an interesting topic. Anchored instruction emphasizes the need to provide students with opportunities to think about and work on problems, which is an emphasis of cognitive constructivists. Anchored instruction also emphasizes group or collaborative problem solving, which is an emphasis of social constructivists. anchoring model based on constructive principles presented in this study, can be a good practice guide for instructional designers and teachers.
