bahare bahalgardi; mortza karami; farhad seraji; Mahmoud saeedy Rizvani
Abstract
The present article was formed with the aim of synthesizing the competencies of teachers for the flipped classroom. The data were collected based on a qualitative method of synthesis research. The selection of articles was based on keywords based on Roberts' structure and 44 foreign articles were selected ...
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The present article was formed with the aim of synthesizing the competencies of teachers for the flipped classroom. The data were collected based on a qualitative method of synthesis research. The selection of articles was based on keywords based on Roberts' structure and 44 foreign articles were selected and analyzed based on thematic monitoring, theoretical saturation and purposefully. The findings showed that teachers' competencies in flipped implementation included 7 dimensions and 24 components. The dimensions included social (teacher's supportive role, communication skills, participatory and active learning), individual (intrinsic motivation, technical skills, educational skills), managerial (course management, time management, learning management), commitments (professional commitment, motivation, learning strategies), technological competencies (mindset and attitude towards technology in education, media recognition and selection, media use in education, media literacy, production of multimedia resources and content), evaluation and monitoring (evaluation and monitoring criteria, evaluation and tool construction, course evaluation, monitoring student learning), and competencies related to design in curriculum elements (designing goals, content, learning strategies) were identified and categorized. According to the results obtained from the findings, it is suggested that specific practical measures be taken in line with the professional development of teachers regarding the promotion of technological literacy, monitoring and evaluation of students in virtual environments, and how to manage students in flipped classrooms. be placed. Keywords: Elementary school. Flipped classroom. Competence. Teacher, Synthesis research.
Behrooz Sipednameh; Farhad Seraji; Aliakbar Asgari Motte; Hasan Momeni; Saeed Zamani
Abstract
This study aimed to determine the frequency and type of Virtual space use among high school students.The study method was of a descriptive-survey type, and in terms of the purpose, it was a research-applied study. The statistical population included all high school students of Hamadan province (2020-2021). ...
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This study aimed to determine the frequency and type of Virtual space use among high school students.The study method was of a descriptive-survey type, and in terms of the purpose, it was a research-applied study. The statistical population included all high school students of Hamadan province (2020-2021). Using a multi-stage cluster sampling method, 500 of them were selected as sample member. The study instrument was a researcher-made instrument whose validity and reliability was assessed based on professors' views and the Cronbach's alpha coefficient (0.92). Using Spss 24, the descreptive (frequency, percentage, and mean) and the inferential (independent t-test and Chi-square) statistics were employed for data analysis. Finding show that 84%5 of the students spend between 1-5 hours, %13 less than an hour, and 2%5 more than 5 hours per day, on using the internet.The result indicated the frequency of using the internet in Cyberspace is less than the average (3). Furthermore, the most common types of cyberspace use were "performing assignments," "gathering information about public issues," "communicating with classmates," and "listening to music," respectively. While the girls used Telegram, WhatsApp, and Shad more than the boys, the boys used Facebook and Instagram more than the girls (p<0.05). Regarding the type of cyberspace use, the Chi-square results indicated the girls use Cyberspace more than boys to do their assignments. it can be concluded that the frequency of cyberspace use among students is not too much, and they often use Cyberspace for doing their assignments and establishing social relationships with their friends.
farhad seraji
Abstract
This study aims to investigate the role of e-learning skills in the virtual students’ academic achievement and satisfaction. The statistical population is composed of all students at the E-Learning Education Center at the University of Tehran and Mehr Alborz Higher Education Institute out of whom, ...
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This study aims to investigate the role of e-learning skills in the virtual students’ academic achievement and satisfaction. The statistical population is composed of all students at the E-Learning Education Center at the University of Tehran and Mehr Alborz Higher Education Institute out of whom, 388 individuals were selected as the sample using the relative stratified sampling method and based on Kerjessi and Moregan Table. The research method is correlation, and two researcher-developed questionnaires, e-learning preparation measurement test, and academic satisfaction test were used for data collection. Content validity of these two tests through using the views of seven e-learning specialists and their reliability upon trial administration to 60 students and calculation of Cronbach’s alpha were put at 0.84 and 0.87 respectively. Moreover, in order to measure and assess academic achievement, the researchers employed the students’ mean of academic achievement. The research data were analyzed by means of a t-test, Pearson correlation coefficient and stepwise regression, the results of which indicated that the level of students’ skills is mediocre, level of academic satisfaction is mediocre, and the level of their academic achievement is good. Pearson correlation coefficient demonstrated that there is a correlation between metacognitive and cognitive skills and academic achievement. Furthermore, the results and findings suggest that there is a correlation between metacognitive and cognitive skills and academic satisfaction, while no significant relation was found between the variables of technological skills and communication skills and academic achievement and satisfaction. The share of metacognitive skills in prediction of the students’ academic achievement is 32.8%, and that of cognitive skills is 11.5%. In addition, the share of metacognitive skills in prediction of students’ academic satisfaction is 50%, and that of cognitive skills is 17.5%.
