ehsan parvin; Hasan Fazeli; Hedayatolah etemadizadeh
Abstract
Reviews and feasibility of the establishment of virtual education in high schools in KermanshahThe aim of this study was to investigate the feasibility of virtual education system in secondary schools in the province of Kermanshah . The research method was descriptive - survey is . The study sample included ...
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Reviews and feasibility of the establishment of virtual education in high schools in KermanshahThe aim of this study was to investigate the feasibility of virtual education system in secondary schools in the province of Kermanshah . The research method was descriptive - survey is . The study sample included all the high school principals in Kermanshah Province , including theoretical , technical - professional , knowledge work and the number was 175 , according to Morgan that the sample size was determined by simple random sampling of 118 people . Data collection tool was questionnaire . To analyze the data, chi-square test was used. The results showed the possibility of the establishment of virtual education in secondary school education in Kermanshah province in terms of hardware infrastructure there . In terms of infrastructure , software and electronic content is moderate to high and medium skilled virtual courses and there.
Hussain Shahsavary; Mohsen Roshanian Ramin; Zabih allah Allahi,
Abstract
The aim of the present research was to comparison of the effectiveness of face-to-face, virtual and blended education in achievement motivating and academic satisfaction of conservatory students. The method of the current research is descriptive and of a post-event research method. The statistical population ...
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The aim of the present research was to comparison of the effectiveness of face-to-face, virtual and blended education in achievement motivating and academic satisfaction of conservatory students. The method of the current research is descriptive and of a post-event research method. The statistical population of the present study included all male and female students of conservatories in Iranshahr, numbering 2200 people. Among these students, 400 people were selected by Sampling available method. To collect the data, used the achievement motivation questionnaire by Hermans(1977) and the satisfaction questionnaire from Shaikhul-Islami and Ahmadi (2013). To analyze the data, one-way and multivariate analysis of variance test was used. The results of the data analysis showed that there is a significant difference between the achievement motivation and the academic satisfaction of Iranshahr conservatory students in virtual, face-to-face and blended education. According to the findings, it can be concluded that blended education can be a better option for conservatories.
Zahra Rahimi; Zohreh Nazari Moghaddam
Abstract
The present study was conducted to analyze primary school teachers' lived experiences regarding the challenges of math lesson evaluation in virtual education. In terms of its purpose, this study is an applied research and used the phenomenological (qualitative) method to collect and analyze data. The ...
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The present study was conducted to analyze primary school teachers' lived experiences regarding the challenges of math lesson evaluation in virtual education. In terms of its purpose, this study is an applied research and used the phenomenological (qualitative) method to collect and analyze data. The data collection tool is a semi-structured in-depth interview, and the participants in this study are primary school teachers in the southern cities of Tehran province (Islamshahr and Shahryar) who have experience in teaching mathematics online. Therefore, the purposeful sampling method was used to select the study sample. The data reached saturation in the 26th sample; But for more certainty, the interview was continued to 33 participants and the obtained data was analyzed using Granheim and Lundman analysis method. The findings of this study indicate that primary school teachers emphasize formative evaluation for the assessment and evaluation of math lessons. The evaluation challenges of this course include 7 general themes of cheating, problems related to teachers' professional knowledge, problems related to students, facilities, and equipment, problems related to question design, problems related to parents, and inappropriate expectations. Problems related to students, the phenomenon of cheating, and the non-cooperation of parents are among the challenges that teachers have faced during face-to-face education, but virtual education has led to the aggravation of these problems.
zahra yazdani; Fatemeh Asadi
Abstract
The current research is a descriptive correlational research with an emphasis on structural equations. The statistical population consisted of 150 students of the 6th grade of elementary school in Sawad Koh Shamali city. For sampling, 100 people were selected by calculating the sample size through Cochran's ...
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The current research is a descriptive correlational research with an emphasis on structural equations. The statistical population consisted of 150 students of the 6th grade of elementary school in Sawad Koh Shamali city. For sampling, 100 people were selected by calculating the sample size through Cochran's equation, and then stratified and multi-stage cluster sampling methods were used to select the sample. To collect data, Appleton et al.'s standard student academic engagement questionnaire (2006), Kim et al.'s virtual education questionnaire (2005) and Dries Cole's standard exam anxiety questionnaire (2007) were used. In this research, descriptive statistics (minimum, maximum, mean, standard deviation, skewness and kurtosis) and inferential statistics (simple linear relationships from Pearson's correlation coefficient and to test the conceptual model of the research from the structural equation model) to analyze the data with The use of spss26 software is used. The findings showed that there is a direct negative and significant relationship between virtual education and exam anxiety. Also, there was a negative and significant relationship between these two variables indirectly with the mediation of academic conflict.
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%.
