soraya Baghershahi; zahra Taleb; Alireza Sadeghi
Abstract
The aim of the present study was to understand the culture of virtual education in higher education. This research was conducted using the phenomenological method and the purposive sampling method . The data collection tool was the use of semi-structured interviews. The data analysis method was carried ...
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The aim of the present study was to understand the culture of virtual education in higher education. This research was conducted using the phenomenological method and the purposive sampling method . The data collection tool was the use of semi-structured interviews. The data analysis method was carried out using thematic analysis.. The analysis of the interviews indicated 1 overarching theme, 3 first-level organizing themes, 11 second-level organizing themes, and 25 basic themes. The results of the study indicated that the influential items in the culture of virtual education in higher education include increasing the volume of scientific interactions, accelerating scientific interactions, eliminating traditional barriers to scientific interactions, bringing intra-university scientific circles closer together, networking between university professors, increasing interdisciplinary communications within the university, increasing communications between different universities, increasing communications between professors from different universities, increasing international scientific interactions, accelerating knowledge sharing with international scientific communities, using new communication methods in scientific exchanges, improving and increasing the efficiency of communication between professors, reducing compliance with scientific standards and obligations among professors, increasing superficial knowledge among professors, increasing plagiarism, improving the teaching process, improving knowledge production using new methods, participatory teaching, lack of emotional touch of the professor by the student, loss of emotional life between professor and student, lack of presence and emotional support of professors towards each other, individual emotional life of professors in teaching, loss of the common emotional courtyard between professors, lifelessness of the physical space of the university, meaningless Becoming the physical body of the university
Mohammadreza Nili; saber azimi
Abstract
With the change in the environment, trainings from face-to-face to virtual and combined trainings are necessary; The type of evaluation should be reconsidered according to these conditions. One of the important components in university education is paying attention to high-level learning, which requires ...
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With the change in the environment, trainings from face-to-face to virtual and combined trainings are necessary; The type of evaluation should be reconsidered according to these conditions. One of the important components in university education is paying attention to high-level learning, which requires going through memory-based education, and this view requires a review of the type of evaluation, especially for virtual education. The purpose of the current research is to design an evaluation model for students in virtual education with an evaluation approach for learning. The research was conducted with a quality approach and content analysis method. In this context, qualitative research was conducted with inductive content analysis methods from reliable scientific sources, interviews with experts and with open coding, sub-component and component with thematic analysis unit, and the output of this stage was the compilation of an evaluation model for students in virtual education with the approach Evaluation was for learning. In the next step, for the content validity of the model, the content validity ratio of CVR as well as the content validity index of CVI from Lawshe were checked. The main components of the model are determining the purpose of evaluation, determining the approach, determining the goals of the curriculum, analyzing the learners, determining the evaluation method according to the conditions, determining the evaluation tool, conducting evaluation and analyzing the results, feedback and revision and correction.Keywords: evaluation, virtual education, evaluation model, evaluation approaches
Niloofar Ghanbari Foroud; Nourabadi Soolmaz
Abstract
The purpose of this study is to evaluate the implementation of lower elementary school courses in Student Educational Network from the perspective of this course teachers to present a picture of its strengths and weaknesses in terms of providing support services, provide teachers with infrastructure ...
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The purpose of this study is to evaluate the implementation of lower elementary school courses in Student Educational Network from the perspective of this course teachers to present a picture of its strengths and weaknesses in terms of providing support services, provide teachers with infrastructure and technology, planners, help experts and designers to design and implement e-learning. The method is survey in terms of purpose. The statistical population includes all elementary school teachers in 15th district of Tehran. The sample size was determined based on Krejci-Morgan table of 302 teachers from 1420 statistical population by random sampling method. The data collection tool was a researcher-made questionnaire of 33 questions on a five-point Likert scale. The analysis was performed with T test and using SPSS26 statistical software and was prioritized with using Friedman statistical test. Findings show that respondents' satisfaction was with support services and the least satisfaction was with technical services The results show that some items which elementary teachers were very dissatisfied with were: Internet usage costs for SEN program, the inability to communicate online, the impossibility of creating an efficient electronic portfolio for each student, low quality audio and video in live, the impossibility of group video calling.
Mozhgan Mehrdadian; Farokhro Jalili
Abstract
Aim: The present study was conducted with the aim of comparing academic vitality, academic self-handicapping and academic burnout of primary school students in virtual and face-to-face education.Methods: The current research was of comparative causal type. The target society of the current research was ...
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Aim: The present study was conducted with the aim of comparing academic vitality, academic self-handicapping and academic burnout of primary school students in virtual and face-to-face education.Methods: The current research was of comparative causal type. The target society of the current research was formed by all the sixth-grade students of Birjand city in the academic year of 1400-1401. Among these 150 people, for each variable, 75 of the students who received face-to-face training and 75 of the students who followed the educational activities in the Shad educational network were selected by available sampling method. The research tools were Hossein Chari and Dehghanizadeh's academic vitality questionnaires (2013), Midgly's academic self-handicapping (2000) and Rostami et al.'s academic burnout (2013). Independent t-test was used to analyze data in SPSS-26 software.Results: The findings of the research indicated that academic vitality was higher in students with face-to-face education; Also, the averages showed that academic self-handicapping was higher in students with virtual education, and in all components of academic burnout (emotional fatigue, doubt and pessimism, and inefficiency), its amount was higher in students with virtual education compared to face-to-face education (001/0>p).Conclusions: According to the findings of the research, despite the inevitable psychological benefits of virtual education, conducting extensive and deeper research in the field of comparing virtual and face-to-face education seems necessary.
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%.
