Research Paper
Allah Mohammad Behzad; Abbas Abbaspour; Saeed Ghiasi Nodooshan; Ali Khorsandi Taskoh; samad borzooian
Abstract
This research aimed to develop a quality assurance model for higher education in Afghanistan with a focus on the role of innovative technologies. A qualitative method was employed based on a grounded theory approach in this research. Data collection tool included semi-structured interviews, and in-depth ...
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This research aimed to develop a quality assurance model for higher education in Afghanistan with a focus on the role of innovative technologies. A qualitative method was employed based on a grounded theory approach in this research. Data collection tool included semi-structured interviews, and in-depth interviews were conducted with 16 members of quality assurance committees of public universities in Kabul city until theoretical saturation was reached. Purposeful sampling method was employed, and individuals were selected using snowball sampling method. Based on the findings, 487 initial codes, 187 concepts, and 30 sub-categories were identified in the coding stage. Then, in the axial coding stage, sub-categories and concepts were related to each other, and finally, selective coding was conducted following Strauss and Corbin’s paradigmatic pattern. The components of accountability, competitiveness, transformation of humanities, indigenization, economic factors, and quality assurance process of evaluation were identified as causal conditions; goal structure and educational program, faculties capacity, student capabilities, university environment, and infrastructure were identified as contextual conditions; and scarcity of financial resources, study resources, administrative bureaucracy, faculty/student situation, information technology, and indigenous quality assurance model were identified as intervening conditions. Continuous assessment, curriculum planning, faculty empowerment, effective communication, strengthening university-community and industry relations were categorized as strategies, and individual, organizational, and extra-organizational outcomes were classified as Consequences. Ultimately, the results of this research indicated that quality assurance in higher education in Afghanistan depends on the existence of specialized individuals, allocation of necessary resources, leadership support, and the level of independence of universities.
Research Paper
samaneh Ghadiri; Mohammad ALi Rostaminezhad; Nasrin Mohammadhasani; Mohsen Ayati
Abstract
AbstractThe present study was conducted to measure the effect of digital gamification on reducing external cognitive load and academic performance of students with context-dependent cognitive style. The quasi-experimental method was a single subject with an A-B-A design . The population of all undergraduate ...
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AbstractThe present study was conducted to measure the effect of digital gamification on reducing external cognitive load and academic performance of students with context-dependent cognitive style. The quasi-experimental method was a single subject with an A-B-A design . The population of all undergraduate students of the Faculty of Educational Sciences and Psychology of Birjand University in 1400-1401 was a sample of one person and a purposeful non-probability sampling method. Tools: group latent form test (GEFT) by Oltman et al in 1971, one-question external cognitive load questionnaire by Pas et al in 1994, researcher-made test of academic performance and eye tracking device. After conducting a group test of latent forms and identifying the sample, English grammar was taught to the subject in the baseline stage with multimedia without game elements, the test stage using digital gamification and in the return to baseline stage, with multimedia without game elements. Each stage was implemented in 8 sessions and in each eye tracking data was collected, cognitive load test and pre-test and post-test were performed. In order to analyze the data, descriptive and inferential statistics methods and visual chart analysis were used. The findings showed that teaching English with digital gamification increased external cognitive load and academic performance. It was concluded that gamification has created motivation and attracted attention and comprehensive engagement with the content and increased the external cognitive load and learning has been achieved and academic performance has increased.
Research Paper
parvin salarichine; mozhgan ghaneaa malati
Abstract
The present study aims to design learning environments based on the blended approach with an emphasis on the areas of education and learning using the educational design model and Zarei Zavaraki learning environments (2012) in the third basic science lesson The initial has taken place. based on purpose, ...
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The present study aims to design learning environments based on the blended approach with an emphasis on the areas of education and learning using the educational design model and Zarei Zavaraki learning environments (2012) in the third basic science lesson The initial has taken place. based on purpose, applied, and from the perspective of the research method, it is of a mixed type (Keefei- A little bit). The statistical population of this study includes all elementary students in three cities of Bandar Abbas, Iranshahr and Kerman.Using a random sampling method, 100 elementary students were selected as a statistical sample. This research was done with the process of design, validation, implementation and evaluation. Validation using questionnaire and internal evaluation based on Francis Klein's model and external evaluation based on Nichols' participatory model was carried out by curriculum specialists and elementary teachers. The results of this study showed that by creating practical opportunities to integrate interdisciplinary concepts, teachers can deepen the field of learning, Stable and relevant to students, real-life situations and enjoyable learning experience and contextualize changing attitudes in students.
Research Paper
Hossein Hafezi; Fatemeh Bazvand; Fatemeh Amiri; Nooshafarin Safari
Abstract
The present study was conducted with the aim of presenting a causal model of academic engagement based on students' evaluation of the effectiveness of online teaching with the mediating role of online learning self-efficacy. The research method is basic in terms of purpose and in terms of the type of ...
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The present study was conducted with the aim of presenting a causal model of academic engagement based on students' evaluation of the effectiveness of online teaching with the mediating role of online learning self-efficacy. The research method is basic in terms of purpose and in terms of the type of data collected, it is quantitative and based on the correlation approach. The participants included 375 students of online courses at Payame Noor University in Lorestan province in the academic year of 2021-2022, who were selected by two-stage cluster random sampling method. Research tools were scales of student evaluation questionnaires on the effectiveness of online teaching by Bengert et al. (2008), self-efficacy of online learning by Zimmerman and Koli Kevich (2016) and the questionnaire of students' academic engagement by Gonios and Kozo (2015). Data analysis was done by structural equation modeling method in AMOS26 software platform. According to the findings, students' evaluation of the effectiveness of online teaching positively predicts self-efficacy of online learning and academic engagement variables. Also, predicts self-efficacy of online learning variable can predict academic engagement in a positive and meaningful way.In addition, students' evaluation of the effectiveness of online teaching predicts academic engagement through self-efficacy of online learning. According to the obtained results, by increasing the students' evaluation of the effectiveness of online teaching, it is possible to improve self-efficacy of online learning and improve their academic engagement.
Research Paper
Rahim Moradi; Bahman Yasbolaghi Sharahi; Vida Beiranvandi
Abstract
This research was conducted with the aim of investigating the effectiveness of technology-based teaching strategy on the academic engagement of the sixth grade elementary school students in the course of experimental sciences. The research method was based on quasi-experimental nature with a pre-test-post-test ...
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This research was conducted with the aim of investigating the effectiveness of technology-based teaching strategy on the academic engagement of the sixth grade elementary school students in the course of experimental sciences. The research method was based on quasi-experimental nature with a pre-test-post-test design and a control group. The statistical population of the research included all sixth grade female students of the elementary school in Dere Shahr city in the academic year of 2022-2023. To select the sample size from the convenience sampling method, 36 students of the sixth grade of the second period of Elementary School in Dere Shahr City were selected and then the selected sample was randomly assigned into experimental groups (18 people) and control groups (18 people). Fredericks (2004) educational enthusiasm questionnaire were used to collect data on academic engagement. The experimental group was trained using the active teaching strategy based on technology during eight sessions, and the control group was trained in the usual way. To analyze the data, statistical methods have been used at two descriptive levels (central and dispersion indices) and inferential (covariance analysis). The results showed that the technology-based teaching strategy had a significant effect on students' academic engagement. According to the results of this research regarding the effectiveness of the technology-based teaching strategy on the academic engagementof elementary school students, it is suggested that this strategy be included in the agenda of the Deputy of Elementary Education of the Ministry of Education.
Research Paper
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.
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