Research Paper
Esmaeil Zaraii Zavaraki
Abstract
This study attempted to revise the curriculum for Bachelor of Educational Sciences, Educational Technology minor. To this end, a qualitative-quantitative method was employed. In the qualitative section, data were collected through Bereday's method. Accordingly, the required information about the Bachelor ...
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This study attempted to revise the curriculum for Bachelor of Educational Sciences, Educational Technology minor. To this end, a qualitative-quantitative method was employed. In the qualitative section, data were collected through Bereday's method. Accordingly, the required information about the Bachelor of Educational Sciences was gathered from credible sources. Then, they were classified and interpreted so as to identify the similarities and differences. In the quantitative section, administered through the Delphi method, a specialized panel of experts was asked to give their opinion on the curriculum. The population included all universities globally holding courses on Bachelor of Educational Sciences. Furthermore, the population covered all professors and experts in the field of Educational Sciences and educational technology at Allameh Tabataba'i University. The sample consisted of eight prestigious universities in the US and Canada globally offering Educational Sciences at the Bachelor’s levels, and Educational Technology at the Master’s and Doctorate levels. Moreover, a total of 26 professors and experts in the field of Educational Sciences and Educational Technology were purposively selected from Allameh Tabataba'i University. The primary course tables were prepared after analyzing the curricula for Educational Sciences, Educational Technology minor at the Bachelor's level, and Educational Technology at Master’s and Doctorate levels in Iran as well as the curricula adopted by other universities offering Educational Sciences at Bachelor’s level and Educational Technology at Master’s and Doctorate levels. The tables were reviewed by a specialized committee for courses in Educational Technology at Allameh Tabataba'i University supervised by the leading author. At this stage, 4 basis courses and 9 specialized courses were selected. Then, the syllabus of each course was prepared by two experts. The syllabi were then discussed at several sessions by a specialized committee for the revision of Educational Technology courses at Allameh Tabataba'i University and an expert panel on the development and promotion of humanities associated with the Supreme Council of the Cultural Revolution. The corrective recommendations by the specialized committee responsible for reviewing the courses in Educational Technology were applied for 6 months. The syllabi of all courses were revised and matched according to the guidelines from the Iranian Ministry of Science, Research and Technology. The final curriculum was once again discussed and approved by the specialized committee for reviewing Educational Technology at Allameh Tabataba'i University as well as by the expert panel on the development and promotion of humanities. Therefore, a total of 13 basic and specialized courses in the field of Educational Technology were finalized in the new curriculum of the Educational Sciences field aiming to integrate several branches of Educational Sciences.
Research Paper
Marjan Morshedi; Siyavash Talepasand; Ali Mohammad Rezaee
Abstract
This paper examined the effect of mobile learning (M-learning) on English vocabulary recall with the screen size serving as the moderating role. In this regard, a multi-group quasi-experimental scheme was adopted as pretest-posttest. The population consisted of all students (8 to 14 years old) participating ...
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This paper examined the effect of mobile learning (M-learning) on English vocabulary recall with the screen size serving as the moderating role. In this regard, a multi-group quasi-experimental scheme was adopted as pretest-posttest. The population consisted of all students (8 to 14 years old) participating at elementary levels I and II at Language Institute of Mashhad Department of Education, District 4. A total of 112 students were selected from the Institute and were then randomly divided into two groups using mobile devices (small screen) and computers (large screen). Then, the subjects in each group were randomly divided into four subgroups. All subjects participated in a vocabulary recall quiz before and after the treatment. The findings suggested a significant difference between the groups in terms of vocabulary recall. The textual/visual and textual presentation groups significantly outperformed the control group, whereas no significant difference was seen in the visual group. The participants receiving the instructions on a large screen performed better in the vocabulary recall quiz, while the effects of screen interaction and presentation type on vocabulary recall were insignificant. The learner’s performance is enhanced in multimedia education by providing educational materials both in verbal and non-verbal channels. Providing educational materials through small screens may lead to attention and perception difficulties.
Research Paper
rahim Moradi; soraya Khazaee; Razie Karimi; Elahe Velayati
Abstract
This paper attempted to evaluate the impact of educational multimedia based on Gagné’s Instructional Systems Design (ISD) on learning and retention of Natural Sciences among sixth grade students with intellectual disability. The methodology involved a quasi-experimental procedure, pretest-posttest ...
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This paper attempted to evaluate the impact of educational multimedia based on Gagné’s Instructional Systems Design (ISD) on learning and retention of Natural Sciences among sixth grade students with intellectual disability. The methodology involved a quasi-experimental procedure, pretest-posttest and a control group. The population included all sixth grade female students with intellectual disability studying at special education centers of Khorramabad, Iran, during the academic year 2014-2015. Using convenient sampling, 30 students were selected and then randomly divided into two groups. The instrument used in this study was a researcher-made learning and retention quiz. The learning pre-test was administered by the researcher for both experimental and control groups. Then, the experimental group was trained through eight sessions using multimedia devices based on Gagné’s model, while the control group received the conventional treatment. Post-test was administered on both groups. The researcher administered the retention quiz on students two weeks after the completion of course. Statistical methods were employed at descriptive and inferential levels to analyze the statistical data. The findings suggested a significant difference between the experimental and control groups in terms of learning and retention rate. In fact, the experimental group achieved better learning and retention.
Research Paper
Zahra Kiyarsi
Abstract
This study investigated the effect of teaching through animation techniques, dynamic and static images on the academic progress of students in Sciences. This was a quasi-experimental, applied research. The sample consisted of 77 female fifth grade students studying in Dezful, Iran, during the academic ...
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This study investigated the effect of teaching through animation techniques, dynamic and static images on the academic progress of students in Sciences. This was a quasi-experimental, applied research. The sample consisted of 77 female fifth grade students studying in Dezful, Iran, during the academic year 2014-2015. Using the multi-stage cluster sampling method, the subjects were randomly assigned to three experimental groups (25 subjects in the animation learning group, 26 students in the dynamic image learning group and 26 students in the static image learning). All three experimental groups received related education for 12 sessions. The data collection instrument was a researcher-made educational achievement test. Data from the achievement test was analyzed through one-way analysis of variance and post-hoc Bonferroni test. The results of data analysis indicated that teaching method based on animation technique (P=0.05) was more effective than methods based on dynamic and static images.
Research Paper
mahmood najafi; Hamid Reza Maghami; javad Hosseini; Nosrat Jafari
Abstract
The main objective of this study was to evaluate the adoption of modern educational technologies and associated obstacles in schools of Semnan Province, Iran, while providing appropriate solutions. It was a descriptive-correlational research. To this end, a sample of 600 students, 300 teachers, 200 principals ...
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The main objective of this study was to evaluate the adoption of modern educational technologies and associated obstacles in schools of Semnan Province, Iran, while providing appropriate solutions. It was a descriptive-correlational research. To this end, a sample of 600 students, 300 teachers, 200 principals from schools of Semnan were selected through stratified random sampling. Questionnaires on the adoption of modern educational technologies, infrastructure and obstacles to the adoption of modern educational technologies were administered. Data were analyzed through descriptive measures and Chi-square test. The results demonstrated that modern educational technologies are adopted moderately for students in Semnan. The results also indicated that the main obstacle to the adoption of modern educational technologies was economic as viewed by teachers and principals. The next important obstacles were of strategic, educational, technical, legal and cultural nature. Furthermore, there was a significantly positive correlation between the adoption of modern educational technologies and academic achievement among students. Generally, the results pointed to a moderate and desirable adoption of modern educational technologies from the perspective of students and to the vital need for planning in order to resolve economic and educational obstacles.
Research Paper
yasaman alizadeh; mohammad javadipoor
Abstract
This paper attempted to examine the effect of instructors' information literacy profile on the quality of teaching in the higher education system.The research was a descriptive, casual comparative study in terms of data collection. Moreover, it could be considered a developmental research in terms of ...
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This paper attempted to examine the effect of instructors' information literacy profile on the quality of teaching in the higher education system.The research was a descriptive, casual comparative study in terms of data collection. Moreover, it could be considered a developmental research in terms of objective. The population consisted of all students in Master’s and doctoral programs at Kish, Alborz, and Tabriz Campuses affiliated to University of Tehran. Of the total target population, 120 students were selected through convenient sampling based on gender and university. For data collection, a list of final-semester evaluation and information literacy profile from Eisenberg and Berkowitz (1992) were employed. Pandpazir and Cheshmeh Sohrabi (2010) calculated the reliability of the questionnaire using Cronbach’s alpha at 0.93. They also reported and verified the validity of the questionnaire. The data analysis involved variance and correlation tests. The findings suggested that all subscales of information literacy profile were in a positive correlation with the quality of teaching and all variables turned out to be significant at an alpha of 0.001. According to the results, it was found that in all academic disciplines, instructors with a high information literacy were viewed proficient by students. In fact, they tended to perform better in teaching and conveying the educational materials to students.
