sakine ashrafi; hamidreza araste; hasanreza zinabadi; hossin abasian
Abstract
Abstract The aim of present research was to identify Implementation requirements of Massive Open Online Course (MOOC) in Payam Noor University from a Technical perspective. The methodology used in this study was applied and the method of data collection was qualitative. The components used were based ...
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Abstract The aim of present research was to identify Implementation requirements of Massive Open Online Course (MOOC) in Payam Noor University from a Technical perspective. The methodology used in this study was applied and the method of data collection was qualitative. The components used were based on the documentation and semi-structured interview tools. Inductive content analysis was used in three levels of open, axial and selective in order to review the documents. For a comprehensive identification of the main components and sub-components of the implementation requirements, in addition to reviewing studies conducted in this field, semi-structured interview with 15 field experts in Massive Open Online Course were conducted. The results showed that the implementation requirements of Massive Open Online Course) in Payam Noor University from a Technical perspective include five main components: Forming a technical team(hardware-software), platform features, security and privacy, platform technical facilities and providing technical support services; and 34 sub-components.
asma yazdi; bi bi eshrat zamani; negin barat dastjerdi
Abstract
The aim of the present study was to investigate the quantitative and qualitative effect of sixth grade mathematics teaching in flipped on the learning outcomes of cognitive domain. , Quasi-experimental method was used and in the qualitative method, semi-structured interviews and observation were used.The ...
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The aim of the present study was to investigate the quantitative and qualitative effect of sixth grade mathematics teaching in flipped on the learning outcomes of cognitive domain. , Quasi-experimental method was used and in the qualitative method, semi-structured interviews and observation were used.The statistical population of the study included all sixth grade male and female students in Pirbakran region. The sample included 16 sixth grade male and female students. Mathematics topics were taught in two ways, normal and flipped, using pre-test and post-test in two groups of control and experiment.Quantitative data were analyzed in two levels of descriptive and inferential statistics, and in the qualitative part, interviews with students, parents and teachers were coded and categorized. Findings showed that students' scores on superficial and simple cognitive outcomes in flipped and normal education were not significantly different between the two methods, but the flipped method improved the scores of male and female students in complex and deep cognitive outcomes and improved performance. Students became cognitive in complex and profound outcomes.Also, flipped education did not have a significant effect on the mentioned components on girls and boys. In addition, students 'independence in learning mathematics and students' activities at home in the flipped classroom increased; It also solved the problem of lack of teaching time in person, especially during the coronary heart disease epidemic.
Saber Azimi; Elnaz Bahrayi
Abstract
With the entry into the information age and the development of new technologies and the creation of networked learning, the theory of connectivism learning was born. The aim of the current research is to design an educational design model that fits this approach. Inductive qualitative content analysis ...
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With the entry into the information age and the development of new technologies and the creation of networked learning, the theory of connectivism learning was born. The aim of the current research is to design an educational design model that fits this approach. Inductive qualitative content analysis method was used to obtain the categories of connectivism educational design model. In this way, first the sources related to this issue were studied and then categorization was done, and then from the categories, sub-categories and main categories of connectivism-oriented educational design model were extracted. The statistical population included all the articles, books, magazines, and internet sites about the theory of connectivism, from which samples were theoretically selected. In order to determine the order and sequence of the model categories and the shape of the educational design model, 7 educational technology experts were interviewed. Based on this research, a connectivism-oriented educational design model was designed, which is more specific and has more details than the previous models, which can be used for different educational designers both conceptually and operationally.
Reza Morad Sahraee; Mina Hamedi
Abstract
Evaluating educational materials is a process that includes evaluating the value of a set of educational materials and judging its impact on users. One of the important topics in evaluation of materials in second language learning is the impact of visual elements. The "Mina" book series has been designed ...
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Evaluating educational materials is a process that includes evaluating the value of a set of educational materials and judging its impact on users. One of the important topics in evaluation of materials in second language learning is the impact of visual elements. The "Mina" book series has been designed in four volumes for teaching Persian language to non-Persian speakers. This research has examined the visual elements of this books in the framework of kress and Van Leeuwen (2006) model. The status, importance, interpretation and suitability of the images with the educational goals of the Persian teaching were considered in the present research. Statistical calculations showed that 2.28 images are used on each page of the books, which is higher compared to similar researches and indicates the greater visual richness of the "Mina" book series. The ratio of the number of images to the number of pages goes from 3.61 in the first book to 0.44 in the fourth book, which shows that the authors emphasized the important role of images in language teaching at lower language profieciency levels. Also, the number of informational images and its comparison with illustrated and decorative images shows that 61.12% of the book's images are informational images and the book's images seek to attract the audience and engage them more effectively with the linguistic parts of the book. The pictures in the book are realistic to attract the audience's attention so the images have a suitable function related to the educational goals of the book.
Faezeh Dalirinia; Mohammad ALi Rostaminezhad; Mohammad Akbari Bourang; Taleb Zandi
Abstract
Paying attention to educational stimuli is the first step in the process of perception and learning. Many researches have been done in the field of learning styles and learning preferences, however, little research has been done in the field of learners' attention using new cognitive neuroscience tools ...
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Paying attention to educational stimuli is the first step in the process of perception and learning. Many researches have been done in the field of learning styles and learning preferences, however, little research has been done in the field of learners' attention using new cognitive neuroscience tools such as eye tracking devices. The purpose of this research is to investigate the effect of visual elements on the attention of students with a visual learning style in virtual classes using an eye tracking device. To achieve the goal, the quasi-experimental method, single subject with A-B-A design was used. The data collection tool in this research was Felder and Solomon's learning style questionnaire and eye tracking device. First, the participant with the dominant visual style was identified., then, in accordance with the ethical principles, the participant was trained at each stage during 8 sessions in the virtual classroom, and the level of attention of the participant to different visual and textual points was evaluated with an eye tracking device. To analyze the data, repeated measurement analysis, visual diagram analysis and heatmap analysis were used. The findings of the research showed that with the addition of visual elements such as the instructor's camera to the content , the learner's attention to the entire page increases F(2,14)=5.087,p= 0.022.
Narges Hooshmand Hamedani
Abstract
With the advancement of educational technologies, game-based learning has emerged as a branch for learning growth and has attracted the attention of language learners, teachers, and researchers. Studying or designing digital games with the purpose of language learning has become a special research field ...
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With the advancement of educational technologies, game-based learning has emerged as a branch for learning growth and has attracted the attention of language learners, teachers, and researchers. Studying or designing digital games with the purpose of language learning has become a special research field and is called "Digital Game- Based Language Learning" (DGBLL). In this article, with the aim of studying the relationship between educational facilities in digital games and learning foreign languages, while reviewing the new research conducted on the effect of digital games on language learning, the types of digital games identified based on language learning are reviewed. Also, some theories of language learning and how to use them in learning based on digital games are studied. Then the results of the researches and the recommendations given by the researchers for the design of this type of games on language learning are examined. In this article, the following topics have been studied: 1-Theoretical dimensions of language learning based on digital games, 2-Findings of the effect of digital games on language learning, 3-Suggestions provided by researchers for more appropriate design of digital games based on language learning. This study helps language teachers and learners to use digital games for language teaching and learning. Also, this study can be a background and inspiration for native digital game designers to design games with a foreign language learning approach, and it shows in what aspects the theoretical topics of learning can help to design and implement games for language learning.
Marjan Al Behbahani; hasan momeni
Abstract
There have been numerous Internet opportunities in all aspects of life in the last few decades, but they have been followed by modern and diverse threats, such as Internet addiction. The main purpose of this study is to identify students' experience of Internet addiction. A qualitative method was used ...
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There have been numerous Internet opportunities in all aspects of life in the last few decades, but they have been followed by modern and diverse threats, such as Internet addiction. The main purpose of this study is to identify students' experience of Internet addiction. A qualitative method was used in this study and the Grounded Theory was used for data analysis. In-depth and semi-structured interviews were conducted on 25 high school students. The sample size was also based on theoretical saturation and purposive sampling and the findings were validated by outside experts in addition to the analysis and review of the codes. The findings included 55 primary concepts and 9 main themes, namely "Internet addiction as pain-creating sympathizer". The identified main themes were self-avoidance, triple disorders (physical, sexual, and mental), connection management, systematic procrastination, school system repression, de-intimation and multi-dimensional facilitator. Finally, the main themes were formulated within the framework of Strauss and Corbin's five-fold model: underlying causes, contextual factors, intervening conditions, strategies and consequences
Zabihollah Allahi; Majid Kahrazahi
Abstract
The present study was conducted with the aim of identifying the factors motivating teachers to participate in the teacher-researcher program and providing practical solutions and prioritizing solutions. The research method was mixed (qualitative and quantitative). The statistical population of the study ...
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The present study was conducted with the aim of identifying the factors motivating teachers to participate in the teacher-researcher program and providing practical solutions and prioritizing solutions. The research method was mixed (qualitative and quantitative). The statistical population of the study consisted of all male and female primary school teachers in Sistan and Baluchestan province. The research sample consisted of 43 people for the qualitative section and 379 people for the quantitative section who were selected by multi-stage cluster sampling method. Data collection tools for the qualitative part included structured interviews and focus groups and for the quantitative part a researcher-made questionnaire. Data were analyzed using one-sample t-test and Friedman test. The results of data analysis showed that first educational strategies and then organizational strategies are the most important practical strategies to encourage teachers to participate in the teacher-researcher program. Strategies related to school support also have the lowest priority among teachers in this field. (Chi-Square = 952/748, Sig = 0/000). In other words, organizational and educational factors can be higher motivators than motivational-financial factors and school support for teachers' participation in the teacher-researcher program.
