Ali Akbar Ajam; Mahdiyeh Mahdizade
Abstract
The present study aims at investigating the efficacy of blended learning in distance education on educational performance of 7th secondary school students in the lesson of art in Gonabad city in the educational year of 2016-2017. The research method is quasi experimental with post-test, pre-test and ...
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The present study aims at investigating the efficacy of blended learning in distance education on educational performance of 7th secondary school students in the lesson of art in Gonabad city in the educational year of 2016-2017. The research method is quasi experimental with post-test, pre-test and control group. The statistical population consists of all female students in the 7th grad secondary school in Gonabad city who were studying in the educational year of 2016-2017. The research sample was 58 participants selected through available sampling and assigned in two experimental and control groups who were homogeneous based on educational achievement. The experimental group was given instruction in blended learning system and the control group was under traditional teaching style. The pre-test of educational performance of the lesson of art was performed on both experimental and control groups and after 12 instruction sessions in blended learning style to experimental group, the post-test of educational performance in art was administered among both groups. The results were analyzed using Covariance Analysis in SPSS software. The findings indicate that the educational performance of experimental group in Iranian painting, designing applicable objects based on fruit and flower patterns, new ideas and new pattern of objects, and educational performance in regular design textures have been enhanced and there was a significant difference between educational performance of experimental and control groups in art lessons with a higher achievement of experimental group.
آموزش از دور
Zeynab Heidari; Seyed Abdolmajid Tabatabaee Lotfi; Amir Sarkeshikian
Abstract
The purpose of this study was to provide additional research to investigate the effects of mnemonic techniques and digital game-based task on teaching vocabulary to Iranian EFL students through distance education. To that end, a quasi-experimental research method with a pretest posttest non-equivalent ...
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The purpose of this study was to provide additional research to investigate the effects of mnemonic techniques and digital game-based task on teaching vocabulary to Iranian EFL students through distance education. To that end, a quasi-experimental research method with a pretest posttest non-equivalent control group design was used . The participants of the study were 75 pre-intermediate EFL learners and were chosen from among female learners. After homogenizing the participants through the Oxford Placement Test (OPT), the vocabulary knowledge test (VKS), developed by Wesche and Paribakht (1996), was used as the pretest and the posttest. For measuring the reliability of the test, it was piloted with thirty students who were similar to main sample of the study, which was found to be acceptable in terms of Cronbach’s alpha. The only difference between the pretest and posttest was the order of the items to diminish the practice effect. Then the participants were randomly divided into three equal groups of 25 (two experimental groups and one control group). During a 30-day teaching period, students in the experimental groups were taught English vocabulary using mnemonic and digital game while students in the control group were taught lessons using the traditional methods. After 7 sessions, a posttest of vocabulary was administered. Results of data analysis showed that mnemonic and digital game-based task techniques had a significant effect on teaching vocabulary to Iranian EFL students through distance education. However, no statistically significant difference was found between the effects of the two techniques. The findings of this research may have implications for EFL learners, teachers and curriculum designers.
Maryam Bostanpira; Nasim Saeed; Forozan Zarabian
Abstract
The main goal of the current research was to design a learning model using the characteristic of the structural approach in a blended learning environment in high school. This research is practical and theoretical in terms of purpose, and a qualitative and quantitative sequential mixed research method ...
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The main goal of the current research was to design a learning model using the characteristic of the structural approach in a blended learning environment in high school. This research is practical and theoretical in terms of purpose, and a qualitative and quantitative sequential mixed research method has been used. To do this research, the first question of the research was answered by studying and reviewing the available texts, documents and written sources and using the literature and research background and scientific sources. To answer the second question, Meyering and Delphi content analysis technique was used. In the first stage, the answer to the second question was obtained by using the qualitative study method, the content analysis technique of Meyering, and the desired components were extracted and used as a complement to the Delphi method. In the second stage, a panel of participants was formed using the snowball sampling technique, and the relevant experts were selected, and after presenting various questionnaires and conducting interviews, the desired components and indicators were selected and confirmed by the experts.Next, to answer the third question of the research, in order to validate the designed model, the Reigeluth questionnaire and Cronbach's alpha were applied to measure its reliability.Also, Kendall's coefficient of concordance was used to determine the level of consensus in the Delphi method. In order to check the content validity, the index model (CVI) was used and to determine its general suitability, (S-CVI) applied, and finally, based on the results and taking into consideration the corrections and suggestions of the professors, the final model was designed and approved.
Amir Ghajarieh; Mohammad Amin Mozaheb; Samira Mohajer
Abstract
While various aspects of Group Dynamic Assessment (GDA) have been explored in previous studies, cumulative GDA in distance education is an under-researched area. This study aims to examine the effect of on teaching of cumulative GDA in English as a Foreign Language (EFL) settings with a focus on discourse ...
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While various aspects of Group Dynamic Assessment (GDA) have been explored in previous studies, cumulative GDA in distance education is an under-researched area. This study aims to examine the effect of on teaching of cumulative GDA in English as a Foreign Language (EFL) settings with a focus on discourse markers. To this end, a mixed-methods design was adopted with speaking tasks of First Certificate in English (FCE) test and interviews used as the main instruments for collecting data in the quantitative and qualitative phases of this study. A total of 64 homogenized female EFL learners were randomly divided into experimental and control groups. Cumulative GDA instruction of discourse markers in the experimental group was conducted by a teacher well-trained in intervention workshops. The analysis of the data based on T-test and analysis of covariance (ANCOVA) showed a positive effect of GDA on the test group. In the qualitative phase of the study, interviews were used as the tool to reveal the attitudes of ten participants in the experimental group who opted to attend interview sessions. The content analysis of the interview results revealed that they had varied attitudes towards online cumulative GDA, and dominantly favoured this teaching approach in distance learning. The results highlight the importance of Assessment for learning (AfL) over Assessment of Learning (AoL) in distance education. Findings have implications for policy, practice and research.
bayram aghapour; Hamid Maleki; Nazila Khatib Zanjani; Marjan Masoumi Fard
Abstract
The present research was done to conceptualize the open pedagogy in the thought of Michel Foucault and Jacques Derrida and its progression in the distance education system. In terms of the type of research, the present research is theoretical, the statistical population includes all sources and documents ...
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The present research was done to conceptualize the open pedagogy in the thought of Michel Foucault and Jacques Derrida and its progression in the distance education system. In terms of the type of research, the present research is theoretical, the statistical population includes all sources and documents related to open pedagogy, the educational perspective of Michel Foucault and Jacques Derrida, and distance education, which contains all electronic and written books, articles, magazines, sites and reliable databases, theses, and doctoral theses. The statistical sample is all available sources and documents related to the subject. The method of data collection is the library and the researchers studied and analyzed all electronic and written books, articles, magazines, sites, and reliable databases, theses, and doctoral theses to the extent of sufficiency. To answer the research question, the collected information was classified, analyzed, and interpreted. Education experts’ opinions have been used to determine validity and reliability. Nine key categories were extracted from the collected information: 1. Aim, 2. Teacher, 3. Student, 4. Teaching method, 5. Content and topic, 6. Planning, 7. School, 8. Evaluation, and 9. Resources. The results of the research reveal that the concept of open pedagogy existed in most of the main subcategories, except for the two categories of planning and resources. Open pedagogy is the most suitable pedagogy for distance education.
Hossein Najafi; Mozhgan Heidari
Volume 1, Issue 3 , January 2019, , Pages 39-48
Abstract
The purpose of the present research was to conduct a meta-analysis of Iranian studies on blended learning and academic achievement. As the third generation of distance education, blended learning integrates the strengths of face-to-face and online approaches. The methodology involved estimating the effect ...
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The purpose of the present research was to conduct a meta-analysis of Iranian studies on blended learning and academic achievement. As the third generation of distance education, blended learning integrates the strengths of face-to-face and online approaches. The methodology involved estimating the effect size for the relationship between blended learning and academic achievement. Out of 231 studies conducted between 2010 and 2017, 20experimental and quasi-experimental studies were selected as the sample using purposive sampling based on 9eligibility criteria. Data were analyzed using structured meta-analysis and were interpreted using Cohen’s for gauging small, medium, and large effect sizes. The results showed that the relationship between blended learning and academic achievement is significant, as the effect size for this relationship was 0.591, which is above medium in Cohen’s approach. Overall, the findings suggest the real positive effects of blended learning on learning outcome.
Reza Norouzzadeh; Bayram Aghapour
Volume 1, Issue 2 , October 2018, , Pages 31-44
Abstract
Faculty members are of the main components of the higher education system and universities with a significant role in educating entrepreneurs. The purpose of this study was to examine the relationship between thinking styles and entrepreneurship characteristics of faculty members of distance learning. ...
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Faculty members are of the main components of the higher education system and universities with a significant role in educating entrepreneurs. The purpose of this study was to examine the relationship between thinking styles and entrepreneurship characteristics of faculty members of distance learning. The study was descriptive-correlational considering the method and applied in terms of purpose. The population was all faculty members (contractors, covenants, formal and adjunct professors) of distant learning universities in West Azarbaijan, teaching at the university in the first semester of 2012-2013, who were 2000 people. From among the population, 270 subjects were selected as the sample by cluster sampling. The data was collected using two standard questionnaires. One questionnaire was related to thinking styles with Cronbach's alpha of 0.87 and the other one was related to entrepreneurship characteristics with Cronbach's alpha of 0.89. Data were analyzed using SPSS, Pearson correlation, and multivariate regression analysis. The results suggested that pragmatic thinking positively and realistic thinking negatively are related to entrepreneurial characteristics, and other thinking styles have no significant relationship with entrepreneurial characteristics. Moreover, the findings showed that realism and pragmatism have a larger share in explaining the entrepreneurial characteristics of faculty members in the distance education system. Accordingly, it is suggested that the thinking styles of the faculty members be considered while recruiting them.
Sana Safari
Volume 1, Issue 2 , October 2018, , Pages 81-94
Abstract
This study aimed to explain a role of faculty development on social capital in distance education. The research method was descriptive and data analysis method was SEM that Sample size was determined 181 faculty members of Tehran branch of Payam Noor University by Stratified random sampling. Faculty ...
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This study aimed to explain a role of faculty development on social capital in distance education. The research method was descriptive and data analysis method was SEM that Sample size was determined 181 faculty members of Tehran branch of Payam Noor University by Stratified random sampling. Faculty development made questionnaire design with the reliability [α =0/94] and social capital questionnaire of Nahapiet & Ghoshal[1998] with the reliability [α=0/92] were used to collect data. Results showed faculty development and social capital of sample size higher than the average and faculty development [r=0/71] had a significant positive correlation with social capital of sample [p
Farhad Seraji
Volume 1, Issue 1 , July 2018, , Pages 9-24
Abstract
The main purpose of this research is to explore various countries experiences about developing blended learning system in distance education universities. Blended learning, as a third wave in developing learning environment, has become commonplace after the resident and e-learning environments in universities. ...
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The main purpose of this research is to explore various countries experiences about developing blended learning system in distance education universities. Blended learning, as a third wave in developing learning environment, has become commonplace after the resident and e-learning environments in universities. The goal of this movement is improving learning qualities, extending the boundaries of education and decreasing educational costs. In this study, a qualitative approach and a comparative method were used. The qualitative method was used to understand the social contexts of distance education universities and comparative approach was applied to compare universities in terms of observable categories. Among 17 distance mega universities in the world, four universities, including Indirah Gandhi National Open University in India, Anadulu Open University in Turkey, Open University of China (OUC), and Alberta Open University in Canada were selected using purposeful sampling. The data collecting tool consisted of a checklist that was prepared with emphasis on 10 categories of social and cultural features of the countries including general situation of public and higher education, distance education, policies related to blended learning, learning management system, content development and presenting method, learning activities and resources, support system, interaction systems, teaching and assessment method, and evaluation system of learning quality. The required data were also collected through note taking procedure from sites of universities and related articles and books. For data collection and analysis, George Brody's four-step method (Description, Interpretation, Proximity, and Comparison) was used. At first, required data was gathered from articles, university web sites, and interaction with informed people through note taking. Next, data were interpreted after continuous review with regard to university social and cultural contexts. In the third stage, data was organized and categorized based on similarity and differences and then were compared. Results showed that each four universities uses British open university framework in organizational structure. Each university included blending learning in their system based on their polices. Along with self-learning textual content, the universities started providing electronic content and designing learning activates with using ICT possibilities, while the Athabasca University emphasizes on individual and group learning activities. In each four universities, using educational TV as a learning aid is common place. Support services system in each university is Commensurate with social and cultural conditions. Online synchronous and asynchronous teaching is part of teaching activities in each university, but its quality is different. Learning assessment in different in four universities, but formative and summative evaluations are emphasized in all universities. Quality assurance system in Athabasca and OUC is based on PLAR, in Anadolu University based on the Bologna scheme, and in Indirah Gandhi, based on Council of Higher Education. In this research, for developing blended learning in Payame Noor University, a framework is provided at the end.
Ali Akbar Ajam; Mahdiyeh Mahdizade
Volume 1, Issue 1 , July 2018, , Pages 61-74
Abstract
The present study aims at investigating the efficacy of blended learning in distance education on educational performance of 7th grade secondary school students in the lesson of art in Gonabad city. The research method is quasi experimental with post-test, pre-test and control group design. The statistical ...
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The present study aims at investigating the efficacy of blended learning in distance education on educational performance of 7th grade secondary school students in the lesson of art in Gonabad city. The research method is quasi experimental with post-test, pre-test and control group design. The statistical population consists of all female students in the 7th grad secondary school in Gonabad city who were studying in the academic year of 2016-2017. The research sample was 58 participants selected through available sampling and assigned into two experimental and control groups who were homogeneous based on educational achievement. The experimental group was given instruction based on blended learning system and the control group was under traditional teaching style. The pre-test of educational performance of the lesson of art was performed on both experimental and control groups and after 12 instruction sessions in blended learning to experimental group, the post-test of educational performance in art was administered among both groups. The results were analyzed using Covariance Analysis in SPSS software. The findings indicated that the educational performance of experimental group in Iranian painting, designing applicable objects based on fruit and flower patterns, new ideas and new pattern of objects, and educational performance in regular design textures have been enhanced and there was a significant difference between educational performance of experimental and control groups in art lessons with a higher achievement of experimental group.
