Dara Tafazoli; Michelle Picard
Abstract
Technology has drastically changed our academic lives in the 21st century. The challenge as teachers andresearchers in the field of language education is to prepare both teachers and students with new literacies
and competencies. Terminology such as ‘digital literacy’, ‘ICT literacy’, ...
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Technology has drastically changed our academic lives in the 21st century. The challenge as teachers andresearchers in the field of language education is to prepare both teachers and students with new literacies
and competencies. Terminology such as ‘digital literacy’, ‘ICT literacy’, ‘eliteracy’, ‘computer literacy’,‘multiple literacies’, etc. are explained by researchers [1], and recommended by different reports [2-3] forthe successful integration of technology in the process of effective language learning and teaching. Basedon the literature, this integration has become a critical area for research line education and applied linguisticsin the last decade. Since the first application of the term ‘Computer-Assisted Language Learning’ in the1980s until adopting ‘Technology-Enhanced Language Learning (TELL)’, and emerging advanced andhigh-tech tools such as ‘Virtual Reality (VR)’ and ‘Robot-Assisted Language Learning (RALL)’ manyscholars have emphasized the applications of technology in language education.
Ghasem Salimi; Fateme Mirghafari; Mohammad Hassan Janfeshan; Ali Akbar Safavi
Abstract
The purpose of this case study was to measure satisfaction of some postgraduate engineering students at Shiraz University about virtual and remote laboratories. The participants were 18 electrical engineering students selected from Shiraz University through purposeful samples. The studied variables in ...
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The purpose of this case study was to measure satisfaction of some postgraduate engineering students at Shiraz University about virtual and remote laboratories. The participants were 18 electrical engineering students selected from Shiraz University through purposeful samples. The studied variables in order to measure the satisfaction of remote laboratories included students' focused attention during the use of the virtual laboratory (FA), perceived usefulness of virtual lab (PU), virtual lab approval by students (Confirm), students' satisfaction with the virtual laboratory(Satisfaction), fun and enjoyable virtual lab (Play), easily perceived by students in using a virtual lab (PEU), Attitude to the virtual laboratory (Attitude), tendency to use the virtual lab continuously (ICU), quality of virtual laboratory design (QD). Results revealed that students' satisfaction with the virtual laboratory was above the middle standard rating. Furthermore, from the students' point of view, the quality of the virtual laboratory had a significant effect on their "Satisfaction" with the virtual laboratory (Sig. 0.000, B = 0.885), and from the perspective of the students, the QD had a significant effect on ICU (Sig. 0.000, B = 0.937). Finally, the regression analysis showed that the QD had a significant effect on students' attitudes toward the virtual laboratory (Sig. 0.000, B = 0.885).
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.
Gholam Ali Montazer
Volume 1, Issue 2 , October 2018, , Pages 9-30
Abstract
Website is the first interaction tool between user and organization in every online business. The basic goal of every website is to provide information through its content. Nowadays, website content is considered to be a strategic issue for online businesses which will contribute to user attraction and ...
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Website is the first interaction tool between user and organization in every online business. The basic goal of every website is to provide information through its content. Nowadays, website content is considered to be a strategic issue for online businesses which will contribute to user attraction and retention. In this paper a soft decision making approach is taken towards the website content selection problem. To tackle this problem, a multi criteria decision making algorithm is proposed based on PROMETHEE outranking methodology. To overcome the shortening of this methodology facing the inherent uncertainty in decision problems, a new method is developed, where the characteristics of the alternatives are represented by intuitionistic fuzzy sets. Finally, a numerical example for content selection of Iranian universities’ website is given to illustrate application of the intuitionistic fuzzy PROMETHEE method. The outcome shows the effectiveness of intuitionistic fuzzy PROMETHEE in accommodating the imprecise information in comparison with fuzzy PROMETHEE and original PROMETHEE.
ODEWUMI OLUBUNMI; Yusuf Mudasiru olalere
Volume 1, Issue 3 , January 2019, , Pages 9-16
Abstract
Social media is an interactive technology, that came into reality out of fun for interaction, but it has advanced towards a powerful tool for instruction globally. However, despite its use and relevance, the utilization and its self-efficacy to learning have not been significantly be ...
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Social media is an interactive technology, that came into reality out of fun for interaction, but it has advanced towards a powerful tool for instruction globally. However, despite its use and relevance, the utilization and its self-efficacy to learning have not been significantly be aware of. Therefore, this study investigate social media in the context of area of study for learning and its self-efficacy. Descriptive research of cross-sectional survey method and purposive sampling was used to sample 2,458 postgraduate students across the universities in South-west, Nigeria. Through administering the instrument of study questionnaire. The findings revealed that there were no significant differences between postgraduate students to use social media for learning based on their area of study t(2,2456)=5.93;p>0.05. Self-Efficacy, t(2,2454)=0.56;p>0.57. The study concluded that postgraduate students’ have positive perception towards social media. It was however recommended that the use of social media should be encouraged in facilitating learning.
Yousef Mahdavinasab; Esmaeil Sadipour; Mahsa Moradi
Abstract
The Instructional design plays a key role in the effectiveness of various educational courses. Studies have shown that the Instructional design is one of the key factors that affect the quality of e-learning courses; however, not enough attention has been paid to the instructional design for designing ...
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The Instructional design plays a key role in the effectiveness of various educational courses. Studies have shown that the Instructional design is one of the key factors that affect the quality of e-learning courses; however, not enough attention has been paid to the instructional design for designing and implementation of e-learning courses. As a result, we face courses and programs which lack quality. Therefore, exploring the effective components of e-learning designing in the literature and offering an e-learning instructional design for higher education was the purpose of this study. To this end, the study used a systematic review and some keywords related to the instructional design were searched for in scientific databases. After reviewing the articles, 33 studies, conducted between 2015 and 2019, were reviewed. The findings showed that needs analysis, content analysis, learner analysis, instructional principles and strategies, learning environment design, electronic content development, messages design, guidance and support, and assessment and evaluation were the primary components affecting the effectiveness of e-learning. Finally, having reviewed and analyzed the results, examined their relevance to the instructional design, and taken into account the experience of authors in the field of e-learning, a framework was proposed for e-learning instructional design, hoped to be utilized by researchers and e-learning practitioners.
Vera Lucia Menezes de Oliveira Paiva; Corrêa Gomes Junior Ronaldo
Abstract
AbstractThis paper presents the results of a virtual ethnographic study developed in an online classroom in a public university in Brazil. The online activities aimed to help 70 students to develop English oral skills in a 60-hour course taught along 15 weeks using the Moodle Language Management System ...
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AbstractThis paper presents the results of a virtual ethnographic study developed in an online classroom in a public university in Brazil. The online activities aimed to help 70 students to develop English oral skills in a 60-hour course taught along 15 weeks using the Moodle Language Management System (LMS). After the initial weeks, and some dropouts, there were 63 participants in this study. The course was planned and managed by the authors of this article and some modifications were made along the experience in face of unexpected changes in the learning environment. Having as theoretical support complexity, connectivism, and learning ecology, we assessed digital tools for oral communication and verified that they had a positive impact on language learning and increased learners’ opportunities for language practice. The tools not only contributed to the development of the students’ oral skills but also decreased their anxiety when speaking English.
Mehrak Rahimi; Ghazal Beyzavi; Fatemeh Saffari
Abstract
The current study explored the effects of a personalized reading software program designed based on language learners’ learning style on the development of their reading comprehension. Forty Iranian K-9 students were selected through convenience sampling and were assigned into control (n=20) and ...
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The current study explored the effects of a personalized reading software program designed based on language learners’ learning style on the development of their reading comprehension. Forty Iranian K-9 students were selected through convenience sampling and were assigned into control (n=20) and experimental (n=20) groups. Both groups’ entry level of English reading proficiency was assessed by reading paper of Cambridge A2 Key exam. Reading was taught to both groups for 10 sessions using a researcher-developed software program. The experimental group used the reading software designed based on users’ cognitive profile (visual, auditory and kinesthetic) with customized instructional scenarios. The control group used a version of the same software that did not include any user-tailored teaching materials. Both groups took part in reading paper of A2 Key again at the end of the experiment. The data were analyzed using One-way Analysis of Covariance (ANCOVA). The results revealed a significant difference between participants’ reading comprehension at the end of the experiment in favor of the experimental group. The finding highlighted the role of learners’ diversity in the success of computer-assisted learning environments, and has certain implications for software developers and language pedagogues.
Sana Safari
Abstract
This study aimed to identify effective factors to the development of blended learning from the perspective of faculty members of PNU. For this purpose, after the study of contemporary research findings, effective factors to the development of blended learning were divided in five groups of structural, ...
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This study aimed to identify effective factors to the development of blended learning from the perspective of faculty members of PNU. For this purpose, after the study of contemporary research findings, effective factors to the development of blended learning were divided in five groups of structural, planning, information systems, nature and workplace and support factors for each of these components were determined. In order to assess the effective factors to the development of blended learning from the perspective of faculty members, a researcher-made questionnaire was designed. The questionnaire was with 40 questions using a Likert scale. Its validity was confirmed through content validity and its reliability through Cornbrash's alpha (α=91%). After determining the sample size using Morgan table by simple random sampling, questionnaires were distributed to faculty members. The research findings were analyzed using exploratory and confirmatory factor analysis. To analyze the data, SPSS and LISREL softwares were employed. Results indicate that among the identified factors, the most important and influential factors to the development of blended learning from the perspective of administrators was related to structural factors.
Wendy Whitehead Martelle; Sabine Siekmann; Carolyn Mousseau-Knutson; Erica Harris; Danya Schimmack
Abstract
AbstractThis qualitative, exploratory study investigated the learning opportunities and learning strategies afforded by technology-mediated tasks. In this study, a group of English as a Second Language (ESL) learners at an American university worked together to design and create a website for potential ...
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AbstractThis qualitative, exploratory study investigated the learning opportunities and learning strategies afforded by technology-mediated tasks. In this study, a group of English as a Second Language (ESL) learners at an American university worked together to design and create a website for potential international students who are considering studying abroad in Alaska. Through the students’ post-task reflections, the following themes surfaced: “doing something authentic and meaningful,” “working together,” “learning English,” and “building confidence.” Within these themes, several types of language learning strategies consistently emerged through the data analysis: arranging and planning, self-evaluating, and cooperating
Farhad Seraji; Farhad Seraji; Hamed Abbasi Kasani; Solmaz Aghazadeh; Saied Sharifi Rahnamoo; Rasool Bakhtiari
Abstract
The present study aimed to identify the challenges of online- only system in the era of COVID-19. The qualitative research approach and the research synthesis method were adopted. The statistical population of the study included the research studies conducted during the COVID-19 in the field of e-learning ...
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The present study aimed to identify the challenges of online- only system in the era of COVID-19. The qualitative research approach and the research synthesis method were adopted. The statistical population of the study included the research studies conducted during the COVID-19 in the field of e-learning system challenges which were collected from Scopus, Science direct, Eric, ResearchGate, and Google Scholar databases via using specific keywords. A total of 120 studies were selected and reviewed. After several screening stages among these studies, 47 study units were selected and reviewed based on their title, abstract, and research content, respectively. Research data were collected from qualitative analysis of the studied documents. Content analysis method was employed to analyze the research data. Analysis of the data revealed that the e-learning system in the COVID-19 era has challenges in twelve factors related to students, teachers, and managers which include ICT access and usage, studying and teaching from home, e-learning skills, content quality, teaching method, research activities, psychological factors, learning activities, evaluation, programs and policies, macro-social factors, and support.
Javad Hatami; abbas taghizade; ali Ziyaeemehr; Narges saedi
Volume 1, Issue 3 , January 2019, , Pages 17-28
Abstract
This study investigated the relationships among self-regulated learning, motivation for academic achievement and self-concept in prediction of academic achievement of male high school students studying through distance education system in Kashan Province, Iran. A cross-sectional, descriptive- correlational ...
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This study investigated the relationships among self-regulated learning, motivation for academic achievement and self-concept in prediction of academic achievement of male high school students studying through distance education system in Kashan Province, Iran. A cross-sectional, descriptive- correlational design was conducted among all male high schools students in Kashan’s distance education centers during 2015-2016(n=718). Using a multistage cluster sampling, 270 students were selected. Data were collected using Herman’s achievement motivation questionnaire (1970), the Pintrich & De Groot self-regulated learning scale (1990) and Becks self-concept scale (1990). Stepwise regression analysis was employed in the SPSS version 20. The results showed that self-regulated learning, motivation for academic achievement and self-concept had significant positive relationships and predicted academic achievement statistically (p
Nima Khademi; Parisa Babazadeh
Abstract
The importance of mathematics is common knowledge, and teachers have always been concerned with teaching this subject correctly and efficiently. For this reason, teaching mathematics should be given special attention, and even the base and frameworks should be provided for online teaching of this subject. ...
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The importance of mathematics is common knowledge, and teachers have always been concerned with teaching this subject correctly and efficiently. For this reason, teaching mathematics should be given special attention, and even the base and frameworks should be provided for online teaching of this subject. This study aims to introduce mathsframe.co.uk as a platform for online teaching of mathematics. The present study tried to turn the challenges facing online mathematics teaching into opportunities for better instruction. The method of research was descriptive and a case study (in-depth). The facilities and games of the website were divided into categories of Most popular free mathematics games, Tablet friendly games, Word problems, Using a calculator, Money, Sorting and classifying, National curriculum, Addition and subtraction, Fractions, decimals and percentages, Measuring and time, Partitioning, place value and rounding, Latest mathematics games, Multiplication and division, Ordering, comparing and reading numbers, Geometry, Statistics and ITPs. There are games and options in these categories which are suitable to teach and exercise subjects like money, reading and working with different types of charts, numbers divisible to a certain number and prime numbers, decimals, measuring angles, numbers axis, exercising and learning different math operations, multiplication table, comparing numbers, showing the number of shapes and categories, counting numbers, place value chart, measuring volume, ratio, possibility, fraction, the method of transferring numbers in technical addition and subtraction, symmetry, measuring mass and temperature, coordinates, clock, working with a ruler, volume and perimeter. Many math instruction games and options complementary to teachers' teaching are free, and there is no need for signing up, entering information or paying a fee; but a basic knowledge of English is required for teaching or exercising elements of the categories.
Manoosh Mehrabi; Bahman Zandi
Volume 1, Issue 1 , July 2018, , Pages 25-32
Abstract
Textbooks are the most important forms of media in open and distance universities. As a result, they should have features that enable the distance learners to attain in-depth learning without the presence of an instructor. This study aims to design a comprehensive model for open and distance university ...
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Textbooks are the most important forms of media in open and distance universities. As a result, they should have features that enable the distance learners to attain in-depth learning without the presence of an instructor. This study aims to design a comprehensive model for open and distance university textbooks through analyzing the textbook concept using the hybrid model. In the initial stage, a review of literature up to 2011 was done (119 cases) using several databases. Then, a field study was carried out by assessing 2 textbooks from open universities of England. Finally, data collected from the two previous stages were analyzed and evaluated, using Strauss and Corbin's method, and a proper model was proposed for open and distance university textbooks.
Maryam Haghshenas
Abstract
Although social softwares are interactive and communication tools that play an effective role in the field of learning and teaching, unfortunately, the interactive educational method using web2 tools is a new approach in Iran. In the other hand, the learning management system used by many virtual universities ...
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Although social softwares are interactive and communication tools that play an effective role in the field of learning and teaching, unfortunately, the interactive educational method using web2 tools is a new approach in Iran. In the other hand, the learning management system used by many virtual universities to improve the learning and learning process of students has some shortcomings and problems. According to research conducted by researchers, the combination of a learning management system and a social software in universities has reduced many of these constraints. The purpose of this research is to provide a model for utilizing social soft wares in a learning management system. In this regard, the research strategy is to provide a research model and validate it. This research is applied in terms of purpose, and in terms of information gathering, it is a descriptive survey. The data gathering tool was a researcher made questionnaire. Sampling method is targeted judgment. Therefore, by reviewing the literatures, first, the capabilities of various social softwares (wiki, blog, social networking, podcast and tag) were identified in the field of learning and education and a model for using these softwares in each module of the learning management system in order to overcome some of the problems caused by these systems in virtual universities were provided. Then, the proposed model was approved by a survey of 15 experts in the fields of e-learning and communications and media. Based on the findings of the analysis of the collected data, the use of various social softwares in the LMS modules was confirmed and ranked in importance.
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.
Ali Dana; Javad Hatami; Maede Maleki
Volume 1, Issue 3 , January 2019, , Pages 29-38
Abstract
The present research was carried out with the aim of evaluating the quality and the extent of desirability of provided educational courses in TMU e-learning center. The method of this research is quantitative and in the nature is descriptive and analytical. Statistical population are divided into different ...
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The present research was carried out with the aim of evaluating the quality and the extent of desirability of provided educational courses in TMU e-learning center. The method of this research is quantitative and in the nature is descriptive and analytical. Statistical population are divided into different parts: they are all students of e-learning center that are studying in the year 2015-2016 in free training center TMU, all teachers and PHD students of educational science department. Sampling was done in various stages by random sampling and purposive sampling. In order to gather the data, three questionnaires were conducted that their validity and reliability was confirmed. For analyzing the gathered data, one sample T-test was chosen. The results showed that the students were dissatisfied with the quality of the courses and evaluated the quality level of these courses as undesirable. Besides, the instructional specialists also evaluated the quality of the educational system, as well as the quality of the courses undesirable. So it can be resulted that the quality of the provided education does not have a desirable condition in this center and rejuvenation and development of the center needs a complete support from authorities in the university.
Fatemeh Nami; Seyedeh Susan Marandi; Elahe Sotoudehnama
Abstract
AbstractYears after the first coinage of the term blended or hybrid learning, this mode of learning and its related courses and programs are still widely underexplored in the context of CALL teacher education. In an attempt to shed more light into this research base, the present case study focuses on ...
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AbstractYears after the first coinage of the term blended or hybrid learning, this mode of learning and its related courses and programs are still widely underexplored in the context of CALL teacher education. In an attempt to shed more light into this research base, the present case study focuses on the potentials of collaborative learning experiences in a blended teacher education course for developing English as a foreign language (EFL) teachers’ pedagogical knowledge of CALL. Five female Iranian EFL teachers participated in the study and were engaged in different types of classroom collaborative discussions and tasks. An analysis of in-class collaborative tasks revealed that collaboration in online and face-to-face learning contexts significantly contributed to the development of different aspects of teachers’ knowledge of CALL integration.
shahram hashemniya; mogan agahheris; akram dousti; Hadi Rezghi Shirsavar; nika salami
Abstract
The purpose of this study was to identify and analyze the macro requirements of online education with emphasis on the corona pandemic. The method of conducting research is mixed (qualitative-quantitative). To conduct this research, in addition to the documentary study, the content analysis technique ...
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The purpose of this study was to identify and analyze the macro requirements of online education with emphasis on the corona pandemic. The method of conducting research is mixed (qualitative-quantitative). To conduct this research, in addition to the documentary study, the content analysis technique with MAXQDA12 software was used to identify the dimensions and indicators and to determine the share of each factor, the confirmatory factor analysis method of smart pls3 software was used. The statistical population in this study was in the qualitative part of all experts in the field of educational management and governmental and higher education, which was conducted after 17 saturated interviews. In the quantitative section, all faculty members of Tehran universities were selected according to Morgan's table, 353 samples were selected by simple random method. Finally, 7 dimensions and 41 indicators were identified. The structural equation method of smartpls3 software was used to draw the pattern. The results showed that the dimensions of Social and cultural requirements (0.874), Infrastructure requirements (0.872), Educational and research requirements (0.796), Policy and strategic requirements (0.791), Financial and economic requirements (0.779), Legal requirements (0.716) and Managerial and organizational requirements (0.694) are the most important in the macro requirements of online education based on the Corona pandemic, respectively..
Hamid zangooei; Omid fatemi
Abstract
Online learning platforms have become commonplace in modern society today, but high dropout rates and decrement students’ performance still require more attention in such online learning environments. The purpose of this research is to accelerate the identification of students at risk of academic ...
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Online learning platforms have become commonplace in modern society today, but high dropout rates and decrement students’ performance still require more attention in such online learning environments. The purpose of this research is to accelerate the identification of students at risk of academic failure in order to take appropriate corrective action. Therefore, we have proposed model to achieve this goal and ultimately improve the performance of students and faculty. Then, for early prediction of students at risk of academic failure, the short-term memory neural network (LSTM) and the widely used support vector algorithm have been used to analyze students’ time based behaviors using data from the University of Tehran e-learning system. To demonstrate the optimal performance of the predictive algorithm, we compared the LSTM network with the support vector algorithm with different evaluation criteria. The results show that the use of LSTM network for early prediction of students at risk provides higher predictive accuracy compared to the support vector machine algorithm. In this research, our method in predicting students’ performance with LSTM network has achieved 94% accuracy and with support vector machine algorithm has achieved 88% accuracy. In addition, the Area Under the Curve (AUC) was 0.936 and 0.882, respectively, using the LSTM algorithm and the support vector machine. Therefore, according to the obtained results, it can be seen that our proposed algorithm has an important and effective contribution to improving the final performance of teachers and students during the course.
Mitra Masoumi Fard; Nematollah Mousa Poor; Mohammad Seifi; Faezeh Nateghi
Volume 1, Issue 1 , July 2018, , Pages 33-42
Abstract
This study aimed at evaluating the elements of electronic curricula in the Humanities Department of Islamic Azad University. The statistical population of this descriptive survey consisted of all students (4515) and professors (287) of electronic learning of Islamic Azad University. Sample of the study ...
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This study aimed at evaluating the elements of electronic curricula in the Humanities Department of Islamic Azad University. The statistical population of this descriptive survey consisted of all students (4515) and professors (287) of electronic learning of Islamic Azad University. Sample of the study included 354 students and 164 professors who were selected using stratified sampling method with Cochran formula. The research instrument was two researcher-made questionnaires consisting of 59 items based on 5-Likert scale for teachers and students, whose validity and reliability were confirmed. Results showed that, in general, respondents evaluated the current state of the elements of goals, contents, and learning activities better than other elements, while, to them, there was a gap between the current and desirable states of the elements of the curricula. This gap is particularly visible in some elements such as learning materials and grouping.
Mahboubeh Fannakhosrow; Soolmaz Nourabadi
Abstract
In the last decade, the tendency to use Blended learning across the globe has grown steadily due to its benefits and attributes, and to address the weaknesses of e-learning and face-to-face Instruction. The purpose of this study was to investigate the effect of Blended Learning based on Gardner's multiple ...
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In the last decade, the tendency to use Blended learning across the globe has grown steadily due to its benefits and attributes, and to address the weaknesses of e-learning and face-to-face Instruction. The purpose of this study was to investigate the effect of Blended Learning based on Gardner's multiple intelligences on students' learning and to compare it with the face-to-face approach. The study population included all students enrolled in Tehran Farhangian University of Primary Education. This quasi-experimental study was carried out with pretest-posttest with a control group in the academic year of 2016-2017. A total of 40 female college students participated in this study. They were selected by the available sampling method and randomly divided into two groups. Data collecting tools was a questionnaire of multiple intelligence profiles with 80 items, a questionnaire measuring the level of learning by comparing pre and post-test. Both experimental and control groups trained in eight 90-minute sessions. The control group was taught using face-to-face traditional Instruction and the experimental group along with Blended learning and network-based learning, went under Blended Instruction based on multiple intelligences using articulate engage software with educational media (text, audio, image, animation and video). To design learning activities, learners were grouped according to their predominant intelligence, which was measured through the multiple intelligence profile. In both groups, the pre-test and post-test were the same academic achievement. Data analysis was performed using SPSS 19 software. Findings of the research indicate that the level of students' learning in the experimental group has significantly increased in comparison with the control group after having participated in the Blended Learning based on multiple intelligences
Samaneh Ebrahimi; Mehdi Moeinikia; Adel Zahed Babelan
Volume 1, Issue 2 , October 2018, , Pages 45-50
Abstract
Nowadays, fast technological development has increased society's dependence on information technology. One of the technology variants is the online learning, which is one of the challenges of a higher education’s institutions. The purpose of this study was to examine simple and multiple relationships ...
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Nowadays, fast technological development has increased society's dependence on information technology. One of the technology variants is the online learning, which is one of the challenges of a higher education’s institutions. The purpose of this study was to examine simple and multiple relationships among perceived ease of use and perceived usefulness with E-learning acceptance. The methodology of this study was descriptive-correlation method and conducted at the University of Mohaghegh Ardabili during the fall semester of 2014-2015. The data were collected via a questionnaire with high level of reliability (Cronbach’s alpha=.86) from 146 university instructors. The sampling method was proportional and randomized. The authors used correlation and regression to analyze the simple and multiple relationships between variables. The results revealed that the perceived usefulness (Beta =.210) for predicting E-learning acceptance was statistically significant, but for the Perceived ease of use (Beta = .013), it was not statistically significant. The study found that perceived usefulness had a positive effect on e-learning acceptance. Hence, perceived usefulness is an influential factor on instructors’ intention and their actual use of the systems adoption. Furthermore, Perceived ease of use didn’t show a significant relation on E-learning acceptance. Thus, further research could be directed to [study] this issue.
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.
masoud tajadini; Samira Mahfoozi fard; Neda Fatehi Rad
Abstract
Determining a qualified teaching method in writing has always been a controversial issue as a multitude of researchers have debated its effectiveness in improving Learners’ accuracy in writing. This study examines the background of this debate and looked at previous major studies on this issue. ...
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Determining a qualified teaching method in writing has always been a controversial issue as a multitude of researchers have debated its effectiveness in improving Learners’ accuracy in writing. This study examines the background of this debate and looked at previous major studies on this issue. Due to the limitations and pitfalls of sheltered and reciprocal teaching procedures, this study was to inquire whether the integration of reciprocal and sheltered teaching approaches would influence students’ performance in writing and find out if the approach could impress the learners’ self-efficacy as well. Three groups of pre-intermediate EFL students took part in this research. 68 male and female participants in one experimental and two control groups established the subjects of the study. The experimental group worked on the integration of reciprocal and sheltered approaches in writing and self-efficacy. The results reveal the positive effect of integration of reciprocal and sheltered approaches on the writing performance of the subjects in the EG. Moreover, the selected procedures could lead to learners’ self-efficacy development. Finally, the achievements of this study contributed to an understanding of the type of teaching approach which is most appropriate for pre-intermediate students.
