Amir Moradi; Masoumeh Amiri
Abstract
The present research aims to explore phenomenologically the challenges of education in the ecosystem of electronic learning and the competencies required for effective participation in it. For this purpose, a qualitative approach was employed, utilizing phenomenological methods to identify and represent ...
Read More
The present research aims to explore phenomenologically the challenges of education in the ecosystem of electronic learning and the competencies required for effective participation in it. For this purpose, a qualitative approach was employed, utilizing phenomenological methods to identify and represent the phenomenon under investigation. Data were collected through purposeful sampling and semi-structured in-depth interviews with sixteen active teachers and principals in the new ecosystem and were analyzed based on the Colaizzi model. The tenth interview achieved theoretical saturation of the data; however, to ensure the validity of the findings, interviews continued until the sixteenth participant." The analysis of data obtained from the interviews led to identifying two categories (challenges and competencies) and ten main themes. The challenges of the new ecosystem include the lack of traditional communication, the neglect of the topic of education, the prevalence of academic dishonesty, the invasion of privacy, the lack of seriousness regarding the ecosystem, and the emergence of false confidence. The competencies required for the new ecosystem include operational, cognitive, collaborative, and self-directed competencies. In conclusion, it can be stated that education in the new ecosystem faces numerous challenges and requires a form of transformation in educational design. Therefore, improving its quality necessitates a shift in perspective from the authorities and moving away from these views that take education as temporary, part-time, or of secondary importance.
آموزش از دور
Mohsen Ghafarzadeh; Mohamadjavad irandoost
Abstract
Artificial Intelligence (AI), particularly with machine learning and deep learning techniques, is revolutionizing human cognitive processes. From increasing accuracy and speed in performing repetitive and complex tasks to improving decision-making processes, AI has made significant strides in various ...
Read More
Artificial Intelligence (AI), particularly with machine learning and deep learning techniques, is revolutionizing human cognitive processes. From increasing accuracy and speed in performing repetitive and complex tasks to improving decision-making processes, AI has made significant strides in various fields including healthcare, business, and law. In healthcare, AI is accelerating medical diagnoses, and in business, it serves as a powerful analytical tool, increasing efficiency. In the legal field, it has optimized justice processes by providing public legal education services. The application of AI in teaching and learning processes is also significant; this technology has the potential to personalize the learning experience, provide 24/7 access to knowledge, and assist students in completing assignments with higher quality. Moreover, by providing new opportunities for teachers to optimize teaching content and assessment tools, it enhances their performance. However, there is a need for human oversight and guidance in the application of AI to maintain professional ethics and protect privacy. Ultimately, AI has the potential to have a lasting impact on the future of education by enabling personalized and targeted learning.
آموزش از دور
Parvaneh Valavi; Fereydoun Tamradi Manganani; Seyyed Mansour Marashi
Abstract
The purpose of this research is to know the lived experience of Ahvaz city teachers in teaching bilingual students and it was done by phenomenological method. The research community includes all primary school teachers in Ahvaz. Sampling was done in a purposeful way and all the samples were chosen voluntarily ...
Read More
The purpose of this research is to know the lived experience of Ahvaz city teachers in teaching bilingual students and it was done by phenomenological method. The research community includes all primary school teachers in Ahvaz. Sampling was done in a purposeful way and all the samples were chosen voluntarily from among the teachers who dealt with bilingual students. The sample size depended on data saturation, which finally included 21 people. The data collection method is a semi-structured interview. After collecting the data, it was coded and analyzed. Analyzes have been done using thematic analysis. After analyzing the experiences of participating teachers, the findings include 6 main themes and 13 sub-themes. The main themes are: non-native language, inconsistency between the language of the teacher and the learner, learner's disability and teacher's fatigue, love to teaching, communication, local language, methods. The result of the research shows that establishing a friendly relationship with children, involving students and their parents in their children's educational affairs, using educational aids suitable for the local and environmental conditions of bilingual students are more effective in their education. Also, teachers of bilingual schools should participate in classes and workshops that provide the correct methods of interaction with bilingual students and relative familiarity with their language and culture.
