آموزش از دور
Mehdi Mahmodi
Abstract
The purpose of this research is to determine the effect of using new educational technologies (interactive PowerPoint) on the collaborative learning of sixth grade students. The present research is an applied research in terms of purpose and semi-experimental one in terms of data collection method. The ...
Read More
The purpose of this research is to determine the effect of using new educational technologies (interactive PowerPoint) on the collaborative learning of sixth grade students. The present research is an applied research in terms of purpose and semi-experimental one in terms of data collection method. The selected research design is the pre-test-post-test design with a control group. The statistical population of this research (250) includes all the sixth grade students of Qazvin city, Lower Tarem region, in the academic year 2017-2018. Using simple random sampling method, 50 people (25 control group and 25 experimental group) were selected. The main data collection method is library research method. For data collect purpose, participatory and active learning questionnaire (Cho and Bavli, 2007) has been used. The data collection instrument is a package of using modern educational technologies (interactive PowerPoint). Content validity was checked to secure the validity of the research and Cronbach's alpha coefficient was used to determine the reliability of the instrument. The reliability of the questionnaire was found to be 0.85. In the descriptive statistics section, statistical characteristics such as frequency, percentage, mean, and standard deviation have been reported, and in the inferential statistics section, the KS test was employed to determine whether the variables are parametric or non-parametric. Also, one-variable covariance analysis was run using SPSS23 software. The results of the present study indicated that the use of new educational technologies (interactive PowerPoint) had a positive and significant effect on the group dynamics and project of the sixth grade elementary students. The findings of the present research also revealed that making use of use of new educational technologies (interactive PowerPoint) had a significant effect on the collaborative learning of students. It also indicated that the use of new educational technologies (interactive PowerPoint) had a significant effect on the dimensions of collaborative learning (group dynamics, doing work on the project, feedback) and students' feedback
آموزش از دور
Ehsan Ghorbanian; Nasrin Mohammadhasani; Yousef Mahdavinasab; mahdi rajabi
Abstract
of flipped classroom with Jigsaw method on students' learning and academic engagement of seventh grade students in Persian literature course. The method of the present study was experimental and the educational operation was performed in three experimental groups (1- The combination of flipped classroom ...
Read More
of flipped classroom with Jigsaw method on students' learning and academic engagement of seventh grade students in Persian literature course. The method of the present study was experimental and the educational operation was performed in three experimental groups (1- The combination of flipped classroom and jigsaw 2- flipped classroom 3- jigsaw method) and the usual method in the control group for eight sessions. The statistical population of the study was all seventh-grade students of the first secondary school in Karaj, in the academic year of 2020-21. From the statistical population, 100 students were selected voluntarily by available sampling method and randomly assigned to the groups. The research instruments were Zarang Academic Involvement Questionnaire (2012) and researcher-made learning test. ANCOVA, ANOVA and MANCOVA tests were used to analyze the data. The results of the analysis showed that the combination of flipped classroom and jigsaw was effective in promoting learning (sig=0.012) and academic engagement (sig=0.001). The flipped classroom method was not effective in students' learning (sig=0.894) and academic engagement (sig = 0.970). Jigsaw method, not effective in promoting learning (sig = 0.783), but was able to significantly engage learners in educational activities (sig = 0.001).
Fatemeh Nami
Abstract
Years 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 ...
Read More
Years 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 reveled that collaboration in online and face-to-face learning contexts significantly contributed to the development of different aspects of teachers’ knowledge of CALL integration into their instruction.
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 ...
Read More
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.
