آموزش از دور
somayeh salmani; mohamadreza sarmadi
Abstract
یکی از مسائل مهم و اساسی در حوزه تعلیم و تربیت موضوع معرفت است. معرفت شناسی لازمه فلسفه تعلیم و تربیت است. مسائل معرفتی در قلب فرایند تربیت قرار دارند (بهشتی، 1377). در حال ...
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یکی از مسائل مهم و اساسی در حوزه تعلیم و تربیت موضوع معرفت است. معرفت شناسی لازمه فلسفه تعلیم و تربیت است. مسائل معرفتی در قلب فرایند تربیت قرار دارند (بهشتی، 1377). در حال حاضر در نظام تعلیم و تربیت توجه به منبع کسب معرفت و تشخیص ملاک حقیقت از امور غیر حقیقی (خطا) بیش از گذشته احساس می شود. در واقع معرفت شناسی به ایجاد بستری فلسفی میپردازد که در قالب آن مشخص می شود چه انواعی از دانش امکان حصول دارد و اینکه چگونه میتوان مطمئن شد آنها برای ورود به زندگی انسانها و آشنایی با الگوهای اجتماعی،مناسب و درست هستند (رضایی، پاک سرشت،1387 و بلیکی، ترجمه حسنی و همکاران،1392)؛ از این رو معرفت شناسی به عنوان پایه هر گونه دانایی همواره با مفهوم یادگیری گره خورده و مورد توجه متخصصان نظام آموزش و پرورش در جهان است. آموزش و یادگیری از دور یکی از مهمترین جایگزین های آموزش حضوری و سنتی و از عوامل کلیدی توسعه در آموزش عالی محسوب می شود، چراکه به فراگیران اجازه می دهد در کمترین زمان و با صرف کمترین هزینه مهارت شناختی و کارکردی خود را ارتقا بخشیده و برای حضور در محیط اجتماعی و شغلی آماده شوند. در نسل سوم آموزش از راه دور به واسطه حضور رویکرد سازنده گرایی آموزش با هدف خلق فرصت هایی برای فراگیران به منظور ایجاد و بازسازی دانش از طریق بحث و بررسی محتوا یا برنامه های درسی مساله محور بسط و گسترش یافت (نجفی،1391). روش پژوهش حاضر توصیفی تحلیلی و ابزار جمع آوری اطلاعات، مطالعه اسناد بوده است. گردآوری اطلاعات اسنادی، شامل شناسایی، مطالعه، طبقه بندی اطلاعات، تجزیه و تحلیل آنها و جمع بندی اطلاعات درخصوص معرفت شناسی بوده و سپس دلالتهای تربیتی آن در نسل سوم آموزش از راه دور مورد توجه قرار گرفت. نتایج نشان داد از آنجا که نسل های چهارم و پنجم از نظر زیربنای اندیشه مرهون فلسفه حاکم بر نسل سوم هستند شناخت و واکاوی هر چه دقیقتر دلالتهای یادگیری سازنده گرایی و درک مولفه ها و ابعاد شناختی حاکم بر معرفت شناسی این نسل از اهمیت شایان توجهی برخوردار است.
آموزش از دور
Nazila Khatib Zanjani
Abstract
The present study was conducted with the aim of identifying the dimensions, components, and indicators of hyper-Personalized education using artificial intelligence. The type of research was qualitative in terms of data type, which included meta synthesis and Delphi stages in terms of nature. The statistical ...
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The present study was conducted with the aim of identifying the dimensions, components, and indicators of hyper-Personalized education using artificial intelligence. The type of research was qualitative in terms of data type, which included meta synthesis and Delphi stages in terms of nature. The statistical population in the qualitative section and meta synthesis stage included all theoretical foundations and relevant background from external databases, and in the Delphi stage, 15 participants (experts) were selected using purposive non-random sampling. The data collection method in the meta synthesis stage was a systematic literature review, and in the Delphi stage, a worksheet, and validity and reliability were examined, and the results indicated that the research tools were valid and reliable. The data analysis method in the meta synthesis stage was systematic analysis, and in the Delphi stage, the Kendall agreement coefficient was used with Maxqda-V2018 and Spss-V23 software. The findings showed that hyper-Personalized education using artificial intelligence included a cognitive dimension with the components of prior knowledge level analysis (5 indicators), individual learning style (6 indicators), cognitive adaptation (6 indicators), memory and memorization (6 indicators), and problem solving and critical thinking (6 indicators); an affective dimension with the components of identifying emotional states (6 indicators), intrinsic motivation (6 indicators), learner self-efficacy (6 indicators), learner satisfaction (6 indicators), and emotional involvement in learning (6 indicators); a behavioral dimension with the components of interaction patterns with the system (6 indicators), participation in group activities (6 indicators), learning discipline and pursuit (5 indicators), knowledge seeking behaviors (6 indicators), and interaction with feedback (6 indicators); and a contextual dimension with the components of learning environmental conditions (6 indicators), technology and tools used (6 indicators), cultural and linguistic adaptation (6 indicators), educational access and justice (6 indicators), and learning data analysis (6 indicators).
آموزش از دور
akbar jadidi
Abstract
The purpose of the study was to examine the mediating role of cognitive intelligence in the relationship between ICT and academic enthusiasm. This was a descriptive-correlational study. The statistical population consisted of all sixth-grade students studying in the 2023-2024 primary school year in Kerman ...
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The purpose of the study was to examine the mediating role of cognitive intelligence in the relationship between ICT and academic enthusiasm. This was a descriptive-correlational study. The statistical population consisted of all sixth-grade students studying in the 2023-2024 primary school year in Kerman City. 250 people were selected as the sample size using the total number sampling method. Data were collected through questionnaires made (ICT) by Islami (2018), a standard questionnaire of academic aspiration by Fredericks et al. (2004) Cattell Child Studies Form B 2 test. Hypotheses were analyzed using the correlation coefficient and modeling of old structural equations. The findings showed that the relationship between experience working with the Internet, Internet use, cognitive intelligence, and academic enthusiasm was insignificant. The relationship between cognitive intelligence and academic motivation is not significant. Also, the relationship between the use of educational software, the use of computers and Internet services, the ease and usefulness of working with computers and Internet services, and the ability to work with computers and Internet services with academic enthusiasm is positive and significant. The direct effect of ICT components (use of computers and Internet services, ease and usefulness of working with computers and Internet services) on academic motivation is positive and significant. The findings showed that the direct effect of ICT components such as (the ability to work with computers and Internet services) on cognitive intelligence is positive and significant. The direct effect of cognitive intelligence on students' academic enthusiasm is not significant. Cognitive intelligence does not have a significant mediating role in the relationship between ICT components and academic enthusiasm. As a result, it can be said that paying attention to ICT is effective in academic enthusiasm and cognitive intelligence.
آموزش از دور
nafise rafiei; وحید جمال زاده نقنه
Abstract
رواج و گسترش به کارگیری آزمون های آنلاین در تمامی دانشگاه ها و به ویژه در دانشگاه پیام نور و تجربه استفاده از آزمون های آنلاین در شرایط کرونا، ضرورت بررسی راهکارهای کاهش ...
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رواج و گسترش به کارگیری آزمون های آنلاین در تمامی دانشگاه ها و به ویژه در دانشگاه پیام نور و تجربه استفاده از آزمون های آنلاین در شرایط کرونا، ضرورت بررسی راهکارهای کاهش تقلب در این نوع آزمون را مطرح نمود. بنابراین هدف این پژوهش، واکاوی روش های کاهش تقلب در آزمون های آنلاین در دانشگاه پیام نور استان اصفهان بود. روش پژوهش کیفی از نوع تحلیل مضمون انجام شد. حوزه مورد مطالعه شامل کلیه دانشجویان مشغول به تحصیل و اساتید دانشگاه پیام نور استان اصفهان در نیمسال دوم سال تحصیلی 1401-1400 بود. با استفاده از روش نمونه گیری هدفمند از نوع ملاک محور و تا رسیدن به اشباع نظری تعداد 26 دانشجو و 12 استاد به عنوان نمونه انتخاب شدند .ابزارجمع آوری اطلاعات مصاحبه نیمه ساختار یافته بود. شیوه تجزیه و تحلیل داده ها به روش «آتراید- استرلینگ» با نرم افزار MAXQDA 2020 انجام شد. یافته های حاصل بیانگر 143 مضمون پایه، 9 مضمون سازمان دهنده و 4 مضمون فراگیر از دیدگاه دانشجویان و 166 مضمون پایه، 14 مضمون سازمان دهنده و 5 مضمون فراگیر از دیدگاه اساتید بود. یافته های پژوهش نشان داد که راهکارهای کاهش تقلب در آزمون آنلاین از دیدگاه اساتید و دانشجویان عبارتند از«راهکارهای تغییر در طراحی آموزشی اساتید»، «راهکارهای فناورانه»، «راهکارهای مربوط به ساختار سامانه ای آزمون»، «راهکارهای سطح نهادی» و همچنین وجه تمایز دیدگاه اساتید نسبت به دانشجویان«راهکارهای خودراهبری دانشجویان» بود.
آموزش از دور
anvar shamohamadi; abedin durabi emiratis
Abstract
The aim of this study was to identify and rank the components affecting the quality of curriculum elements in the distance education system. In this study, a combination of qualitative and quantitative methods, namely a mixed method, was used in terms of data collection. In this section, the research ...
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The aim of this study was to identify and rank the components affecting the quality of curriculum elements in the distance education system. In this study, a combination of qualitative and quantitative methods, namely a mixed method, was used in terms of data collection. In this section, the research field was all faculty members of Payam Noor University of Kurdistan Province. The snowball, criterion-based, and purposive sampling methods were used, and the sample size continued until theoretical saturation was reached, and finally, semi-structured interviews were conducted with 10 of them. In the quantitative section, the statistical population was considered accessible. The data obtained from the interviews in the qualitative section were used as the basis for a researcher-made questionnaire, which was finally prepared and adjusted in the form of a questionnaire based on the four curriculum elements in the form of 18 items. The validity of the qualitative section was carried out using re-examination by the researcher and in the quantitative section based on the approval of experts. For data analysis in the qualitative section, content analysis was used, and in the quantitative section, the fuzzy Vicor method was used. The results in the qualitative section led to the identification of 18 basic themes in 4 organizing themes including (objectives, content, teaching methods and evaluation) and finally 1 comprehensive theme entitled (components affecting the quality of the curriculum in the distance education system). In the quantitative section, the results showed that the components of appropriate formation of educational and behavioral goals based on course topics and immediate feedback of evaluation methods were respectively the most and the least important among the components affecting the quality of the curriculum in this type of educational system in the opinion of experts. Accordingly, it is suggested that those involved in the distance education system pay more attention to the components identified from the findings of this study when setting the curricula of this type of educational system.
آموزش از دور
Azam Bakhtyari Renani; arman bahramzad
Abstract
This study was conducted to investigate the effect of media literacy-based education on critical thinking and academic self-efficacy of students of Payam Noor University of Isfahan. This was a quasi-experimental study with a pre-test-post-test design and a control group. The statistical population included ...
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This study was conducted to investigate the effect of media literacy-based education on critical thinking and academic self-efficacy of students of Payam Noor University of Isfahan. This was a quasi-experimental study with a pre-test-post-test design and a control group. The statistical population included all students of Payam Noor University of Isfahan in the academic year of 2022-2023. 30 female students were selected as a statistical sample using convenient sampling, of which 15 were randomly assigned to the experimental group and 15 to the control group. The data were collected through Ricketts' (2003) Critical Thinking Disposition Scale and Morgan- Jink's (1999) Student Efficacy Scale (MJSES). After distributing the questionnaires, the experimental group received the media literacy training program and the components of media literacy skills in six 45-minute sessions. The hypotheses were tested using univariate ANCOVA. The results showed that media literacy significantly affected critical thinking (F=123.136, P<0.000) and academic self-efficacy (F=177.102, P<000). So, this emerging training method has taken a fundamental step to increase the critical thinking and academic self-efficacy of students of Payam Noor University of Isfahan, relying on internet techniques and strategies.
آموزش از دور
Afsaneh Asgari araghi; Rahim Moradi; Mohsen Bagheri
Abstract
در عصر حاضر، تفکر انتقادی به عنوان یکی از مهارتهای ضروری و اساسی برای موفقیت در زندگی فردی و اجتماعی شناخته میشود. پژوهش حاضر با هدف بررسی تأثیر تلفیق مدل یادگیری هفتمرحلهای ...
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در عصر حاضر، تفکر انتقادی به عنوان یکی از مهارتهای ضروری و اساسی برای موفقیت در زندگی فردی و اجتماعی شناخته میشود. پژوهش حاضر با هدف بررسی تأثیر تلفیق مدل یادگیری هفتمرحلهای در تدریس برخط بر تفکر انتقادی دانشآموزان پایه ششم ابتدایی، به دنبال ارائه شواهدی تجربی در خصوص اثربخشی این رویکرد نوین آموزشی است. این مطالعه نیمهآزمایشی با طرح پیشآزمون-پسآزمون و گروه کنترل، شامل 40 دانشآموز پایه ششم شهر اراک بود که به دو گروه آزمایش (تدریس با مدل یادگیری هفتمرحلهای) و کنترل (روش سنتی) تقسیم شدند. دادهها از طریق پرسشنامه تفکر انتقادی ریکتس (2003) جمعآوری و با استفاده از نرمافزار SPSS تحلیل شد. نتایج نشان داد که گروه آزمایش پس از اجرای مدل یادگیری هفتمرحلهای، بهبود معناداری در تفکر انتقادی داشتند. این یافتهها همسو با مطالعات قبلی، نقش مؤثر این مدل در ارتقای مهارتهای تحلیلی و تصمیمگیری را تأیید کرد. مدل یادگیری هفتمرحلهای با تأکید بر مراحل کاوش، مشارکت، تحلیل، ترکیب، ارزیابی، کاربرد و بازتاب، فرصتهای یادگیری عمیق و معناداری را برای دانشآموزان فراهم میکند. تلفیق این مدل با محیطهای یادگیری مبتنی بر وب، که از نوآوریهای این پژوهش محسوب میشود، امکان دسترسی به منابع متنوع، تعاملات غنی و بازخوردهای فوری را فراهم میکند و در نتیجه، به یادگیری فعال و تفکر انتقادی دانشآموزان کمک میکند. با توجه به نتایج این پژوهش، پیشنهاد میشود که سیاستگذاران آموزشی و طراحان برنامه درسی، مدل یادگیری هفتمرحلهای را به عنوان یک رویکرد مؤثر در برنامههای آموزشی و دورههای ضمن خدمت معلمان مد نظر قرار دهند. همچنین، لازم است که معلمان با نحوه طراحی و اجرای فعالیتهای یادگیری مبتنی بر این مدل در محیطهای وب آشنا شوند.
آموزش از دور
Amir Karimi; Abolfazl Asadnia; Rizky Agassy Sihombing; safriana safriana; Amjad Islam Amjad
Abstract
Online History Teaching provides convenience, adaptability, and teamwork by eliminating geographical constraints and accommodating a range of schedules and learning preferences. Virtual reality and interactive multimedia are technological innovations that improve education and encourage lifelong learning ...
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Online History Teaching provides convenience, adaptability, and teamwork by eliminating geographical constraints and accommodating a range of schedules and learning preferences. Virtual reality and interactive multimedia are technological innovations that improve education and encourage lifelong learning in learners of all ages. This scientometric article aims to teach online history and find academic gaps and trends. The method of this research is a scientometric method that was conducted with statistical software. Using the Scopus database and the VOSviewer 1.6.18 software and Bibliometrix 4.1.4, the study covers publications on Online History Teaching from 1985 to 2023. The annual analysis shows a significant increase in the number of articles. The main contributors are the United States, China, the United Kingdom, Spain, and Indonesia. According to the Journal of Computers and Education, Hwang G-J was the most active author. Additionally, Research trends, hot spots, and chats in this field were discussed and analyzed based on the research results. Subsequent investigations may broaden the application of gamification in contemporary learning environments like the Metaverse, VR, XR, AI, and AR. By giving academics up-to-date information on Online History Teaching, this study helps to create important areas and identify research avenues that show promise.
آموزش از دور
Zahra Taghavi; azam mohammadimatin; Hadi Poorshafeii; Mohamad Akbari
Abstract
The present study aims to examine the emotional and participatory dynamics between teachers and students in the digital environment of the SHAD network using a virtual ethnographic approach. Employing a qualitative methodology and purposive sampling, this research analyzed interactions within four educational ...
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The present study aims to examine the emotional and participatory dynamics between teachers and students in the digital environment of the SHAD network using a virtual ethnographic approach. Employing a qualitative methodology and purposive sampling, this research analyzed interactions within four educational groups on the SHAD platform over six months (October 2023 to March 2024). The collected data included textual messages, voice recordings, and recorded emotional reactions, which were analyzed through non-participant observation using ATLAS.ti software.Findings indicate that beyond its formal role in communication and education, the SHAD network has evolved into a space for emotional and social support. User interactions were categorized into three primary types: educational interactions, social interactions, and emotional and counseling support. Moreover, the platform has become a medium for exchanging educational resources, facilitating informal communication, and strengthening human connections between teachers and students.The results suggest that the interactive and flexible features of the SHAD network not only enhance learning processes but also hold significant potential for fostering social cohesion and psychological support in educational settings. By employing virtual ethnography, this study underscores the importance of analyzing digital spaces to understand human relationships and their transformative role in educational environments
آموزش از دور
Hamid Ahmadi Hedayat; morteza golshani gahraz; Zahra Samari Ebrahimzadeh; Kamal Nosrati Heshi
Abstract
پیشینه و اهداف توجه به حواسپرتی دیجیتال در دانشآموزان بسیار حائز اهمیت بوده و مدیریت آن میتواند موجب افزایش تمرکز و یادگیری عمیقتر گردد . هدف پژوهش حاضر، مطالعه ...
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پیشینه و اهداف توجه به حواسپرتی دیجیتال در دانشآموزان بسیار حائز اهمیت بوده و مدیریت آن میتواند موجب افزایش تمرکز و یادگیری عمیقتر گردد . هدف پژوهش حاضر، مطالعه پدیدارشناسانه عوامل زمینهساز حواسپرتی دیجیتال دانشآموزان در آموزش مجازی مبتنی بر تجربه زیسته معلمان میباشد. روشها: روش پژوهش کیفی و از نوع پدیدارشناسی است. جامعه آماری مصاحبهشوندگان پژوهش، شامل معلمان متوسطه شهر کرج در سالتحصیلی 1404-1403بوده اند. برای انتخاب شرکتکنندگان، از شیوه نمونهگیری هدفمند و تا حد اشباع استفاده شد، که در این پژوهش 21 نفر معلم بوده اند. دادهها با استفاده از مصاحبه عمیق و نیمه ساختاریافته و نیز به شیوه گفتوگوی دو طرفه، جمعآوری گردید. برای تعیین روایی و پایایی مصاحبهها نیز تکنیک تثلیث یا مثلثسازی، تکنیک کنترل اعضاء، تکنیک کسب اطلاعات دقیق موازی و خودبازبینی محققان صورت گرفت. یافتهها: در مصاحبه با معلمان، اکثریت آنها به وجود عوامل زمینهساز حواسپرتی دیجیتال نظیر عوامل محیطی و روانی، کارهای غیرضرور دیجیتالی، عوامل آموزشی و تدریس، ارتباطات آنلاین مداوم و ناتوانی خودتنظیمیهیجانی تاکید داشتند و راهکارهایی اعم از راهکارهای خانوادگی، بکارگیری فعالیتهای ذهنی و طبیعی، راهکارهای عاطفی، تنظیم محیطی مطلوب برای آموزش و مطالعه را برای آن ارائه دادند. نتیجهگیری: در نتیجه باید گفت که با کنترل و مدیریت عوامل زمینهساز حواسپرتی دیجیتال دانشآموزان می توان به افزایش کیفیت یادگیری دانش آموزان کمک نمود.
آموزش از دور
Abbas Ramezani; Masumeh Sharifi; Elham Yusefi
Abstract
The concept of digital gamification has been recognized as an engaging and enjoyable strategy to enhance mathematics education and bridge the gap in student instructional and learning practices. This review offers a comprehensive analysis of the current landscape regarding the implementation of gamification ...
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The concept of digital gamification has been recognized as an engaging and enjoyable strategy to enhance mathematics education and bridge the gap in student instructional and learning practices. This review offers a comprehensive analysis of the current landscape regarding the implementation of gamification in digital mathematics education. Additionally, it examines students' learning experiences and the outcomes they achieve while engaging with mathematics through gamified approaches. For this review, 21 publications released between 2014 and 2024 were analyzed to identify key themes within this research area. While these studies indicated impacts of gamification on experiences and outcomes of learners, none specified particular gamification elements linked to those experiences and results. Positive learning experiences identified within gamified mathematics environments included enjoyment, engagement, motivation, and entertainment. The desired learning outcomes encompassed content mastery, student engagement, motivation, and overall satisfaction. The findings from this review offer valuable insights into the design of digital gamification aimed at enhancing students’ mathematics learning, along with their associated experiences and outcomes.
آموزش از دور
Mohammad Ganji; Amin Heydarian; Fatemeh Namian
Abstract
Following the outbreak of COVID-19 and the compulsory shift to online learning for students, addressing educational vitality and its contribution to the performance of academic institutions has become increasingly important. This research investigates the educational vitality of students in virtual spaces ...
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Following the outbreak of COVID-19 and the compulsory shift to online learning for students, addressing educational vitality and its contribution to the performance of academic institutions has become increasingly important. This research investigates the educational vitality of students in virtual spaces and identifies factors associated with it. The statistical population for this survey comprises students at the University of Kashan during the academic year 2020-2021. The sample size was estimated at 489 participants using Sample Power software. The reliability of the research variables was assessed and confirmed using the composite reliability coefficient. Research findings indicate a direct relationship between the variables "access to virtual education resources and facilities," "satisfaction with the university's e-learning system," "educational quality," "student lived experience in virtual space," "bonding social capital," and "respecting student rights," and the variable " educational vitality." Furthermore, the structural model evaluation results show that the effect size of "student lived experience in virtual space" was large, the effect size of "educational quality" was medium-to-low, and the effect sizes of other variables were small. The model's predictive power was estimated to be high. In conclusion, the findings demonstrate that addressing virtual education facilities and enhancing their quality, on one hand, and paying attention to students' bonding social capital and respecting their rights, on the other hand, can play a significant role in student lived experience and consequently in educational vitality, even in a non-in-person environment.
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 ...
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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
Fateme Pashmi Tabar; Manoochehr Jafarigohar
Abstract
EFL learners have major difficulties in developing critical thinking skills to enhance language learning. The present study examined the impact of the International Baccalaureate (IB) program on promoting critical thinking skills, disposition, and critical reading among a cohort of EFL learners in grade ...
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EFL learners have major difficulties in developing critical thinking skills to enhance language learning. The present study examined the impact of the International Baccalaureate (IB) program on promoting critical thinking skills, disposition, and critical reading among a cohort of EFL learners in grade 11 and 12 in an Iranian high school that offers both IB and non-IB curriculum. The research method was quasi-experimental with a pre-test/post-test design and control group. In so doing, sixty students were randomly assigned in experimental and control group based on the results of a proficiency test. Thirty participants who studied in the IB program participated as the experimental group, and the other 30 participants from a non-IB program were selected and assigned as the control group. The results of a series of one-way ANCOVA tests revealed that the mean of critical thinking skills of the experimental group increased from 67.23 to 109.76, indicating that IB program learners significantly outperformed the control group in terms of critical thinking skill, disposition, and critical reading ability. The pedagogical implications for EFL contexts are discussed.
آموزش از دور
Bahman Zandi; hossein khaknejad; Nazila Khatib Zanjani; forozan zarabian
Abstract
The Covid-19 disease taught us that virtual training and evaluation should be considered together with face-to-face education. Therefore, in this article an attempt has been made to examine the various tools and methods of virtual evaluation of students' learning during the outbreak of contagious diseases. ...
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The Covid-19 disease taught us that virtual training and evaluation should be considered together with face-to-face education. Therefore, in this article an attempt has been made to examine the various tools and methods of virtual evaluation of students' learning during the outbreak of contagious diseases. In this research, qualitative research method and grounded theory method were used for data analysis. The research participants were selected by purposeful sampling among the professors of Payam Noor University, Razavi Khorasan province, and after selecting 18 people, saturation was reached. After collecting information by semi-structured interview method, the type and amount of tools were analyzed by entering Max QDA software. In the next step, using available sampling and an open-ended questionnaire, 6 experts in the field of virtual education were asked to state the advantages, disadvantages and solutions of each of the evaluation categories. The findings indicate that virtual evaluation includes 2 main categories; exam and non-exam and 11 subcategories; Formative exam, test , descriptive exam, unique exam, oral exam, self-evaluation, attendance and absence, class presentation, research, rewriting and assignment presentation. The sub-categories of "attendance" and "test " and "research" have the most, and the category of "self-evaluation" and "unique exam" have the least amount of use among professors. In general, the main category "non-exam" is used more than the main category "exam" in professors' evaluations.
آموزش از دور
Fatemeh Takallou
Abstract
This study explores the impact of dialogue journal writing on the writing performance of English Translation students in both virtual and traditional education at Payame Noor University, Iran. A sample of 150 undergraduate students was selected using convenience sampling. After administering the Oxford ...
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This study explores the impact of dialogue journal writing on the writing performance of English Translation students in both virtual and traditional education at Payame Noor University, Iran. A sample of 150 undergraduate students was selected using convenience sampling. After administering the Oxford Placement Test to ensure homogeneity, 120 students who scored one standard deviation above and below the mean were chosen for the study. These students were divided into two experimental groups and two control groups. The study employed a pre-test/post-test design using writing tests to measure changes in performance. Peyton's guidelines were followed to ensure consistent dialogue journal writing entries. Analysis showed a significant increase in the writing performance among students who engaged in dialogue journal writing in both virtual and traditional education. The findings confirm that dialogue journal writing effectively enhances writing skills among virtual students more than traditional students. Language teachers can use this method to boost student engagement and improve writing skills, especially in virtual learning contexts. Future research should investigate the effects of dialogue journal writing on different demographics and other language skills. These insights highlight the potential of dialogue journal writing as a valuable tool for language teachers to improve educational outcomes in language classrooms.
آموزش از دور
mohamamd khosravi tanak; Kourosh Fathi Vajargah; Esmaeil Jafari
Abstract
The present research was conducted with the aim of measuring the effectiveness of face to face and virtual in-service training of elementary school teachers in Birjand city based on the Kirkpatrick model and comparing them. The current research method is a quasi-experimental pre-test-post-test type. ...
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The present research was conducted with the aim of measuring the effectiveness of face to face and virtual in-service training of elementary school teachers in Birjand city based on the Kirkpatrick model and comparing them. The current research method is a quasi-experimental pre-test-post-test type. The statistical population of this research includes all primary school teachers of Birjand city who have participated in in-service and virtual courses in the academic year 2023-2024. Using available sampling, 45 teachers participating in face-to-face courses and 45 teachers participating in virtual courses were selected. In the first level, i.e. reaction, participants' opinions were collected in two stages (the beginning of the courses and the end of the courses). The tool used at this level was a researcher-made questionnaire. The second level, i.e. learning, was conducted using a researcher-made test of 19 questions and was performed as a pre-test and post-test. In the third level, i.e. behavior, data was collected 5 months after the end of the courses using the teachers' self-evaluation form and the teachers' evaluation form by their managers. The results of the inter-subject effects test to compare the reaction level components in the post-test stage and the f value obtained for all components are significant at the alpha level of 0.05. The F value obtained in the results of covariance analysis for comparing learning scores in the post-test stage is 26.563. The value of the t statistic and the value of the significance level for comparing the scores of the behavior level show that there is no difference in the variance between the two groups of face-to-face and virtual education The findings of the research show that face-to-face and virtual in-service courses are effective in the levels of reaction, learning and behavior, and there is a significant difference between the effectiveness of face-to-face and virtual courses; So that the obtained averages show that face-to-face training can have a significant effect compared to virtual training in these three levels.
آموزش از دور
Seyedeh Mahboobeh Hosseyni; Marjan Kaedi; Fakhroddin Noorbehbahani
Abstract
Online learning programs have gained significant popularity in recent years. However, despite their widespread adoption, completion and success rates for online courses are notably lower than those for traditional in-person education. If students' final academic performance could be predicted early by ...
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Online learning programs have gained significant popularity in recent years. However, despite their widespread adoption, completion and success rates for online courses are notably lower than those for traditional in-person education. If students' final academic performance could be predicted early by analyzing their behavior within the virtual learning environment, timely alerts could be issued, and targeted interventions could be recommended to prevent underperformance and course abandonment. Previous studies have predicted academic performance using various features, such as demographic data, academic history, in-term exam results, and assignment assessments. However, many online learning platforms do not provide access to such data, rendering these methods ineffective. This study focuses on the early prediction of students' academic performance by extracting novel behavioral features based on their interactions with the online learning platform. To develop robust predictive models, we utilize an integrated approach combining multiple feature selection methods to extract the most informative interaction patterns, followed by application of advanced machine learning algorithms including ensemble learning techniques and artificial neural networks (ANNs). The evaluation results demonstrate that our proposed approach can predict students' final academic performance with an accuracy of 90.62%, using only data collected during the first third of the online course.
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Abbas Ramezani; Masumeh Sharifi
Abstract
Objective: The new development in the area of Artificial Intelligence (AI) education has raised interest with a sense of urgency about further refining it in the area of science education. Method: The qualitative study provides an insight into views of science teachers about the potential and limitation ...
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Objective: The new development in the area of Artificial Intelligence (AI) education has raised interest with a sense of urgency about further refining it in the area of science education. Method: The qualitative study provides an insight into views of science teachers about the potential and limitation of employing ChatGPT in science education and how to take advantage of such technology-based developments. Methods: The research was conducted based on 46 science teachers of Zanjan province, using the snowball sampling method. Results: The teachers gave feedback on how ChatGPT can be beneficial and restrictive as an effective educational tool for their classroom. Overall, findings paint a picture where even though the teachers openly acknowledged that ChatGPT is full of potential to make so much space for interaction, they were still concerned about the impact of the technology, for instance, making too much dependency on the technology among the learners and how the tools impede the capacity of the students in thinking critically and creatively. The results also support discussion of future Career development opportunities with responsive curricula redesign for the sake of leveraging the possibilities of AI tools in an effort to support learning. Practice and policy implications and directions for research on the career development opportunities are considered in the conclusion and limitations of the study. Conclusion: .This study adds to the growing field of education and AI by highlighting the need to balance innovation with pedagogical responsibility. It shows that AI can enhance teaching as a supportive tool, not a replacement. Successful integration requires attention to equity, ethics, and collaboration among educators, policymakers, and technologists.
آموزش از دور
gholamhasan panahi; alireza vasefi
Abstract
The present study was conducted with the aim of explaining the effect of knowledge management empowerment through distance learning on the performance and organizational intelligence of middle school administrators in Nimroz city. The present study is applied in terms of its purpose and is classified ...
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The present study was conducted with the aim of explaining the effect of knowledge management empowerment through distance learning on the performance and organizational intelligence of middle school administrators in Nimroz city. The present study is applied in terms of its purpose and is classified as a quantitative descriptive-correlation research. The statistical population of the present study consists of all middle school administrators in Nimroz city in the academic year 1402-1403, who were selected as the research sample by census method, 12 men and 12 women. The data collection tool included the Nonaka and Takachi Knowledge Management Questionnaire (1995), Yazdanijedah Manager Performance Questionnaire (2009), and Albrecht Manager Organizational Intelligence Questionnaire (2002). The data collected from the questionnaires were analyzed using SPSS26 software and descriptive statistics such as tables and graphs to show demographic characteristics, and Pearson correlation coefficient and regression test were used to infer data. After data collection, the distribution of data was examined to see if it followed a normal distribution using the Kolmogorov-Smirnov test. The results indicated that there was a positive and significant relationship between the components of knowledge management through distance learning and the organizational performance of managers, and also between the components of knowledge management and the total score of knowledge management and the organizational intelligence of managers. Empowering the component of knowledge application is effective on the organizational performance of managers, and empowering the component of knowledge sharing and application of knowledge is effective on all components of organizational intelligence (p≤0.05). Therefore, education and training, by expanding and applying virtual networks and distance learning through Sky Room, can create a dynamic space so that managers can develop their knowledge, achieve new ideas, and acquire new knowledge.
آموزش از دور
Fatemeh Narenji Thani; Seyyed Hossein Mousavi; Mahsa Azizi
Abstract
The study aimed to identify the Requirements for Developing Leaders’ AI Competencies. This systematic literature review, spanning from January 2017 to March 2025, analyzes 26 articles retrieved from Google Scholar, Sage, Emerald, Springer, ScienceDirect, and PubMed. Building from the systematic ...
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The study aimed to identify the Requirements for Developing Leaders’ AI Competencies. This systematic literature review, spanning from January 2017 to March 2025, analyzes 26 articles retrieved from Google Scholar, Sage, Emerald, Springer, ScienceDirect, and PubMed. Building from the systematic review, the findings were synthesized and integrated to derive a clear and parsimonious AI competency requirements framework for leaders. To this end, the PRISMA framework was applied to establish a high-quality and transparent process. Naeem et al.'s (2023) thematic analysis framework was employed to analyze and interpret the findings from the included studies. The reliability of the final results was assessed using Cohen's Kappa method. This coefficient was found to be 0.73, indicating a high level of agreement between the coders. The findings elucidate the essential requirements for cultivating artificial intelligence competencies among leaders through three primary dimensions: organizational, technological, and individual requirements. This research contributes to the existing literature by identifying and categorizing the effective requirements for developing leaders’ AI competencies in the era of AI.
آموزش از دور
Erfane Golshan; yousef Mahdavinasab; Sara nouri; Mahsa Moradi
Abstract
This study investigated the impact of juiciness-enhanced gamified leaderboards on learning, fun, and learning interest in fourth-grade literature education. the research employed a quasi-experimental, applied quantitative pretest–posttest design with a control group. A sample of 75 fourth-grade ...
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This study investigated the impact of juiciness-enhanced gamified leaderboards on learning, fun, and learning interest in fourth-grade literature education. the research employed a quasi-experimental, applied quantitative pretest–posttest design with a control group. A sample of 75 fourth-grade female students from a school in District 18 of Tehran was selected through convenience sampling and randomly assigned to three groups: the Juiciness Leaderboard group (JLG), the Simple Leaderboard group (SLG), and the Control Group (CG). Research instruments included a 16-item parallel-form learning test, the 18-item Fun Questionnaire (FunQ), and a 9-item learning interest questionnaire. The intervention lasted six weeks, using standard literature curriculum materials. Statistical analyses with pairwise comparisons showed that the JLG significantly outperformed both the SLG and CG in learning outcomes, fun, and learning interest, while the SLG also performed significantly better than the CG across all variables. The findings indicate that the design of leaderboards plays a critical role in shaping students’ educational experiences. Specifically, the Juiciness Leaderboard intervention consistently produced superior outcomes compared to both the Simple Leaderboard and the Control group, highlighting the added value of sensory-rich features in fostering fun, learning interest, and academic achievement. This study contributes to the growing literature on gamification by emphasizing the importance of incorporating juiciness-enhanced elements into educational environments. By leveraging such strategies, educators can create more dynamic and immersive learning contexts that not only boost short-term performance but also nurture sustained motivation and a lifelong interest in learning.
آموزش از دور
Mohammad Nazaripour
Abstract
This study investigates how HEXACO personality traits—honesty-humility, emotionality, extraversion, agreeableness, conscientiousness, and openness—shape risk-taking, risk perception, and perceived benefits among undergraduate accounting students, informing teaching strategies to enhance ethical ...
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This study investigates how HEXACO personality traits—honesty-humility, emotionality, extraversion, agreeableness, conscientiousness, and openness—shape risk-taking, risk perception, and perceived benefits among undergraduate accounting students, informing teaching strategies to enhance ethical and audit competencies. In First quarter of 2025, data were collected from 170 accounting students at Tehran universities using validated personality and risk-taking measures adapted for classroom contexts. The analysis confirmed the soundness of these instruments. Findings indicate that honesty-humility reduces unethical behavior, while conscientiousness supports more cautious decision-making. An ethical risk-taking paradox emerged, as situational pressures sometimes encouraged risky choices despite ethical concerns. Emotionality and extraversion shaped risk behaviors by influencing how students perceived risks and benefits. The study suggests ethics-focused case studies and audit simulations as effective teaching strategies, showing how personality-informed approaches can strengthen ethical judgment and technical precision in accounting education. Grounded in experiential learning and self-efficacy principles, these findings align with global movements toward competency-based education that surpass traditional models.
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Robab Rahmati; Amir Karimi; Kourosh Fathi
Abstract
Background and Objectives: Today, strategic planning is considered a way to help increase productivity and achieve organizational goals, and it has become more necessary at Farhangian University as a new organization. Therefore, the current research was conducted to develop Farhangian University's strategic ...
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Background and Objectives: Today, strategic planning is considered a way to help increase productivity and achieve organizational goals, and it has become more necessary at Farhangian University as a new organization. Therefore, the current research was conducted to develop Farhangian University's strategic educational program. Methods: The research method is mixed, quantitative, and qualitative. The statistical population included all professors, officials, deputies, and education experts of Farhangian University of Alborz Province. In the qualitative section, sixteen people and in the quantitative section, 50 people were selected based on random sampling. The research tool was a semi-structured interview in the qualitative part and a researcher-made questionnaire with reliability (0.943) in the quantitative part. Findings: Findings showed that threats (3.49), weaknesses (3.48), strengths (3.22), and opportunities (3.21) are more effective, respectively. As a result, a suitable teaching strategy at Farhangian University is a defensive strategy. The proposed solutions are presented in 4 sections: Conservative (so), Conservative (St), Defensive (wt), and Defensive (WT). Conclusion: As a result, the university has developed quantitatively and qualitatively using a suitable defensive strategy.
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Mahbubeh Aslami; Nahid Ojaghi; sakineh jafariyan
Abstract
The present study was done with the aim of presenting student retention pattern in e-learning environment of Payame Noor University. This research was carried out using an exploratory (qualitative-quantitative) method. In the qualitative section, the Meta-Synthesis Research method was used to infer the ...
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The present study was done with the aim of presenting student retention pattern in e-learning environment of Payame Noor University. This research was carried out using an exploratory (qualitative-quantitative) method. In the qualitative section, the Meta-Synthesis Research method was used to infer the pattern. Using qualitative method, the literature investigation and survey of experts through Delphi method were developed to a set of the dimensions and components affecting the electronics student retention. And the primary pattern was designed with 5 dimensions and 14 components. Then, in a quantitative section, a survey research method was used to validate the pattern and confirm it, and a questionnaire was used for collecting required data. The results of data collection after adjustment and tabling were analyzed by statistical tests (exploratory and confirmatory factor analysis(. To confirm the content validity of the research tool the researcher used the experts and also to determine the validity of the tool measurement construct, she/he used confirmatory factor analysis. All of the questions’ variables were fitted with factor load. The reliability of the tool was confirmed by the Cronbach's alpha coefficient. According to research findings, the components and final dimensions of student retention pattern in the e-learning environment were identified and classified in 5 dimensions including learner, quality of educational services, teacher, environment, technology, and 14 components including psychological characteristics, previous experiences, academic background, computer management skills, interaction, course design, organizational support, teacher's knowledge, teacher's skills, teacher's attitude, supportive environment, job commitment, quality of technology and Internet quality.
