آموزش از دور
somayeh Salmani kalleh; 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
Babak Paykarestan
Abstract
This review examines the application of instructional design (ID) principles in online agricultural courses, contextualized for Payame Noor University (PNU) students in Markazi Province. It synthesizes literature on ID models, including ADDIE, Merrill’s First Principles, and constructivist learning ...
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This review examines the application of instructional design (ID) principles in online agricultural courses, contextualized for Payame Noor University (PNU) students in Markazi Province. It synthesizes literature on ID models, including ADDIE, Merrill’s First Principles, and constructivist learning theories. A systematic literature review (SLR) methodology was employed, analyzing studies from 2010-2025. The review included 45 studies, selected from an initial pool of 210, focusing on online learning, agricultural education, and instructional design. Findings indicate that iterative ADDIE, Merrill’s demonstration and application principles, and constructivist peer collaboration enhance student engagement and competence. Key recommendations include adapting the ADDIE model for iterative refinement, prioritizing Merrill’s principles through virtual labs, and fostering constructivist peer collaboration. Strategic ID methodologies are crucial for enhancing student competence in regional distance learning institutions like PNU. This review highlights the need for localized, performance-focused online agricultural education.
آموزش از دور
mohsen Rahimbeygi; yousef mahdavinasab; masoumeh sadat Abtahi; mahdi ashoori
Abstract
Game-based learning, through interactive and engaging gameplay, significantly enhances students' motivation and comprehension of complex subjects. By creating rich learning environments, this approach offers diverse learning opportunities and fosters skill development. A critical aspect of designing ...
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Game-based learning, through interactive and engaging gameplay, significantly enhances students' motivation and comprehension of complex subjects. By creating rich learning environments, this approach offers diverse learning opportunities and fosters skill development. A critical aspect of designing educational games is the integration of juiciness principles to enhance the game's appeal and effectiveness. This study examines the juiciness components in educational game design. To identify the factors that influence juiciness in educational games, we conducted a comprehensive systematic review employing an integrated approach, combining the Sandelowski and Barroso seven-stage method with the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework. Using the Publish or Perish software, we searched databases such as Scopus, ScienceDirect, and Emerald Insight for articles published between 2004 and 2024, using strategic keywords including 'juiciness,' 'feedback,' 'graphics,' 'audio,' and 'game components.' The search strategy incorporated Boolean expressions ("educational game" OR "game design") AND ("juiciness" OR "engagement" OR "flow" OR "embellishment in game" OR "polish in game" OR "excessive positive feedback"). This methodologically rigorous approach allowed for a thorough search, selection, and analysis of literature, ensuring scientific credibility through precise documentation and transparent reporting. The analysis yielded relevant articles, which were systematically examined to extract key insights into the multifaceted factors that contribute to the appeal, engagement, and enjoyment of educational games, with a specific focus on understanding the concept of "juiciness" as a key determinant of game-based learning effectiveness. The study identified three primary categories of juiciness components: mechanics (7 components), dynamics (5 components), and aesthetics (6 components). Mechanics include gameplay structure, in-game feedback, achievement systems, and power-ups. Dynamics focus on interactive processes like collaboration, exploration, and time management. Aesthetics involve sensory and emotional elements, such as avatar customization, game story, visual design, and multisensory feedback. These categories form a comprehensive framework for designing educational games that optimize user engagement, learning outcomes, and satisfaction. By incorporating juiciness components, game designers can create educational games that are not only informative but also engaging and enjoyable. The findings provide a structured framework for developing more effective educational games.
آموزش از دور
Mohammad Reza Hasani; Fatemeh Javan; Yousef Mahdavi Nasab
Abstract
This study examined the effectiveness of game-based assessment in reducing test anxiety among third-grade students in mathematics. Employing a quasi-experimental pretest–posttest design, the research involved 60 male students aged 8 to 9, who were randomly assigned to experimental and control groups. ...
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This study examined the effectiveness of game-based assessment in reducing test anxiety among third-grade students in mathematics. Employing a quasi-experimental pretest–posttest design, the research involved 60 male students aged 8 to 9, who were randomly assigned to experimental and control groups. The experimental group participated in three 10-minute game-based assessment sessions over a three-week period using the “Fun Math Facts: Games for Kids” tool, whereas the control group underwent traditional paper-based assessments. Test anxiety levels were measured using the Test Anxiety Inventory (TAI), administered before and after the intervention.The results indicated a significant reduction in test anxiety and a notable increase in engagement among students in the experimental group compared to their peers in the control group. These findings highlight the potential of game-based assessment as an innovative strategy for alleviating test-related anxiety and fostering an engaging and supportive learning environment, thereby supporting its integration into educational practices to enhance student outcomes.
آموزش از دور
Mahdi Rezaei; Manoochehr Jafarigohar; Hadi Salehi; Omid Tabatabaei
Abstract
This paper critically examines the role of ChatGPT, an advanced language model, in academic writing and explores whether it serves as a helpful scaffold or a debilitating crutch. As artificial intelligence technologies continue to advance, ChatGPT has gained popularity as a tool for generating written ...
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This paper critically examines the role of ChatGPT, an advanced language model, in academic writing and explores whether it serves as a helpful scaffold or a debilitating crutch. As artificial intelligence technologies continue to advance, ChatGPT has gained popularity as a tool for generating written content, including academic papers. This review paper assesses the benefits and limitations of utilizing ChatGPT in academic writing, considering its impact on the writing process, content quality, and the development of critical thinking skills. The analysis draws on existing literature, empirical studies, and expert opinions to provide a comprehensive evaluation of ChatGPT’s influence on academic writing. The findings reveal that while ChatGPT can offer valuable support by assisting with generating ideas, improving language fluency, and enhancing productivity, it also presents challenges related to reliance, plagiarism, and potential erosion of writing skills. The paper discusses the ethical considerations associated with the use of ChatGPT and proposes strategies to maximize its benefits while mitigating its drawbacks. Overall, this review contributes to the ongoing discourse on the integration of artificial intelligence tools in academic writing and provides insights for educators, researchers, and students in navigating the complex landscape of technology-assisted writing.
آموزش از دور
Amir Karimi
Abstract
This study aims to examine the development, research productivity, citation patterns, collaboration networks, and major research themes in educational research in the Middle East during 2019–2024. A bibliometric and scientometric analysis was conducted using data retrieved from the Scopus database. ...
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This study aims to examine the development, research productivity, citation patterns, collaboration networks, and major research themes in educational research in the Middle East during 2019–2024. A bibliometric and scientometric analysis was conducted using data retrieved from the Scopus database. The search strategy employed education-related keywords and included publications addressing educational issues within the socio-cultural contexts of Middle Eastern countries. The initial search identified 8,197 publications, from which 496 highly cited articles were selected for detailed analysis. Bibliometric analyses were used to examine publication trends, citation patterns, author and institutional contributions, collaboration networks, and prominent research themes. The findings reveal a substantial decline in educational research output over the study period, from a peak of 127 publications in 2020 to 10 publications in 2024. This decline raises concerns about the sustainability of educational research and investment in the region. King Saud University and Qatar University were among the most prominent institutional contributors. Analysis of the highly cited publications also highlights the growing importance of technology integration, educational responses to global events, and collaboration among researchers and institutions. Multi-country publications demonstrate the potential for regional and international collaboration to facilitate knowledge sharing and innovation in addressing educational challenges. Overall, the findings suggest the need for policymakers, universities, and research stakeholders to strengthen research support, reassess educational research priorities, and promote interdisciplinary and cross-national collaboration to revitalize educational research in the Middle East and enhance the region’s contribution to global knowledge production.
آموزش از دور
Roya Tandorost; Farnoush Ahangaran; Aram Pouyan
Abstract
Blended language instruction (BLI) constitutes an approach that integrates online materials into in-person courses and is likely to ameliorate learners’ engagement and motivation owing to its provision of personalized language learning opportunities. The present study examined the impacts of BLI ...
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Blended language instruction (BLI) constitutes an approach that integrates online materials into in-person courses and is likely to ameliorate learners’ engagement and motivation owing to its provision of personalized language learning opportunities. The present study examined the impacts of BLI on EFL learners’ vocabulary knowledge, Self-Regulated Language Learning (SRLL), and Foreign Language Classroom Anxiety (FLCA). To this end, the researchers used an explanatory mixed-methods design to conduct the study. Accordingly, they selected 44 female EFL learners in two intact classes of a language institute as the participants and took advantage of pretests, BLI treatment sessions, and posttests to gather the quantitative data. In addition, semi-structured interviews were used to collect qualitative interview data on the participants’ perspectives on BLI. Independent and paired-samples t-tests along with MANOVA test were used in quantitative data analysis. Moreover, thematic analysis was used to analyze the interview data. The results indicated that BLI ameliorated the participants’ vocabulary acquisition and SRLL and relived their FLCA. Additionally, the participants’ had favorable perspectives on this approach. The study expounds on the implications of the results in foreign language contexts.
آموزش از دور
Hamid Ahmadi-Hedayat; Morteza Golshani Gahraz; Zahra Samari Ebrahimzadeh
Abstract
With the rapid expansion of digital technologies and the rising adverse consequences of unconventional digital space usage, digital minimalism has emerged as a vital skill for student-teachers. The present study was conducted to investigate the factors influencing digital minimalism among student-teachers ...
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With the rapid expansion of digital technologies and the rising adverse consequences of unconventional digital space usage, digital minimalism has emerged as a vital skill for student-teachers. The present study was conducted to investigate the factors influencing digital minimalism among student-teachers from the perspective of experts. This study utilized a qualitative approach and the grounded theory method. The statistical population consisted of all academic experts (specialists in educational technology and psychology) in Alborz Province during the 2025–2026 academic year. Sampling was performed using a purposive criterion-based method and guided by the principle of theoretical saturation; ultimately, 20 academic experts participated in semi-structured interviews. Data were analyzed using Strauss and Corbin’s (2008) three-stage coding process, which includes open, axial, and selective coding. To validate the research, Lincoln and Guba’s (1985) four criteria—credibility, transferability, dependability, and confirmability—were applied. The results indicated that, from the perspective of academic experts, several factors serve as drivers of digital addiction (the antithesis of digital minimalism), including personal/internal factors, family factors, social/peer factors, the addictive design of applications, and a lack of proper education and cultural cultivation. Furthermore, strategies such as self-awareness and personal management, organizing and decluttering the digital environment, strengthening non-digital relationships and activities, and education/cultural cultivation can foster digital minimalism. These findings can serve as a foundation for expanding digital minimalism to promote the balanced, purposeful, and healthy use of technology.
آموزش از دور
Reza Vala; Nastaran Allahdini; Mehran Farajollahi; Mahbobeh Abdollahi
Abstract
This study aims to delineate the features and components of an explicit curriculum centered on blended learning in junior high school. The research methodology is mixed-methods (qualitative-quantitative). Alongside document analysis, thematic analysis using MAXQDA12 software was used to discern aspects ...
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This study aims to delineate the features and components of an explicit curriculum centered on blended learning in junior high school. The research methodology is mixed-methods (qualitative-quantitative). Alongside document analysis, thematic analysis using MAXQDA12 software was used to discern aspects and components. The statistical population for this study comprised all faculty members holding the rank of assistant professor or higher in the domains of educational management, higher education management, and educational technology, along with managers from the Ministry of Education, following the completion of 21 theoretical saturation interviews. Ultimately, fundamental, organizational, and extensive themes were derived. In the quantitative portion, the structural equation modeling technique was used to assess the influence and prioritize the dimensions and components. Semi-structured interviews identified eight dimensions: educational and training objectives, educational content and structure, teaching methodologies and strategies, assessment and progress measurement, the role of the educator and trainer, organization of learning time and environment, learning resources and facilities, and communication and participation in education. Eighteen components (organizing themes) were identified for the explicit curriculum centered on blended learning in junior high school. The researcher-developed questionnaire revealed that the educational content and structure dimension, with a coefficient of 0.728, has the most significant influence on the explicit curriculum using blended learning in junior high school.
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; Vahid Jamalzadeh Naghneh
Abstract
T R A C T The prevalence and expansion of the use of online tests in all universities, especially in Payam Noor University, and the experience of using online tests during the Corona situation, raised the need to investigate strategies to reduce cheating in this type of test. Therefore, the aim of this ...
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T R A C T The prevalence and expansion of the use of online tests in all universities, especially in Payam Noor University, and the experience of using online tests during the Corona situation, raised the need to investigate strategies to reduce cheating in this type of test. Therefore, the aim of this research was to investigate methods to reduce cheating in online tests at Payam Noor University, Isfahan Province. A qualitative research method of content analysis was used. The study area included all students studying and professors at Payam Noor University, Isfahan Province in the second semester of the academic year 2021-2022. Using a purposive sampling method of criterion-based type and until theoretical saturation was reached, 26 students and 12 professors were selected as samples. The data collection tool was a semi-structured interview. The data analysis method was carried out using the "Attride-Stirling" method with MAXQDA 2020 software. The findings indicated 143 basic themes, 9 organizing themes, and 4 overarching themes from the students' perspective and 166 basic themes, 14 organizing themes, and 5 overarching themes from the professors' perspective. The research findings showed that the strategies for reducing cheating in online exams from the professors' and students' perspectives include "solutions for changing the professors' educational design," "technological solutions," "solutions related to the system structure of the exam," "institutional-level solutions," and also the distinguishing feature of the professors' perspective towards students was "students' self-management solutions.".
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.
