آموزش از دور
Mojdeh Kiani
Abstract
The conditions of the corona virus forced online education with LMS (learning management system). The main purpose of this research is to investigate the desirability of the quality of electronic education of Payam Noor University from the students' point of view of ISFAHAN LMS. The current research ...
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The conditions of the corona virus forced online education with LMS (learning management system). The main purpose of this research is to investigate the desirability of the quality of electronic education of Payam Noor University from the students' point of view of ISFAHAN LMS. The current research is a survey. The research tool was the USELEARN questionnaire and the checklist of the National Learning Association website. The statistical population includes all students who were studying at the Bachelor's degree and Master's degree (LMS) in the 2023 at Payam Noor University through electronic education. The simple random sampling method was used. The sample size was 384 students.Benson et al.'s and Salmon's models have been used to evaluate the quality indicators and components of Payam Noor University's electronic education. The average values of the ratings showed that the indices of "Professor", Information Technology" and "University Support" had the highest average and the most importance, and the index of "Contextual Factors" had the least importance. Based on the ratio test, the factors "teacher ", "electronic interaction” and “Access to facilities” are desirable factors.”University support and support" has been evaluated as a low desirability. There is a significant difference between the evaluations of the desirability of the quality of e-learning indicators and gender.Multivariate regression analysis showed that among the independent variables entered into the equation, the variables of the “Electronic lesson score”, “The teacher's interest and friendly behavior toward all students”, “Inviting students to use electronic education”, “Evaluation of face-to-face training” and” Ease of use of electronic education system” have the greatest impact on evaluating the desirability of electronic education that could explain 73% of the variance of the changes related to the dependent variable. The variables have been able to explain 73% of the variance of changes related to the dependent variable.
آموزش از دور
Amir Sarkeshikian; Seyed Abdolmajid Tabatabaee Lotfi; Mohammad Noroozi
Abstract
Dynamic assessment (DA) is an effective strategy to combine teaching and testing and it is even more enjoyable through digital devices such as computer and moblie devices. The purpose of the current study was to investigate whether the effect of interventionist dynamic assessment through WhatsApp, Bigbluebutton, ...
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Dynamic assessment (DA) is an effective strategy to combine teaching and testing and it is even more enjoyable through digital devices such as computer and moblie devices. The purpose of the current study was to investigate whether the effect of interventionist dynamic assessment through WhatsApp, Bigbluebutton, and face to face classes had significant impacts on English as a foreign language (EFL) learners’ learning of grammar. The participants of this quasi-experimental study were seventy-five male intermediate EFL learners studying English in one of the English language institutes in central Iran. Three intact pre-intermediate level classes were chosen based on non-random convenience sampling and assigned to the three groups of WhatsApp, Bigbluebutton, and traditional group. The instruments that were used in this study were the Oxford Quick Placement Test (OQPT) and a multiple-choice grammar test. Over the course of six sessions, all three groups received interventionist DA strategies in teaching countable and uncountable nouns and determiners. The results of statistical data analysis showed that all three groups had significantly progressed over the study since there was significant difference between the pretest and posttest scores of each group. However, no statistically significant differences were found among the three groups’ means on the posttest of grammar. The findings have implications for language teachers and researchers of second language acquision.
آموزش از دور
Rogheyeh Khalili shahabi; Isa Barghi
Abstract
The aim of the current research was the pathology of the virtual evaluation system in the elementary school. The current research is applied in terms of purpose and descriptive in terms of survey type. The population of this research included all primary school teachers in Miandoab city in the academic ...
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The aim of the current research was the pathology of the virtual evaluation system in the elementary school. The current research is applied in terms of purpose and descriptive in terms of survey type. The population of this research included all primary school teachers in Miandoab city in the academic year of 2019-1400. Using proportional stratified random sampling method and using Morgan and Karjesi table, the sample size of 201 teachers was determined. A researcher-made questionnaire was used to collect data. The face validity of the questionnaire was confirmed by experts and professors of the Department of Educational Sciences. Descriptive statistics (frequency, mean and standard deviation, variance, etc.) and inferential statistics (one-sample t-test) were used to analyze the data. The data was analyzed using spss22 software. The results of the research indicated that the items (attention to the correlation of evaluation methods with general goals and behavior, the level of student readiness to enter electronic courses in evaluation, the way the teacher interacts with managers, other teachers, staff and knowledge students in the evaluation of the virtual environment, the level of knowledge and skills in the evaluation of virtual education) are management aspects in the pathology of virtual evaluation of the primary course; and cases (the need for hardware and software and web browsers in evaluation; the possibility of adding evaluation methods by the teacher; taking advantage of digital media and resources in evaluation; adapting the technological architecture to the evaluation schedule of the course; using educational tools for student evaluation; use of technical standards to share questions, assignments and feedback in evaluation) are the aspects of electronic technology in the pathology of virtual evaluation of the primary course; and issues (the extent of using inter-curricular questions for self-testing and encouraging content learning in evaluation; paying attention to setting the structure of each lesson and dividing it into sections of introduction, content, assignments and evaluation; integrating curriculum and electronic environment tools in virtual education in evaluation; the degree of participation of students' knowledge in the learning process in evaluation;
آموزش از دور
zahra khademi Astaneh; Jafar Namvar
Abstract
The purpose of study is Identifying the factors affecting the establishment of "quality culture" and effective factors in the quality of virtual education of Farhangian University.The research method was a two-stage combined exploratory exploration. In the qualitative section, using a semi-structured ...
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The purpose of study is Identifying the factors affecting the establishment of "quality culture" and effective factors in the quality of virtual education of Farhangian University.The research method was a two-stage combined exploratory exploration. In the qualitative section, using a semi-structured interview technique, 23 academic and thematic experts were interviewed in a purposeful manner from educational and research centers and the research method in the qualitative part is foundational data theorizing, which seeks to create a theory, model and pattern (Sharmaz, 2007: 462),. A descriptive-survey method has been used in the quantitative part. To analyze the data in order to evaluate the fit of the proposed model from confirmatory factor analysis and structural equation modeling technique by using Smart PLS software. In the quantitative part of research, the initial structure of questionnaire which was compiled with 136 items, in the initial study among five quality monitoring and evaluation experts at Farhangian University. The information obtained from the examination the indicators of each of dimensions and indicators of the quality culture using the criteria of the absolute magnitude of the factor loadings, T-statistics and R2, it should be said that all the items have a suitable factor loading (above 0.7) on the related variable. And these factor loadings were significant at 0.05 and 0.01 levels. In other words, the value of t associated with each factor load is greater than its critical value (1.96) at the 0.05 level and (2.58) at the 0.01 level. Then, in the quantitative section, 389 faculty members and non-faculty members were selected by multi-stage cluster sampling and answered the questionnaires. Findings from first and second confirmatory factor analysis showed that culture quality of factors; "Structural / managerial elements"(0.388), "Cultural/ psychological elements" (0.248), "Leadership" (0.500), "Communication" (0.584), "Trust"(0.457), "Commitment"(0.150) and responsibility"(0.528),"Participation"(0.176), "Empowerment"(0.312), "Infrastructure reform"(0.161), "Results of quality culture"(0.458) has been formed and its native model has a suitable structural validity for establishment in Farhangian University. As a result, it can be said that the structural model under study is of good quality and the observed values are well reconstructed and the model has a good predictive ability.
آموزش از دور
shiva soltani; Ahmad Mohseni
Abstract
Abdelaziz and Zehmi (2020) reported that “pictures, videos and PowerPoint presentations with interactive practice activities served as motivating and stimulating factors in delivering the lessons” (p.16). To examine other potentials of visual tools, we used animated educational GIFs (graphics ...
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Abdelaziz and Zehmi (2020) reported that “pictures, videos and PowerPoint presentations with interactive practice activities served as motivating and stimulating factors in delivering the lessons” (p.16). To examine other potentials of visual tools, we used animated educational GIFs (graphics interchange format) as the educational intervention based on strategies suggested by the computer-assisted nonlinear dynamic approach (CANDA) to test their efficacy in developing learners’ grammatical proficiency. To this end, mixed methods research was used to concurrently triangulate different strands of data on the effects of educational GIFs on grammatical proficiency among randomly sampled adolescent and adult participants. The interpretations were made based on methodological triangulation of QUAN + QUAL data and running one-way ANOAV. Pedagogical implication of the study confirms the efficacy of animated educational GIFs as a tool to enhance learners’ grammatical proficiency in mastering progressive tenses (present, past, and future).
آموزش از دور
akbar jadidi mohammadabadi; Mohammadreza Sarmadi; zohre esmaily; Marjan دMasoomifard
Abstract
Introduction: The purpose of this study is to identify MOOC ethical features of Courses & Online MOOC courses in higher education. Methods: This study was designed as embedded mixed model research to provide a better understanding of the research problem. Throughout this research, both the heuristic ...
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Introduction: The purpose of this study is to identify MOOC ethical features of Courses & Online MOOC courses in higher education. Methods: This study was designed as embedded mixed model research to provide a better understanding of the research problem. Throughout this research, both the heuristic inquiry method and the questionnaire method were applied to obtain and analyze the data. At the primary stage, ethical features of Courses & Online MOOC courses were identified. The content analysis method was used for qualitative data, and for quantitative data, both weighted mean and Friedman test were used. The statistical population in the qualitative section of the study includes the electronic resources related to the research subject and, in the quantitative section, 60 distance education experts in the field of planning in virtual learning environments and virtual universities so that 36 of these experts were voluntarily selected as the study sample. Results: Content analysis results showed 4 dimensions and 16 criteria. The evaluation results of the experts also showed that interacting with the global network, the ease of online interactions with learners and other organizations, and the possibility of receiving electronic assignments or workbooks during the course, are regarded as the most important ethical characteristics of Courses online MOOC courses; security and privacy of individuals ought to be considered in their interactions, observance of the principles related to confidentiality with regards to the files or marks, with other participants through emails, chats, forums, etc.Conclusions: In these courses, the features of online courses and openness for enrollment are emphasized and predominant. Therefore, there is no need to get involved in new ethical features. Since the maximum current size of online classes is 60 students, various factors of these indicators such as learner agents, instructive organization, content, and teaching and learning environment ought to be accurately studied. Given that the capacity of learners may reach the limit of hundreds and thousands, the kind of considered ethics should be beyond the procedure implemented for online classes.
آموزش از دور
Mehdi mahmodi; Marjan Masoumi Fard
Abstract
This study aimed to examine the effect of educational software on 3rd-grade elementary-school students’ mathematical problem-solving skill. This was a quasi-experimental, pretest-posttest, controlled study. The statistical population comprised all 3rd-grade elementary-school male students in District ...
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This study aimed to examine the effect of educational software on 3rd-grade elementary-school students’ mathematical problem-solving skill. This was a quasi-experimental, pretest-posttest, controlled study. The statistical population comprised all 3rd-grade elementary-school male students in District 4 of Karaj (Iran) in the academic year 2018-2019. A sample was selected via convenience sampling, and the participants were randomly assigned to two experimental and control groups (20 each). On pretest, two tests of “numerical analysis” and “attention and concentration” (Wechsler test) and a researcher-made problem-solving skill test were administered. Then, the experimental group received eight 40-minute sessions of software training, while the control group received the class’s routine education. Finally, both groups took the posttest. The data were analyzed via univariate analysis of covariance and independent samples t-test. After the experimental intervention, the two groups demonstrated a significant difference (p < 0.001) at three levels of “problem-solving speed”, “attention and concentration”, and “numerical analysis”. The two groups also showed a significant difference at the level of “problem-solving strategy identification” (p < 0.05). Accordingly, the role of educational media, and especially educational software, can be highlighted in promoting students’ learning and mathematical problem-solving skill.
آموزش از دور
Amir Mohammad Kadkhoda; Fatemeh Ahmadi; Farideh Hamidi; Farzaneh Nowroozi Larki
Abstract
This study is investigated the effectiveness of science education with STEM approach, in a combined (face-to-face and virtual) method, on problem solving skill of the students of the middle school in the topic of energy. This research is a semi-experimental and pre-test-post-test type with the control ...
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This study is investigated the effectiveness of science education with STEM approach, in a combined (face-to-face and virtual) method, on problem solving skill of the students of the middle school in the topic of energy. This research is a semi-experimental and pre-test-post-test type with the control group. The statistical population is all the 7th-grade male students from middle school in Tabadakan region, Mashhad 2021-2022. From this statistical population, 70 students were selected by the convenience sampling who were in two classes. One of the classes was randomly selected as the experimental group and the other as the control group. The control group received training through the traditional approach, whereas the experimental group underwent training using the STEM method. The research tool was Hepner and Patterson's (1988) standard problem solving skill questionnaire. In order to develop lesson plan with STEM approach, the proposed standard framework (STE(A)M IN INTEGRATED LEARNING SCENARIO) was used. Data from questionnaires was analyzed using SPSS, with statistical indicators calculated and normality. Also, hypotheses investigated using Kolmogorov-Smirnov tests and covariance analysis. The significant values obtained for problem-solving skill (0.033) and its subscales, including Confidence (0.022), Approach-Avoidance style (0.046) and Personal Control (0.025), indicated that the STEM approach was helpful in improving learners' learning and strengthening their problem-solving skill. Also, this study showed that students generally have difficulty learning scientific concepts and problem solving skills, but hybrid approaches such as STEM can improve educational processes and learner performance in developing countries such as Iran. Therefore, the role of STEM approach in education becomes highlighted.
آموزش از دور
Kamal nosrati heshi; mohammad azimi; mina Nosrati Koohsareh; zahra khademi Astaneh
Abstract
The purpose of the research is to investigate the seriousness of primary school students doing their homework during the CoVid-19 Pandemic and to identify challenges and solutions to overcome the problems using the lived experiences of teachers, parents and professionals. Qualitative and phenomenological ...
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The purpose of the research is to investigate the seriousness of primary school students doing their homework during the CoVid-19 Pandemic and to identify challenges and solutions to overcome the problems using the lived experiences of teachers, parents and professionals. Qualitative and phenomenological methods were used in this research. The interviewees of the research included all teachers, parents and specialists of Ardabil city in the academic year of 2022-2023. To select the participants, targeted and saturation sampling was used and 23 teachers, 25 parents and 14 specialists were selected. Data were collected using interviews with open and semi-structured questions. Validity and reliability of interviews were determined through triangulation technique, member control technique, parallel accurate information acquisition technique and researchers' self-review. The findings showed that during the CoVid-19 Pandemic, teachers used assignments that had most of the main characteristics of an ideal assignment. And in order to make it more interesting, enjoyable and to do the homework in a creative way, they implemented various methods and of course they also faced many problems which solutions were presented to overcome them. Parents also expressed their lived experiences about the seriousness of their children in doing their homework and presented solutions to solve the challenges. Next, in connection with the challenges mentioned by teachers and parents, experts were interviewed, and in order to overcome them, the experts presented different solutions and in four categories of solutions; Solutions for teachers, solutions for parents, solutions for education professionals, and solutions for students were categorized.
آموزش از دور
khadijeh noorani; mohammad Reza Moradi; Farhad Seraji; Bahman Zandi
Abstract
AbstractThe issue of culture is very important in the field of e-education. Accordingly, the purpose of present study was to investigate the learners’ cultural characteristics of e-education at PNU. The research method was descriptive and the instrument was a researcher-made questionnaire which ...
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AbstractThe issue of culture is very important in the field of e-education. Accordingly, the purpose of present study was to investigate the learners’ cultural characteristics of e-education at PNU. The research method was descriptive and the instrument was a researcher-made questionnaire which was designed based on the four dimensions of Hofstede's cultural theory. These four dimensions investigated were power distance, uncertainty avoidance versus uncertainty acceptance, masculinity versus femininity, and collectivism versus individualism. Its content validity was determined by experts and its reliability was estimated using Cronbach alpha (83%). Participants were the students of PNU in Khuzestan province, who were studying in e-education courses in the academic year 2021-2022, and 897 participants responded to the online questionnaire using the available sampling method. Mean, standard deviation and one sample t-test were used for data analysis. The results compared with the test value of number three revealed: the mean of cultural characteristics of learners in PNU students in power distance are higher than that of the society mean, and the mean of the uncertainty avoidance factors is higher than the society mean and the mean of the factors of Uncertainty acceptance is lower than the society mean, in the dimension of masculinity verses femininity in both factors, the mean is higher than the society mean, in the dimension of collectivism verses individualism, mean of the factors related to collectivism is lower than the society mean and the mean of the factors related to Individualism was higher than the society mean. The research results provide guidelines for the design and implementation of e-learning courses.
آموزش از دور
Mehrangiz Alinejad; Mahbobeh Mosaferi; Asghar Soltani
Abstract
AbstractThe present study investigated the relationship between technology acceptance, electronic assessment (e-assessment) methods and the satisfaction of students at Shahid Bahonar University of Kerman, Iran, using a descriptive-correlational design. The research population consisted of all the students ...
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AbstractThe present study investigated the relationship between technology acceptance, electronic assessment (e-assessment) methods and the satisfaction of students at Shahid Bahonar University of Kerman, Iran, using a descriptive-correlational design. The research population consisted of all the students (n = 14096) studying at Shahid Bahonar University of Kerman in the academic year 2021-2023. A sample of 387 students was selected using quota sampling. The data were collected using the Technology Acceptance Questionnaire (Teo, 2009) and two researcher-made satisfaction and e-assessment questionnaires, whose validity and reliability were estimated as 0.96 and 0.88, respectively. The collected data were analyzed using descriptive statistics and structural equation modeling (SEM). The proposed model was evaluated using a two-step approach (Anderson & Gerbing, 1988). The Baron and Kenny (1986) approach and Sobel’s test (1982) were used to test the mediating relationships in the proposed model and their significance. The results showed a positive and significant relationship between e-assessment and student satisfaction (β=0.78). There was also a positive and significant relationship between the degree of technology acceptance and student satisfaction (β=0.16), but no significant relationship was found between e-assessment and the degree of technology acceptance among the students (β=0.01). These findings imply that technology acceptance cannot play a mediating role in the relationship between e-assessment and student satisfaction at Shahid Bahonar University of Kerman. However, satisfaction acted as a mediating variable in the relationship between technology acceptance and the assessment method.Keywords: E-assessment, Technology Acceptance, Student Satisfaction, Students, University.
آموزش از دور
Zeynab Heidari; Seyed Abdolmajid Tabatabaee Lotfi; Amir Sarkeshikian
Abstract
The purpose of this study was to provide additional research to investigate the effects of mnemonic techniques and digital game-based task on teaching vocabulary to Iranian EFL students through distance education. To that end, a quasi-experimental research method with a pretest posttest non-equivalent ...
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The purpose of this study was to provide additional research to investigate the effects of mnemonic techniques and digital game-based task on teaching vocabulary to Iranian EFL students through distance education. To that end, a quasi-experimental research method with a pretest posttest non-equivalent control group design was used . The participants of the study were 75 pre-intermediate EFL learners and were chosen from among female learners. After homogenizing the participants through the Oxford Placement Test (OPT), the vocabulary knowledge test (VKS), developed by Wesche and Paribakht (1996), was used as the pretest and the posttest. For measuring the reliability of the test, it was piloted with thirty students who were similar to main sample of the study, which was found to be acceptable in terms of Cronbach’s alpha. The only difference between the pretest and posttest was the order of the items to diminish the practice effect. Then the participants were randomly divided into three equal groups of 25 (two experimental groups and one control group). During a 30-day teaching period, students in the experimental groups were taught English vocabulary using mnemonic and digital game while students in the control group were taught lessons using the traditional methods. After 7 sessions, a posttest of vocabulary was administered. Results of data analysis showed that mnemonic and digital game-based task techniques had a significant effect on teaching vocabulary to Iranian EFL students through distance education. However, no statistically significant difference was found between the effects of the two techniques. The findings of this research may have implications for EFL learners, teachers and curriculum designers.
آموزش از دور
Mohammad Ali rostaminezhad; mohsen ayati; Hassan Zabet; reza arabi
Abstract
Multi-grade classes are one of the realities of our educational system. Academic motivation is known as a challenge for educational systems in developing countries. According to the rapid advances in science and technology, the utilization of blended learning seems to solve this challenge. This study ...
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Multi-grade classes are one of the realities of our educational system. Academic motivation is known as a challenge for educational systems in developing countries. According to the rapid advances in science and technology, the utilization of blended learning seems to solve this challenge. This study aimed to investigate the effectiveness of blended learning on students' academic motivation in multi-grade classes. The study was quasi-experimental with a pre-test-post-test design with the control group. The statistical population was all students of primary multi-grade classes in Ghaen (n=2200 with 160 classes). The statistical sample was 28 multi-grade students selected using the two-stage cluster sampling method. Also, to collect data, Harter's academic motivation questionnaire was used with Cronbach's alpha of 0.92. The SPSS application and covariance test used to analyze the data. The results showed that academic motivation scores in the experimental group were more than the control group (p≤0.05, f (25.1) = 4.23). According to ETA squares, the blended approach explains 37% of the variance of academic motivation post-test scores (p<0.05, ŋ2=37%). According to the findings and the challenges of teaching in multi-grade classes, this method is not just one option but seems to be the best solution for resolving multi-grade problems.
آموزش از دور
Parvaneh Valavi; Fereydoun Tamradi Manganani; Seyyed Mansour Marashi
Abstract
The purpose of this research is to know the lived experience of Ahvaz city teachers in teaching bilingual students and it was done by phenomenological method. The research community includes all primary school teachers in Ahvaz. Sampling was done in a purposeful way and all the samples were chosen voluntarily ...
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The purpose of this research is to know the lived experience of Ahvaz city teachers in teaching bilingual students and it was done by phenomenological method. The research community includes all primary school teachers in Ahvaz. Sampling was done in a purposeful way and all the samples were chosen voluntarily from among the teachers who dealt with bilingual students. The sample size depended on data saturation, which finally included 21 people. The data collection method is a semi-structured interview. After collecting the data, it was coded and analyzed. Analyzes have been done using thematic analysis. After analyzing the experiences of participating teachers, the findings include 6 main themes and 13 sub-themes. The main themes are: non-native language, inconsistency between the language of the teacher and the learner, learner's disability and teacher's fatigue, love to teaching, communication, local language, methods. The result of the research shows that establishing a friendly relationship with children, involving students and their parents in their children's educational affairs, using educational aids suitable for the local and environmental conditions of bilingual students are more effective in their education. Also, teachers of bilingual schools should participate in classes and workshops that provide the correct methods of interaction with bilingual students and relative familiarity with their language and culture.
آموزش از دور
Joy Abosede Peter
Abstract
The landscape of education has been revolutionized by the rapid advancements in digital technology, presenting both opportunities and challenges for educators and learners. In this context, the integration of technology into teaching and learning is no longer sufficient; educators must also embrace the ...
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The landscape of education has been revolutionized by the rapid advancements in digital technology, presenting both opportunities and challenges for educators and learners. In this context, the integration of technology into teaching and learning is no longer sufficient; educators must also embrace the power of networked learning to foster knowledge construction in a connected world. This expository article introduces the innovative framework of Connective TPACK, which seamlessly combines technology, pedagogy, content knowledge, and networked learning. By exploring the key elements of Connective TPACK and its implications for education, this article aims to empower educators and learners in navigating the networked environment and constructing knowledge collaboratively. From fostering connections and collaboration to nurturing a culture of self-directed learning, the Connective TPACK Framework paves the way for authentic, global, and learner-centered education. Embracing this holistic approach enables educators to leverage technology and networked learning effectively, preparing learners to thrive in the interconnected world with confidence and agency.
آموزش از دور
Zahra Sabaghzade; Neda Fatehi Rad; Leila Anjomshoa
Abstract
Using Critical Digital Pedagogy (CDP) considering the recent technological advancements in the field of education as well as the prevalence of critical pedagogy (CP) in the World educational systems. This qualitative study aimed to uncover ELT experts’ and English literature teachers’ perceptions ...
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Using Critical Digital Pedagogy (CDP) considering the recent technological advancements in the field of education as well as the prevalence of critical pedagogy (CP) in the World educational systems. This qualitative study aimed to uncover ELT experts’ and English literature teachers’ perceptions of a technology-laden CP-based EFL teacher preparation program for the context of Iran within a basic interpretive design. A total of thirty male and female ELT experts with a PhD in TEFL who were selected through convenience sampling from among experienced university professors who had relevant research expertise in the field. They were university professors with PhD in TEFL with different years of teaching experience. To collect the data, a semi-structured interview was used. Data analysis was done by the MAXQDA. The results showed that the perceptions of ELT experts and English literature teachers were both in line with the tenets of CP and the use of technology in education. Further, it was indicated that the perceptions of ELT experts and English literature teachers of a technology-laden CP-based EFL teacher preparation program for the context of Iran were significantly different. The findings have some implications for EFL teacher education administrators, curriculum planners and educators. Key Words: Critical Pedagogy (CP), Critical Digital Pedagogy (CDP), EFL Teacher Education, Technology.
آموزش از دور
Rashed Mohammadyan; Saeid Purrustaei Ardakani
Abstract
Learning musical instruments has been rapidly popular during the past decades. However, it is faced with COVID-19 pandemic restrictions and lockdowns, which limit face-to-face music lectures. This research aims to design and develop an online instructional system named Nuance for learning musical instruments. ...
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Learning musical instruments has been rapidly popular during the past decades. However, it is faced with COVID-19 pandemic restrictions and lockdowns, which limit face-to-face music lectures. This research aims to design and develop an online instructional system named Nuance for learning musical instruments. The system performance is tested and analyzed to study the impact of the proposed system on cognitive and practical learning skills for a Persian musical instrument named Setar. This study uses a "quasi-experimental research" method for a population of 900 Setar elementary students in Sanandaj city during the 2021-2022 academic year. A convenience sampling method is used to form two homogenous groups, including control and experimental, each with 15 learners. The experimental group uses the Nuance system, while the control group receives online videos. The Shapiro-Wilk test is used to test the data normality, while one-way ANOVA and Tukey post hoc tests are used to analyze data and study the performance of the proposed system. The results show a significant difference between both the groups and support that the proposed system has a better performance for cognitive and practical music learning skills than the standard online system (P <0.05).
