scientific-research
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
scientific-research
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.
scientific-research
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.
scientific-research
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.
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