scientific-research
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).
scientific-research
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.
scientific-research
آموزش از دور
nafise rafiei; وحید جمال زاده نقنه
Abstract
رواج و گسترش به کارگیری آزمون های آنلاین در تمامی دانشگاه ها و به ویژه در دانشگاه پیام نور و تجربه استفاده از آزمون های آنلاین در شرایط کرونا، ضرورت بررسی راهکارهای کاهش ...
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رواج و گسترش به کارگیری آزمون های آنلاین در تمامی دانشگاه ها و به ویژه در دانشگاه پیام نور و تجربه استفاده از آزمون های آنلاین در شرایط کرونا، ضرورت بررسی راهکارهای کاهش تقلب در این نوع آزمون را مطرح نمود. بنابراین هدف این پژوهش، واکاوی روش های کاهش تقلب در آزمون های آنلاین در دانشگاه پیام نور استان اصفهان بود. روش پژوهش کیفی از نوع تحلیل مضمون انجام شد. حوزه مورد مطالعه شامل کلیه دانشجویان مشغول به تحصیل و اساتید دانشگاه پیام نور استان اصفهان در نیمسال دوم سال تحصیلی 1401-1400 بود. با استفاده از روش نمونه گیری هدفمند از نوع ملاک محور و تا رسیدن به اشباع نظری تعداد 26 دانشجو و 12 استاد به عنوان نمونه انتخاب شدند .ابزارجمع آوری اطلاعات مصاحبه نیمه ساختار یافته بود. شیوه تجزیه و تحلیل داده ها به روش «آتراید- استرلینگ» با نرم افزار MAXQDA 2020 انجام شد. یافته های حاصل بیانگر 143 مضمون پایه، 9 مضمون سازمان دهنده و 4 مضمون فراگیر از دیدگاه دانشجویان و 166 مضمون پایه، 14 مضمون سازمان دهنده و 5 مضمون فراگیر از دیدگاه اساتید بود. یافته های پژوهش نشان داد که راهکارهای کاهش تقلب در آزمون آنلاین از دیدگاه اساتید و دانشجویان عبارتند از«راهکارهای تغییر در طراحی آموزشی اساتید»، «راهکارهای فناورانه»، «راهکارهای مربوط به ساختار سامانه ای آزمون»، «راهکارهای سطح نهادی» و همچنین وجه تمایز دیدگاه اساتید نسبت به دانشجویان«راهکارهای خودراهبری دانشجویان» بود.
scientific-research
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.
scientific-research
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.
scientific-research
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.
scientific-research
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.
scientific-research
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
scientific-research
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.
scientific-research
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.
scientific-research
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.
