https://idej.journals.pnu.ac.ir/ Iranian Distance Education Journal en daily 1 Wed, 01 Jan 2020 00:00:00 +0330 Wed, 01 Jan 2020 00:00:00 +0330 https://idej.journals.pnu.ac.ir/article_6440.html This study aimed to identify effective factors to the development of blended learning from the perspective of faculty members of PNU. For this purpose, after the study of contemporary research findings, effective factors to the development of blended learning were divided in five groups of structural, planning, information systems, nature and workplace and support factors for each of these components were determined. In order to assess the effective factors to the development of blended learning from the perspective of faculty members, a researcher-made questionnaire was designed. The questionnaire was with 40 questions using a Likert scale. Its validity was confirmed through content validity and its reliability through Cornbrash's alpha (α=91%). After determining the sample size using Morgan table by simple random sampling, questionnaires were distributed to faculty members. The research findings were analyzed using exploratory and confirmatory factor analysis. To analyze the data, SPSS and LISREL softwares were employed. Results indicate that among the identified factors, the most important and influential factors to the development of blended learning from the perspective of administrators was related to structural factors. https://idej.journals.pnu.ac.ir/article_12677.html 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). https://idej.journals.pnu.ac.ir/article_12680.html 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. https://idej.journals.pnu.ac.ir/article_12684.html 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. https://idej.journals.pnu.ac.ir/article_12685.html 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. https://idej.journals.pnu.ac.ir/article_12723.html 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. https://idej.journals.pnu.ac.ir/article_12714.html 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. https://idej.journals.pnu.ac.ir/article_12715.html 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. https://idej.journals.pnu.ac.ir/article_12718.html 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 https://idej.journals.pnu.ac.ir/article_12719.html 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. https://idej.journals.pnu.ac.ir/article_12720.html 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. https://idej.journals.pnu.ac.ir/article_12721.html 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. https://idej.journals.pnu.ac.ir/article_10175.html The present study aims at investigating the efficacy of blended learning in distance education on educational performance of 7th secondary school students in the lesson of art in Gonabad city in the educational year of 2016-2017. The research method is quasi experimental with post-test, pre-test and control group. The statistical population consists of all female students in the 7th grad secondary school in Gonabad city who were studying in the educational year of 2016-2017. The research sample was 58 participants selected through available sampling and assigned in two experimental and control groups who were homogeneous based on educational achievement. The experimental group was given instruction in blended learning system and the control group was under traditional teaching style. The pre-test of educational performance of the lesson of art was performed on both experimental and control groups and after 12 instruction sessions in blended learning style to experimental group, the post-test of educational performance in art was administered among both groups. The results were analyzed using Covariance Analysis in SPSS software. The findings indicate that the educational performance of experimental group in Iranian painting, designing applicable objects based on fruit and flower patterns, new ideas and new pattern of objects, and educational performance in regular design textures have been enhanced and there was a significant difference between educational performance of experimental and control groups in art lessons with a higher achievement of experimental group. https://idej.journals.pnu.ac.ir/article_6884.html https://idej.journals.pnu.ac.ir/article_8751.html The current study explored the effects of a personalized reading software program designed based on language learners’ learning style on the development of their reading comprehension. Forty Iranian K-9 students were selected through convenience sampling and were assigned into control (n=20) and experimental (n=20) groups. Both groups’ entry level of English reading proficiency was assessed by reading paper of Cambridge A2 Key exam. Reading was taught to both groups for 10 sessions using a researcher-developed software program. The experimental group used the reading software designed based on users’ cognitive profile (visual, auditory and kinesthetic) with customized instructional scenarios. The control group used a version of the same software that did not include any user-tailored teaching materials. Both groups took part in reading paper of A2 Key again at the end of the experiment. The data were analyzed using One-way Analysis of Covariance (ANCOVA). The results revealed a significant difference between participants’ reading comprehension at the end of the experiment in favor of the experimental group. The finding highlighted the role of learners’ diversity in the success of computer-assisted learning environments, and has certain implications for software developers and language pedagogues. https://idej.journals.pnu.ac.ir/article_8752.html The importance of mathematics is common knowledge, and teachers have always been concerned with teaching this subject correctly and efficiently. For this reason, teaching mathematics should be given special attention, and even the base and frameworks should be provided for online teaching of this subject. This study aims to introduce mathsframe.co.uk as a platform for online teaching of mathematics. The present study tried to turn the challenges facing online mathematics teaching into opportunities for better instruction. The method of research was descriptive and a case study (in-depth). The facilities and games of the website were divided into categories of Most popular free mathematics games, Tablet friendly games, Word problems, Using a calculator, Money, Sorting and classifying, National curriculum, Addition and subtraction, Fractions, decimals and percentages, Measuring and time, Partitioning, place value and rounding, Latest mathematics games, Multiplication and division, Ordering, comparing and reading numbers, Geometry, Statistics and ITPs. There are games and options in these categories which are suitable to teach and exercise subjects like money, reading and working with different types of charts, numbers divisible to a certain number and prime numbers, decimals, measuring angles, numbers axis, exercising and learning different math operations, multiplication table, comparing numbers, showing the number of shapes and categories, counting numbers, place value chart, measuring volume, ratio, possibility, fraction, the method of transferring numbers in technical addition and subtraction, symmetry, measuring mass and temperature, coordinates, clock, working with a ruler, volume and perimeter. Many math instruction games and options complementary to teachers' teaching are free, and there is no need for signing up, entering information or paying a fee; but a basic knowledge of English is required for teaching or exercising elements of the categories.   https://idej.journals.pnu.ac.ir/article_8753.html The purpose of this study was to identify and analyze the macro requirements of online education with emphasis on the corona pandemic. The method of this research is both qualitative and quantitative. To conduct this research, in addition to the documentary study, the content analysis technique with MAXQDA12 software was used to identify the dimensions and indicators and to determine the share of each factor, the confirmatory factor analysis method of smart pls3 software was used. The statistical qualitative population in this study was among all experts in the field of educational management and governmental and higher education, which was conducted after 17 saturated interviews. In the quantitative section, all faculty members of Tehran universities were selected according to Morgan's table, which 353 samples were selected by simple random method. Eventually, 7 dimensions and 41 indicators were identified. The structural equation method of smartpls3 software was used to draw the pattern.  The results showed that the dimensions of Social and cultural requirements (0.874), Infrastructure requirements (0.872), Educational and research requirements (0.796), Policy and strategic requirements (0.791), Financial and economic requirements (0.779), Legal requirements (0.779) and Managerial and organizational requirements (0.694), have the most important roles in the macro requirements of online education based on the Corona pandemic. https://idej.journals.pnu.ac.ir/article_8754.html Determining a qualified teaching method in writing has always been a controversial issue as a multitude of researchers have debated its effectiveness in improving Learners’ accuracy in writing. This study examines the background of this debate and looked at previous major studies on this issue. Due to the limitations and pitfalls of sheltered and reciprocal teaching procedures, this study was to inquire whether the integration of reciprocal and sheltered teaching approaches would influence students’ performance in writing and find out if the approach could impress the learners’ self-efficacy as well. Three groups of pre-intermediate EFL students took part in this research. 68 male and female participants in one experimental and two control groups established the subjects of the study. The experimental group worked on the integration of reciprocal and sheltered approaches in writing and self-efficacy. The results reveal the positive effect of integration of reciprocal and sheltered approaches on the writing performance of the subjects in the EG. Moreover, the selected procedures could lead to learners’ self-efficacy development. Finally, the achievements of this study contributed to an understanding of the type of teaching approach which is most appropriate for pre-intermediate students. As the integration of strategic responses to texts is regarded an efficacious way in comprehension, reciprocal teaching appears to be one of the best approaches to reading and writing [7]. This strategy can be so effective in EFL classes where the students are exposed to English only at class time. Sheltered English instruction is often applied in ESL (English as a second language) programs with sheltered content courses (e.g., sheltered chemistry, sheltered U. S. history), newcomer programs, transitional bilingual education, developmental bilingual education, dual-language programs, and two-way immersion programs. Sheltered instruction appears in classes that consist of only English language learners and in classes of both ELLs and native English-speaking students. The sheltered approach is also used in many foreign language classes in the United States. https://idej.journals.pnu.ac.ir/article_8755.html Given the growing importance of the use of novel technologies, especially in the field of education, and with regard to the necessity of learning the use of e-learning by community members, specifically students, the present study aimed to evaluate the role of critical thinking disposition and academic self-efficacy in the acceptance of e-learning by students. This was a descriptive survey research, and the statistical population (n=1289) included tenth-grade male students in experimental sciences and mathematics disciplines in Mashhad, Iran. In total, 288 students were selected by cluster sampling method and based on the Morgan table. Data were collected using Morgan and Jing Academic Self-Efficacy Scale (MJSES) (1999), Ricketts' Critical Thinking Disposition Questionnaire (2003), and Technology Acceptance Model by Davis and Bagozzi (1989). Notably, the instruments had confirmed validity and reliability. Data analysis was performed in SPSS version 20 using Pearson’s correlation coefficient and stepwise regression. The research question was “do critical thinking disposition and academic self-efficacy play a role in acceptance of e-learning by tenth-grade male students in experimental sciences and mathematics disciplines?” According to the results, critical thinking disposition and academic self-efficacy significantly predicted students’ acceptance of e-learning. In fact, the variable of critical thinking disposition had a share of 0.068 in the amount of acceptance of e-learning in a significant way and based on the standardized beta coefficient. Therefore, this concept can be used as a predictor of e-learning acceptance. Therefore, it is suggested that these skills be reinforced in students by families, principals, teachers and educational authorities to improve the acceptance of new educational innovations and enhance students’ academic achievement. https://idej.journals.pnu.ac.ir/article_8756.html The present article aimed at recognizing the barriers of E-leaning in front of Tabriz Payame Noor university students and providing a model. The statistical society was Tabriz Payame Noor university students during 2018-2019; among them, 384 students were selected in the random classified way through the Cochran formula. The researcher`s self-made questionnaire was used as the instrument of the study with content validity and 0.84 reliability was gained through Cronbach’s alpha technique. The data were analyzed through SPSS software; through exploratory factor analysis six indexes of 1. Lack of skills and continuous communication, 2. Lack of motivation, 3. Inaccessibility to the technology, 4. The inability of learning through media, 5. Lack of online group conversation, and 6. Lack of aligned issues with success in E-Learning as the barriers of E-learning for students. The model of E-learning barriers was designed too. The obtained results of the Friedman ranking test revealed that due to the lack of skills and continuous communications between students and professors of the university; this factor was the most important barrier in the process of university students’ E-learning. https://idej.journals.pnu.ac.ir/article_8757.html Introduction: Endotracheal intubation, as one of the most important methods of airway management, is of great importance and can lead to saving the patient's life. Hence, the training of this skill is highly considered. The present study aimed to design an educational simulator software in this field and to determine its impact on improving the performance of undergraduate students of anesthesia in Tehran University of Medical Sciences. Methods: In this experimental study, 17 undergraduate anesthesia students were selected from Tehran University of Medical Sciences in the second semester of 96-97 (2017-18) and randomly divided into control and intervention groups. The control group was evaluated without any intervention, while the intervention group was evaluated after receiving the simulated content and its reviewing several times in the skill lab. The data were collected by a demographic questionnaire and a validated and relied evaluation checklist. The scores of both groups were evaluated using the SPSS-22 software, descriptive statistics (absolute and relative frequency, mean and standard deviation), and t-test, in order to determine the effectiveness of the simulator in improving the performance of anesthesia students in this regard. Results: The results indicated that the average score of students' performance in patient preparation for intubation was (22.22±10.17) and (36.75±6.78) in the control and intervention groups, respectively, indicating a significant difference (P=0.004). In addition, the average score of students' performance in laryngoscopy skill was (24.09±9.02) and (41.16±12.1) in the control and intervention groups, respectively, which was a significant difference (P=0.008). Finally, the average total score of students' performance in patient preparation for intubation and improvement of laryngoscopy skill was (48.67±20.09) and (78.50±17.78) in the control and intervention groups, respectively, indicating a significant difference (P=0.006). Conclusion: Based on the results, the use of computer-based simulator could improve students' performance in patient preparation for intubation and improvement of laryngoscopy skill by up to 50%. Therefore, this method can be used as a complementary training method to improve the students’ performance in similar clinical skills in medical sciences.. https://idej.journals.pnu.ac.ir/article_8758.html This study aimed to identify effective factors to the development of blended learning from the perspective of faculty members of PNU. The method was descriptive and survey research.  Sample size was determined 198 using Morgan table by simple random sampling. For this purpose, after the study of contemporary research findings, effective factors to the development of blended learning were divided in five groups of structural, planning, information systems, nature and workplace and support factors for each of these components were determined. In order to assess the effective factors to the development of blended learning from the perspective of faculty members, a researcher-made questionnaire was designed. The questionnaire was with 40 questions using a Likert scale. Its validity was confirmed through content validity by Education specialists and its reliability through Cornbrash's alpha (α=91%). After determining the sample size, questionnaires were distributed to faculty members. The research findings were analyzed using exploratory and confirmatory factor analysis. To analyze the data, SPSS and LISREL soft wares were employed. Results indicate that among the identified factors, the most important and influential factors  to the development of blended learning from the perspective of faculty members was related to structural factors. https://idej.journals.pnu.ac.ir/article_8759.html The flipped classroom is one of the new approaches to learning and innovative teaching methods worldwide. Given the conditions created in the Corona pandemic and the production of the initial content of many courses, a practical experience of holding a flipped class is examined. Accordingly, the present analysis aims at assessing perceptions, experiences, quality of participation, learning performance and student satisfaction with in a flipped classroom. 18 students participated from the field of electrical engineering in this case study. The data were analyzed using statistical methods of one-sample t-test, Pearson correlation, regression coefficient, and SPSS software. The results revealed that students' access to information and resources and teachers' support and motivation significantly affected students' satisfaction. Furthermore, access to information and resources and teacher support and motivation significantly affected student-perceived learning outcomes. Finally, supporting students' participation and collaboration with each other in flipped classroom also had a significant effect on their satisfaction and perceived learning outcomes. The knowledge gained by students during the class had a significant impact on students' satisfaction and perceived learning outcomes.   https://idej.journals.pnu.ac.ir/article_8760.html Virtual education will be an effective educational system in students' effective learning during the corona and post-corona outbreaks, So the research method is quantitative, applied and descriptive-survey. The study population was all teachers of exceptional schools in Guilan province with a population of 690 people who were selected as a sample using systematic random sampling method. Data were collected through a researcher-made questionnaire. The validity of the questionnaire was confirmed by consulting experts from exceptional education in Guilan province and some university professors. To evaluate the reliability, a pretest was performed and a Cronbach's alpha of 0.92 indicated the reliability of the questionnaire. Virtual education challenges were analyzed through R-type exploratory factor analysis technique. Findings showed that the four infrastructural-technical and economic challenges, content and evaluation, cultural-social and organizational-managerial challenges explained 64.93% of the total variance and the main effective challenges in education Virtual schools in exceptional schools of Guilan province are from the perspective of teachers. Given the importance of overcoming these challenges, more interaction with knowledge-based companies, upgrading a SHAD educational network, effective interaction with telecommunication networks to strengthen the speed and bandwidth of the Internet, design and operation of the system Counseling, experience sharing webinars, parent briefings, and student support charities are recommended.E-learning.   https://idej.journals.pnu.ac.ir/article_12137.html 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.