Nazila Khatib Zanjani; Mahsa Karimi
Abstract
The present research aims to identify the dimensions, components, and indicators of the functions of artificial intelligence in higher education. This study is applied in nature and qualitative in terms of data, and it was conducted using a meta-synthesis method. The study population includes all documents, ...
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The present research aims to identify the dimensions, components, and indicators of the functions of artificial intelligence in higher education. This study is applied in nature and qualitative in terms of data, and it was conducted using a meta-synthesis method. The study population includes all documents, theoretical foundations, and literature related to the functions of artificial intelligence in higher education from Iranian databases (1395-1403) and international databases (2010-2025). Non-random purposive sampling was employed, and the sample size was determined based on systematic elimination according to the PRISMA flowchart. The data collection tools included data extraction and systematic literature review, and to assess validity, a 27-item checklist based on the PRISMA model was used, while Cohen’s Kappa coefficient was employed to assess reliability. Data analysis was conducted using MaxQDA2018 software and thematic analysis method. The findings indicate that the functions of artificial intelligence in higher education encompass dimensions such as personalized learning, educational data analytics, teaching and learning support, and assessment and success prediction. The personalized learning dimension includes components such as identifying learning needs, diverse educational resources, and self-directed learning; the educational data analytics dimension comprises components such as collecting learning data, advanced analysis, and reporting and visualization; the teaching and learning support dimension includes components such as intelligent teaching tools, support for instructors, and collaborative learning; and the assessment and success prediction dimension consists of components such as automated assessment, predicting student success, evaluating educational quality, and continuous improvement. These dimensions are closely interconnected and contribute to enhancing the quality of education and learning in higher education. These transformations can lead to improved educational quality and increased student success.
Mohamadreza Jabarmehr; Naseeba Pourasghar
Abstract
With the increasing use of cyberspace, this environment has acted as a double-edged sword that, along with many benefits, has also caused harm. The aim of the present study is to meta-analyze the psychological and social harms of using cyberspace in Iran. In order to answer the research question, the ...
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With the increasing use of cyberspace, this environment has acted as a double-edged sword that, along with many benefits, has also caused harm. The aim of the present study is to meta-analyze the psychological and social harms of using cyberspace in Iran. In order to answer the research question, the meta-analysis method was used and a systematic review of past studies was conducted. The statistical population was all the research conducted related to the use of cyberspace in Iran between 2009 and 2013, with an emphasis on psychological and social harms. In order to collect information, a checklist of research design specifications was used. After the necessary investigations and sensitivity analysis, 20 studies that met the criteria in the database related to the meta-analysis were selected using purposive sampling. Of these studies, 8 were classified as psychological harms and 12 as social harms. CMA3 software was used to conduct this meta-analysis. The results of the meta-analysis showed that there is a significant relationship between the use of cyberspace and psychological and social harms. The average effect size of the use of cyberspace and its impact on psychological and social harms in the study sample in the aggregate is 0.320; in psychological harms independently, this amount is 0.318, and in the case of social harms, the effect size was 0.314. According to these values, the relationship between the use of cyberspace and psychological and social harms was confirmed. Also, according to Cohen's interpretation criteria system, these numbers represent a medium effect size. Therefore, in the use of cyberspace, attention should be paid to the harms and solutions to solve them.
Khadijeh noorani; shahla roshani; Mohammad Reza moradi
Abstract
The aim of the current research was to provide an explanatory model of the academic emotions of students of electronic education courses (corona era). For this purpose, the qualitative approach and the Foundation's data method of the systematic type of Strauss and Corbin were used. The statistical population ...
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The aim of the current research was to provide an explanatory model of the academic emotions of students of electronic education courses (corona era). For this purpose, the qualitative approach and the Foundation's data method of the systematic type of Strauss and Corbin were used. The statistical population was the students of Payam Noor University of Khuzestan province and 43 participants who were selected using the purposeful and available sampling method. The tool and method of data collection was semi-structured interview. In order to analyze the data, open, central and selective coding methods were used, and Guba and Lincoln criteria were used to ensure validity and reliability. The findings showed 52 central codes and 23 selected codes, which were organized in the form of an explanatory model of students' academic emotions. In this way, the core categories included the representation of students' positive and negative academic emotions in different teaching-learning situations (relative to the course, in the class process, during tests, in interactions with the teacher, and in interactions with peers) in addition to seven causal factors (issues related to course, educational system technology issues, economic issues, physical health issues, social issues, issues related to the learner and teacher) and four strategies (self-regulation, receiving educational, emotional and social support from teachers and peers, maintaining physical and religious health) and two environmental background factor (state of internet technology infrastructure in the country and in the student's place of residence and economic inflation of the country) and two intervening factors (use of social networks and home space for teaching and learning) and three consequences (educational, cognitive, intellectual) Varvani) was identified. As a result of the findings, the pattern of academic emotions of students of e-learning courses is an interactive and multifactorial pattern.
Reza Norouz Zadeh; Ata Aznab; Mehran Farajollahi
Abstract
The purpose of this research was to design and validate the model of encouraging elementary school, which was in terms of method, a combination of qualitative methods of phenomenography and synthesis and quantitative method with the design of a questionnaire. the Tripartite Encouragement Model, consisting ...
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The purpose of this research was to design and validate the model of encouraging elementary school, which was in terms of method, a combination of qualitative methods of phenomenography and synthesis and quantitative method with the design of a questionnaire. the Tripartite Encouragement Model, consisting of the first dimension, includes the four categories of feedback and information, peace and respect, interest and enthusiasm, and trust and communication; The second dimension includes the categories of independence, competence, satisfaction and communication; The third dimension includes two categories, first, educational design, which includes six subcategories of improving teachers' motivation, new approaches to educational design, creating enthusiasm in the classroom, presenting goals and expectations, using active and exploratory methods, and designing targeted and challenging assignments; and second, communication methods in two negative parts, including six subcategories of feedback based on judgment and criticism, praise and praise based on control and talent, reward and reward, comparison and competition, fear and anxiety, uncontrollable documents, and positive including seven categories that were designed in contrast to the negative categories and their substitutes, controllable documents, the right to choose, cooperation and friendship, learning responsibility, praise and praise based on effort and reasoning, descriptive feedback based on the process and inducing the joy of learning
mohamadreza sarmadi; somayeh salmanikalleh
Abstract
Epistemology is a philosophical category that discusses the nature of truth, learning, and knowing, which itself indicates the existence of a relationship between the subject of epistemology and education. In this context, epistemology has the greatest impact on teaching methods. Distance education, ...
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Epistemology is a philosophical category that discusses the nature of truth, learning, and knowing, which itself indicates the existence of a relationship between the subject of epistemology and education. In this context, epistemology has the greatest impact on teaching methods. Distance education, by creating the necessary facilities for communication and information exchange not only between teachers and students but also among the students themselves, provides a new space for learning.This type of educational environment is based on the constructivist approach. In this approach, strategies are provided to learners to help them learn how to learn and construct meanings. Each scientific discipline fundamentally follows a specific philosophy in order to theorize. The present research is considered fundamental research in terms of research orientation.The present research is classified as fundamental research in terms of its orientation. In terms of data collection methods, it was conducted with a qualitative approach. To identify the dimensions of the main components of the third generation knowledge model of distance education, thematic analysis strategy and the method of theme networks were utilized with the help of semi-structured interviews.The extracted comprehensive themes of third generation epistemology in distance education are categorized into 5 areas (individual competency, social interaction competency at the international level, constructivist teaching competency, virtual space support, evaluation and supervision support) and 17 organizing themes:1. Skills 2. Entrepreneurship 3. Competencies 4. Psychological factors 5. Building trust 6. Creating coordination 7. Establishing communication 8. Technical competency 9. Scientific competency 10. Managerial competency 11. Hardware infrastructure 12. Software infrastructure 13. Evaluation and supervision of teaching methods of instructors14- Evaluation and supervision of students 15- Continuous training for instructors 16- Cultural promotion of epistemology in distance education 17- Identification of obstacles and challenges and 88 foundational themes have been determined and introduced.
Anvar Shahmohammdi; Feryedon Ahmadi; Sayran Bahmani
Abstract
The purpose of this research was to identify and prioritize policy-making obstacles in the distance higher education system using the fuzzy VICOR technique in the distance education system. The research method was descriptive survey type and the statistical population included faculty members of Payame ...
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The purpose of this research was to identify and prioritize policy-making obstacles in the distance higher education system using the fuzzy VICOR technique in the distance education system. The research method was descriptive survey type and the statistical population included faculty members of Payame Noor University in the fields of curriculum planning, educational management, higher education management, and distance education. Of these, 8 were selected using purposive and criterion-based sampling. A researcher-made research tool based on policy-making was prepared and adjusted in the form of 25 items by studying the theoretical foundations and empirical background of the research. Its face and content validity were confirmed based on the opinions of experts, and the fuzzy Vicor method was used for data analysis. The research findings led to the identification of obstacles to policy-making in the distance higher education system in three dimensions: design and compilation, implementation, and evaluation, and 25 components in these dimensions. The obstacles of not having a comprehensive database and up-to-date and accessible scientific resources and foundations for policy-making and neglecting the degree of influence of the distance higher education system's budget dependence on policy-making were, respectively, the most and least important of the obstacles to policy-making in the eyes of experts. Accordingly, it is suggested that those involved in the distance higher education system should pay more attention to removing the obstacles identified in the results of this study in the three dimensions of policy design and formulation, implementation, and evaluation.
Fariba TabeBordbar; masumeh esmaeili; Hajar hashemian
Abstract
The aim of this study was to investigate the mediating role of job self-efficacy in the relationship between professional ethics, job enthusiasm, and job enrichment of teachers in Abadan city. The research was descriptive. The statistical population included all first and second secondary school teachers ...
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The aim of this study was to investigate the mediating role of job self-efficacy in the relationship between professional ethics, job enthusiasm, and job enrichment of teachers in Abadan city. The research was descriptive. The statistical population included all first and second secondary school teachers in Abadan city in 1402, 725 people. The sample size was selected by convenience sampling as 250 people. To collect data, the questionnaire of job self-efficacy of Shannon-Moran and Woolfolk, job enthusiasm of Salanova and Schoeffley, job enrichment of Hackman and Oldham, and professional ethics of Cadoisier were used. The data were analyzed using structural equation modeling and SPSS and AMOS version 24 software, and the findings showed that the model of the relationship between professional ethics, job enrichment, and job enthusiasm with the mediating role of job self-efficacy in teachers has a favorable fit (P<0.01). The standard and direct coefficients of job enrichment, job enthusiasm, and job self-efficacy were significant with professional ethics. Also, the standard and direct coefficients of job enrichment and job enthusiasm were significant with job self-efficacy. The results of the bootstrap test also showed that professional ethics has an indirect relationship with job enrichment through job self-efficacy, and the results showed that professional ethics has an indirect relationship with job self-efficacy through job self-efficacy, and the model had a good fit, and professional ethics, with the mediating role of job self-efficacy, explained a total of 71% of the variance in job enrichment and 89% of job enthusiasm.
