Akbar Rezaei; Sharifeh Rezagholi; Ahmad Moradi Mirzaei
Abstract
The aim of the current research is to investigate the status of the coverage created for first high school mathematics goals by aid textbooks from the point of view of mathematics teachers of Delfan city these books can be used as educational resources in distance learning. First, the background of the ...
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The aim of the current research is to investigate the status of the coverage created for first high school mathematics goals by aid textbooks from the point of view of mathematics teachers of Delfan city these books can be used as educational resources in distance learning. First, the background of the research was examined. The statistical population is mathematics teachers of Delfan city, and the statistical sample is mathematics teachers of the first high school teaching in the academic year of 1402-1403 of this city. The tool for collecting information is a researcher-made questionnaire that consists of 12 questions, and which include the main hypothesis (according to Delfan math teachers, the aid textbooks cover the mathematics objectives of the first high school) and three sub-hypotheses of the research. The data was analyzed using SPSS16 software. The results obtained from the examination of the main hypothesis showed that the aid textbooks cover the desired goals of first high school mathematics, and the examination of the sub-hypotheses showed that these books cover the goals "knowledge" and the goal "learning to solve problems", but They don’t cover "skill" goals.
abbas mohammadi; Maria Nasiri
Abstract
Purpose: The purpose of the research is to identify and prioritize the primary and basic requirements for smartening schools. Method: In terms of practical purpose, this research is mixed (qualitative-quantitative) in terms of data collection, and in terms of descriptive and exploratory nature, and in ...
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Purpose: The purpose of the research is to identify and prioritize the primary and basic requirements for smartening schools. Method: In terms of practical purpose, this research is mixed (qualitative-quantitative) in terms of data collection, and in terms of descriptive and exploratory nature, and in terms of quantitative method, it is of applied type. The strategy used in the qualitative section is the Delphi technique. The statistical population of the qualitative and quantitative section was 19 people from the education experts of Khuzestan province, who were selected non-probably by snowball sampling method. First, with semi-structured interviews and existing texts, all the factors and elements related to the smartening of schools were counted and then the Analytical Hierarchy (AHP) technique was used to determine and rank the main and secondary factors. The validity of the tool was confirmed by experts and its reliability was confirmed by calculating the inconsistency rate.Findings: The results of the qualitative part showed that management factors, teacher empowerment, teaching and learning, participation, hardware, software, economic factor and cultural factor are the primary and basic requirements of school smartening. Also, management factor with a value of 0.152 in the first place, teacher empowerment with a value of 0.141 in the second place, hardware with a value of 0.136 in the third place, teaching and learning with a value of 0.128 in the fourth place, software with a value of 0.121 in the fifth place, participation with a value of 0.115 in the sixth place, economic factor with a value of 0.104 in the seventh place and finally cultural factor with a value of 0.096 with the least influence in the eighth place are ranked.Conclusion: According to the findings, it can be concluded that paying attention to the identified requirements play an important role in making the
akbar jadidi mohammadabadi
Abstract
This research was conducted to investigate the effect of educational computer games on the accuracy and concentration of eighth-grade female students in Kerman. Quasi-experimental research method and pre-test-post-test design with a control group were used. The statistical population of the research ...
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This research was conducted to investigate the effect of educational computer games on the accuracy and concentration of eighth-grade female students in Kerman. Quasi-experimental research method and pre-test-post-test design with a control group were used. The statistical population of the research was all female students in the eighth grade of secondary school in Kerman city in the academic year of 2023-2024 and a sample of 80 people was selected in the form of two classes of 40 people from the society by multi-stage cluster sampling method. Two Toulouse and Pieron accuracy questionnaires (1911) and Savary & Oraki concentration questionnaires (2015) were used to collect pre-test-post-test information and computer game software was used as an experimental practice. Data analysis was also done with the statistical method of analysis of covariance and using SPSS19 software. The results showed that computer educational games have been effective in improving the accuracy and concentration of students in the experimental group compared to the control group. Therefore, due to the flexibility of the structure of educational computer games and their non-linear organization, and the motivational features of computer games and the benefit of learning rules and principles such as immediate reinforcement, they can contribute to increasing concentration and accuracy.
Bahman Zandi; Mahsa Karimi
Abstract
The present study aims to identify the factors that constitute flipped learning and examines the key dimensions of this educational approach. This research is applied in terms of purpose and qualitative in terms of data type and was conducted using the meta-synthesis method. The study population includes ...
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The present study aims to identify the factors that constitute flipped learning and examines the key dimensions of this educational approach. This research is applied in terms of purpose and qualitative in terms of data type and was conducted using the meta-synthesis method. The study population includes all documents, theoretical foundations, and background related to flipped learning in domestic (1390-1403) and foreign (2000-2024) databases. Purposeful non-random sampling was carried out and the sample size was determined based on systematic elimination according to the Prism model flow chart. Data collection tools included record-keeping and systematic literature review, and a 27-item checklist based on the Prism model was used to calculate validity and Cohen's kappa coefficient was used to calculate reliability. Data analysis was performed with MaxQDA2018 software and thematic analysis method. The findings show that flipped learning includes the dimensions of transferring content outside the classroom, focusing on active learning, and providing feedback and clarification. These dimensions are reciprocally related to components such as podcasts, educational videos, and problem-based learning, interaction, and continuous and immediate assessments, and help increase student engagement and participation. The results of this study emphasize the positive impact of flipped learning on the quality of learning and academic achievement of students, and it is suggested that future research examine the practical effects of these dimensions and the challenges of implementing them in classrooms.
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
somayeh salmanikalleh; mohamadreza sarmadi
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.
