Original Article
ebrahim salehi omran; meimanat abedini baltork; fatemeh Ramezanpour Marzooni
Abstract
The aim of the present study is to investigate the effect of flipped classroom on the burnout and academic motivation of fourth grade students. Quantitative research design and semi-experimental method, pre-test-post-test design was carried out with the control group. The statistical population of the ...
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The aim of the present study is to investigate the effect of flipped classroom on the burnout and academic motivation of fourth grade students. Quantitative research design and semi-experimental method, pre-test-post-test design was carried out with the control group. The statistical population of the present study included all the fourth grade students of the elementary school studying in the academic year of 1401-1400 in Babolsar city, numbering 1726 people. The research sample was also selected from the fourth grade as a replacement random sampling. A total of 30 people were selected in such a way that 15 people were in the control group and 15 people were selected in the experimental group. . Research data using Maslach's academic burnout questionnaire and Schaufeli et.'s academic motivation. al. (2002) was collected. Reliability of the academic motivation questionnaire Schaufeli et. al. (2002) was also validated as Cronbach's strength factor was 0.94, self-dedication factor was 0.92, and attraction factor was 0.79, and its validity was confirmed by factor analysis and Cronbach's coefficient. The reliability and validity of Maslach's academic burnout questionnaire has been confirmed based on internal consistency and retesting. Cronbach's alpha coefficient for the subscales of emotional exhaustion was 0.88, doubt was 0.90, and self-efficacy was 0.84, which indicated the appropriate reliability of this tool. The factorial validity of the test was also calculated by factor analysis and varimax rotation. The obtained alpha coefficient for divergent validity for emotional exhaustion, doubt and self-efficacy subscales was -0.21, -0.53 and -0.32 respectively. Inferential statistics including multivariate analysis of variance and univariate analysis of variance were used, respecting the assumptions of normality and homogeneity of variances. The results indicate that flipped classroom has been effective on the variables of emotional exhaustion, academic apathy, academic inefficiency and the overall score of academic burnout (P<0.05).
Original Article
Kasra karimi baseri; Jaber Eftekhari; Somayeh Tavakoli
Abstract
Introduction: Shyness or shyness is a social emotion, and this state originates from the feeling of self-inferiority, in some cases, it becomes so intense that it affects the whole personality of a person. This research was done to investigate shyness and the disorders it causes in students' education.Method: ...
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Introduction: Shyness or shyness is a social emotion, and this state originates from the feeling of self-inferiority, in some cases, it becomes so intense that it affects the whole personality of a person. This research was done to investigate shyness and the disorders it causes in students' education.Method: The method of conducting this research was narrative research. A narrative is a person's gateway to the world and shows the experiences of people in the world. Narrative research is the study of experience in the form of narrative and primarily shows our thoughts about the world. The methods of data collection in this research were self-narratives and narratives of the researcher and narrative interviews with school teachers. The method of data analysis was such that the data were analyzed in three stages open, central, and selective coding.Results: The findings of the research show that four central factors play an effective role in the shyness of students. These four factors are; Individual, social, family, and school factors. Among the most important components and codes are lack of persuasion in school, weak human relations in school, lack of recognition of students' needs by the school, lack of planning, teachers' inexperience, and lack of teachers' familiarity with psychology. Conclusion: To eliminate shyness and create self-confidence and activity in students, the first step is to conduct a needs assessment of the students, and based on the conducted needs assessment, steps should be taken to solve the students' academic problems.
Original Article
fatemeh khalighiyan; mohammad ahmadi deh ghotbaddini
Abstract
This study was conducted to investigate the role of behavioral beliefs, normative beliefs, and autonomy in predicting the constructs of the technology acceptance model. The research method was correlational and 200 teachers were selected from among 410 middle school teachers of the second high school ...
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This study was conducted to investigate the role of behavioral beliefs, normative beliefs, and autonomy in predicting the constructs of the technology acceptance model. The research method was correlational and 200 teachers were selected from among 410 middle school teachers of the second high school of Rafsanjan city using the accessible sampling method. To measure the constructs of the technology acceptance model from the components of studies by Gardner and Amoroso (2004), Klopping and McKinney (2004), Bas et al. (2016), and behavioral beliefs by Holden and Karsh (2010); normative beliefs by Iyigun et al. (2016) autonomy by Firat (2016) were used. Pearson's correlation coefficient and path analysis were used for analysis. The results showed the direct effect of behavioral intention and normative beliefs on the actual use of technology; the direct effect of perceived usefulness and behavioral beliefs on behavioral intention; The direct effect of perceived usefulness, behavioral beliefs, and autonomy on the attitude towards the use of technology; the direct effect of perceived ease and behavioral beliefs on perceived usefulness; The direct effect of normative, behavioral and autonomy on teachers' perceived ease and usefulness in teaching was positive and significant. The simple mediation results also showed that behavioral intention has a positive and significant mediating role between behavioral beliefs and actual use and between perceived usefulness and actual use; Perceived ease has a positive and significant mediating role between behavioral beliefs and perceived usefulness, between normative beliefs and perceived usefulness, and between autonomy and perceived usefulness. Therefore, the results of the teacher's beliefs and autonomy play an important role in the acceptance of technology, especially in the ease and usefulness of understanding technology in teaching teachers.
Original Article
hojjat eftekhari; erfan shamsi
Abstract
With the increasing use of virtual education, it is necessary to examine the experiences of students from the context of this type of education as the main audience. Therefore, the present research was conducted in order to investigate the opportunities, strategies, background conditions and damages ...
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With the increasing use of virtual education, it is necessary to examine the experiences of students from the context of this type of education as the main audience. Therefore, the present research was conducted in order to investigate the opportunities, strategies, background conditions and damages of Farhangian University's e-learning system with a qualitative approach and phenomenological method. The scope of the study was the students of Farhangian Shahid Beheshti University of Euclid and the participants were selected purposefully using the intensity and snowball sampling method. A semi-structured interview was used to collect information. After interviewing 13 people and reaching the saturation point, the obtained data were analyzed according to Strauss and Corbin's coding with MaxQuda software. The results of the research showed that various physical and bodily injuries and reduced interaction between professors and students as injuries; Not needing a specific place and time to attend the class and get more information and supplement the lesson with web browsing as opportunities; Creating a dynamic class by constantly involving students in the class process as practical work and active attendance of students with group discussions, reducing class time and using other tools such as images, chat boxes and having questions and answers and fully using the capacities of The learning management system of educators for holding classes was identified as the most important solutions, and the speed and costs of the Internet for students, the way the professor teaches, and using the same teaching methods, and generally speaking, were identified as background conditions.
Original Article
fatemeh mohammadi; Mahdi Rezapour Mirsaleh
Abstract
The use of Fava in teaching and learning is becoming an important part of education policies and reforms. The way to establish balance and coordination between electronic education and learning and learning environments is a different approach, so the purpose of this research is to investigate the role ...
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The use of Fava in teaching and learning is becoming an important part of education policies and reforms. The way to establish balance and coordination between electronic education and learning and learning environments is a different approach, so the purpose of this research is to investigate the role of electronic learning in learning environments with a blended learning approach. In this research, two quantitative and qualitative methods were used, which is the qualitative method, the content analysis method, and the quantitative method, the descriptive-analytical method. The statistical community includes curriculum and education experts and specialists working in schools and the sample size is 30 people based on the Delphi method, which was done using the selective sampling method. The data collection tool is a combination of McGill's standard classroom learning environment questionnaire (2007), Watkins et al.'s (2004) e-learning questionnaire, and the researcher's questionnaire of integration in curricula. The findings indicate that using the sample T-Tech test, both indicators of electronic education and learning and learning environments in the studied schools are evaluated at a lower level than the average level, and because the level of significance Calculated less than alpha 05% is acceptable. Undesirability of e-learning and e-learning environments in these schools is acceptable. In this way, by examining the relationship between integrated education in schools on the one hand and electronic learning and learning environments, Pearson's correlation test has been used, which shows that there is a separate and meaningful positive relationship, and also based on the covariance test, simultaneous learning E-learning and learning environments affect integrated education in schools. The positive focus of the class, online group discussions, success in educational environments and personal beliefs are effective criteria.
Original Article
Anvar Shahmohammdi
Abstract
The purpose of this research is explanation of eexperts’ perception of distance education system as a teaching organization. The present research method is a qualitative method with a phenomenological approach. Participating in this research were 15 professors and distance education graduates of ...
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The purpose of this research is explanation of eexperts’ perception of distance education system as a teaching organization. The present research method is a qualitative method with a phenomenological approach. Participating in this research were 15 professors and distance education graduates of Payam Noor University who were selected based on purposeful and criteria-based sampling.. A semi-structured interview was used to collect data. And for the qualitative analysis of the data, the coding method (open, central and selective) was used using the seven-step Claysey's method. The content validity of the interview questions was confirmed by experts. The results of the explanation of experts' opinions about distance education system as a teaching organization include four main dimensions of policy, management and support, infrastructure and evaluation, modification and reengineering, and 32 components extracted from the text of the interviews, which are suggested to be distance education system as a teaching organization, should take care of the dimensions and components calculated in this research.
