hojjat eftekhari; erfan shamsi; jaber eftekhari; atefe shamsi
Abstract
A B S T R A C T The purpose of the present study was to investigate encouragement and punishment in virtual education from the perspective of elementary school teachers in Niriz City. The research, using a qualitative approach with the phenomenological method, investigated the ways of encouraging ...
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A B S T R A C T The purpose of the present study was to investigate encouragement and punishment in virtual education from the perspective of elementary school teachers in Niriz City. The research, using a qualitative approach with the phenomenological method, investigated the ways of encouraging and punishing virtual education. The scope of the research (community) included sample teachers of Niriz city and the participants (sample) were selected using targeted sampling (desirab2-le cases). A response interview was used to collect data. Thus, after interviewing 10 teachers, data saturation was achieved. The obtained data were analyzed according to Strauss and Corbin's coding. The results showed that the use of various methods of encouragement and punishment, observance of moderation, the use of innovative methods, and the use of the correct behavioral framework in the virtual classroom are among the main themes of encouragement and punishment. Also, to enrich the virtual education, making stickers from the audience and paying special attention to their differences was planned by the participants. Therefore, to maintain the learning motivation of learners and prevent deviations in virtual education, the use of encouragement and punishment is an undeniable necessity.
parisa zare; nahid ojaghi; parvaneh Dinarvand
Abstract
The current research was conducted to identify the challenges of teaching workbooks and technology from the point of view of the sixth-grade teachers of Shush City to provide a suitable solution. The research method of this study was a qualitative method of phenomenology. The statistical population included ...
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The current research was conducted to identify the challenges of teaching workbooks and technology from the point of view of the sixth-grade teachers of Shush City to provide a suitable solution. The research method of this study was a qualitative method of phenomenology. The statistical population included 6th-grade teachers of Shush City with 10 years of teaching experience in work and technology subjects. The interviewees were purposefully selected from among the sixth-grade teachers in Shush, and finally, in this section, interviews were conducted with 13 of these teachers using the theoretical saturation criterion. The resulting data were analyzed using the content analysis method. Based on the findings of this research, 14 general challenges and obstacles which include: problems related to the content of educational books, lack of workshop and suitable physical space for doing practical work, lack of suitable workshop facilities, non-cooperation of the manager with the secretary of labor and technology, assigning work lessons and Technology to non-specialist teachers, lack of time, lack of scientific tours and visits, lack of cooperation of parents, lack of financial resources, weak knowledge and skills of teachers, lack of appropriateness of educational content with the needs of students, weak implementation of evaluation, lack of cultural background, low The position and value of work and technology among the officials was identified, and then 11 appropriate solutions to solve these challenges in teaching work and technology books were extracted based on the findings.
ghader faraghi; Mohsen Farmahini Farahani; Mohammad Hasan Mirza Mohammadi
Abstract
The purpose of this research is to educational methods and content topics in the field of learning, based on the epistemological foundations of educational neuroscience. In this research, using the documentary method and conceptual analysis, the first, second, and third types of epistemological foundations ...
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The purpose of this research is to educational methods and content topics in the field of learning, based on the epistemological foundations of educational neuroscience. In this research, using the documentary method and conceptual analysis, the first, second, and third types of epistemological foundations of educational neurosciences have been explained, and then, using the progressive inference method (modified by Franken) educational methods and the outlines of educational content, based on the epistemological foundations of the sciences Educational nerves have been extracted using a series of practical syllogisms. Some of the methods obtained from this method are: "naturalistic teaching method, constructivist teaching method, practical and active learner teaching method, integrated and dynamic teaching methods, experience-based teaching method, problem-oriented teaching method" and some inferred educational content outlines According to these principles, goals and foundations (realistic, philosophical and mystical) including: natural science lessons, music and art lessons, new and varied lessons, lessons based on consolidated and combined assignments, sports and physical education lessons. The findings of the present research can be used to provide teaching methods and educational content, to improve the quality of the learning process, and to cause progress and growth in the field of learning. Of course, to increase the validity of this research, it is better to combine the results of these findings with the findings of educational sciences.
zahed faraji; S. Mahdi Hosseini; naser shirbagi
Abstract
With the onset of the COVID-19 pandemic and the subsequent shift to virtual learning, educational oversight methods were inevitably compelled to transition to the digital realm. Educational supervisors gained novel experiences in oversight during this period. Following the reopening of schools, the necessity ...
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With the onset of the COVID-19 pandemic and the subsequent shift to virtual learning, educational oversight methods were inevitably compelled to transition to the digital realm. Educational supervisors gained novel experiences in oversight during this period. Following the reopening of schools, the necessity of leveraging the insights from this type of supervision and effectively integrating it with face-to-face oversight became increasingly apparent. The objective of this qualitative study, utilizing Strauss and Corbin's grounded theory systematic approach, was to design a process for conducting combined educational supervision, that is, a blend of in-person and virtual oversight. The research field comprised educational supervisors in Kurdistan Province, including subject coordinators, mentors, assistant principals, and school principals, who had undertaken supervisory roles both in-person and virtually between 2019 and 2023. Purposeful sampling with a theoretical approach was employed. Data was collected through semi-structured interviews. The sampling process and interviews continued until theoretical saturation was achieved, resulting in interviews with sixteen educational supervisors. Through data analysis and the coding process, the central phenomenon of "development based on the modernization of educational supervision" was extracted. This innovative supervisory approach, leveraging modern technologies, has not only empowered supervisors and teachers but has also enhanced the flexibility of supervisory processes, increased supervisors' understanding of classroom processes, and deepened the connection between teachers and supervisors. The findings of the study indicate that combining in-person and virtual methods, by reducing the artificiality of teaching during supervision, helps supervisors gain a deeper understanding of classroom realities and develop more precise plans for teachers' professional development.
Azita Salajegheh; Fariba Dortaj; Sedigheh Jalali
Abstract
AbstractThe aim of this study is to investigate the relationship between online learning atmosphere with adaptation and academic motivation of first grade high school students in Roodan. It is a descriptive correlation. The research population is 1018 students. According to Morgan's table, 278 people ...
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AbstractThe aim of this study is to investigate the relationship between online learning atmosphere with adaptation and academic motivation of first grade high school students in Roodan. It is a descriptive correlation. The research population is 1018 students. According to Morgan's table, 278 people are selected based on simple sampling. The measuring instruments in this study were Kaufman (2014) Online Learning Atmosphere Questionnaire, Academic Adjustment Questionnaire (Sinhavsing) and Fredericks et al. (2004) Academic Achievement Scale. Cronbach's alpha coefficient was used to determine the reliability of the questionnaires. The reliability of the online learning atmosphere questionnaire was 0.87, academic adjustment was 0.89 and academic motivation was 0.81. Data were analyzed using Pearson correlation test and regression analysis with SPSS 20 software. The results indicate that there is a positive and significant relationship between online learning atmosphere with students' adjustment and academic motivation.KeywordsOnline learning, learning atmosphere, adaptation, academic motivation.
mohammad faghedi; Alireza Mahmmudnia; Ramazan Barkhordari; yahya ghaedy
Abstract
The purpose of this research is to explain the philosophy of dramaturgy as an educational approach and to provide suggestions for improving the formal and public teacher training system. First, a philosophical investigation into dramaturgy as an educational approach was conducted, followed by an analysis ...
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The purpose of this research is to explain the philosophy of dramaturgy as an educational approach and to provide suggestions for improving the formal and public teacher training system. First, a philosophical investigation into dramaturgy as an educational approach was conducted, followed by an analysis of the necessary roles and skills of the teacher as a dramaturg. This research employed library and documentary methods to gather information, and by utilizing Franken's analogy model and interpretive analysis, the role of the teacher and the required skills to implement the dramaturgical approach in teacher training were explored. The findings of this study contribute to identifying and analyzing key dramaturgical principles, such as structural analysis, character recognition and analysis, situational analysis, and temporal and spatial context examination. Additionally, it underscores the most important skills of a teacher as a dramaturg, including the ability to analyze texts and lesson content and to design with a dramaturgical perspective. Finally, based on the research findings, recommendations are offered to enhance the teacher training system, enabling the effective application of this approach in both formal and public education systems.
Zahra Mehdi Pour; reza ebrahiminasab
Abstract
This study's purpose is to investigate the acceptance of educational technology by teachers on the quality of ICT-based teaching, a research was conducted with the correlation method among 410 secondary school teachers of the second period of Rafsanjan city, 200 teachers were determined as the sample ...
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This study's purpose is to investigate the acceptance of educational technology by teachers on the quality of ICT-based teaching, a research was conducted with the correlation method among 410 secondary school teachers of the second period of Rafsanjan city, 200 teachers were determined as the sample size according to the Morgan-Krejcie table by available sampling method, which only 170 teachers participated. Gardner and Amoroso (2004), Klopping and McKinney (2004), Bas et al. (2016) questionnaire was used to collect the data of the technology acceptance model, and Jatileni and Jatileni (2018) questionnaire was used to measure the quality of technology-based teaching and analyzed using Pearson's correlation coefficient and path analysis. The results showed that the direct effect of technology acceptance components on perceived teaching quality with technology is positive and significant. Also, the direct effect of perceived usefulness and attitude towards the use of technology on positive and meaningful behavioral intention, the direct effect of perceived ease and usefulness on the attitude towards the use of positive and meaningful technology, and the direct effect of perceived ease on positive and meaningful perceived usefulness got hanged.
