فهرست مطالب مرتضی رضایی‌زاده

Today, teachers need a set of broader and more complex qualifications than before. In order for e-learning to be successful, front-line teachers must employ the necessary technological knowledge and effective pedagogical strategies to use ICT in the classroom. Also, to accompany young learners in the development of digital competences, it is necessary that their teachers have the necessary digital literacy and competence in the first place. Therefore, digital competence is one of the key competences for teachers. For this reason, the aim of the present study was to evaluate the status of digital educational competencies of teachers based on the European Union framework.

The current research design was quantitative and the participants in the research were 182 teachers from all over the country from 20 provinces and 46 different cities. To evaluate the digital educational competencies of teachers, a virtual workshop entitled "Teacher; On the way to digitalization" was held. After introducing and explaining each competence, the teacher provided the question related to the competence to the participants through the link of Google form, so that the questionnaire could be completed in this way. The questionnaire included 3 general competencies and 10 sub-competencies. Each competency had three levels: Novice and Explorer, Expert and Integrator, and Leader and Pioneer. In fact, the teacher evaluated him/herself based on these three levels of each competency.

The results showed that the competence status of teachers' digital resources in the field of managing, protecting and sharing digital resources and creating and modifying digital resources was at the level of "novice and explorer" and "integrator and expert", respectively. In relation to teaching and learning competence, except self-regulated learning competence, which was at the "novice and explorer" level, other competences were at the "integrator and expert" level. Competence of "assessment strategies" and "analyzing evidence" was also at the level of "novice and explorer". Regarding other competencies, no significant relationship between levels was observed. Also, no significant relationship was found between demographic components (occupation, age, gender, and province) and competencies.

In the current research, in addition to familiarizing the teachers with this framework and the types of digital competencies they need in the teaching profession, the evaluation of the digital competencies of the participants was also considered. Since the evaluation was done along with the training, it can be said with more confidence that the obtained data was more accurate. Also, evaluating teachers' digital competencies based on a spectrum or progression model helps to better and more accurately evaluate teachers and develop their digital competencies. In this case, training will be need-based and personalized in some way. Also, investigating the relationship between demographic components and the state of competencies leads to a more accurate understanding of the current situation of teachers in the country. In general, the results of using this self-evaluation can be used to adjust training courses and empower teachers and help teachers' educational preparation. One of the suggestions of this research for future researchers is to consider the evaluation of other competencies of the DigCompEdu framework. In the current research, the main focus was on basic competencies, that is, digital resources, teaching and learning, and assessment.

The current study investigates the difficult behavior of faculty members using RezaeiZadeh's (2018) four-dimensional model, which classified difficult behavior into the dimensions of "Low-flying", "Power playing", "Negativism", and "Deception".

This research was an applied research that was carried out with a mixed-method research design. Twenty-one academics self-assessed their difficult behaviors in the four aforementioned areas. Additionally, they contributed to a discussion forum by explaining the motivations for their behaviors.

The findings indicate that: 1. In order of Low-flying, negativism, power playing, and deception, they got the highest to the lowest average rank. 2. Teachers believe that most of their difficult behaviors are caused by external factors over which they have little control.

Based on the results of this research, it can be said that some professors used the finger-pointing technique. This shows a lack of attention to personal responsibility to reduce difficult behaviors. This study demonstrates that Duncan's (2018) accountability ladder might be utilized to measure and improve academic accountability toward minimizing difficult behavior.

In our country we face the fact that many faculty members of the universities have not received formal teacher training but they teach and this has been one major concerns in the field of education. On the other hand, many courses that are held in person or virtual with the purpose of training teaching to the professors do not serve the expected effectiveness. Hence, this study was conducted with the aim of examining the effectiveness of an electronic off-line course for development of faculty members which was held in one of the high-rank universities of Iran. This course titled "Teaching Competencies in the Virtual Classroom" was designed and implemented in order to improve the competencies of the professors in the three fields of teaching, assessment and electronic content development in the virtual classroom. The current research design was quantitative and the research strategy was a quasi-experiment of the pre-test and post-test type. The participants of this course were 33 university faculty members who completed the course in 5 weeks. In order to collect data, several self-report questionnaires were used, which were designed based on the level one and two components of Kirkpatrick's model. The results of the research showed that the reaction of the participants (satisfaction, involvement and relationship with the job) was positive towards the course and also this course had a significant effect on the perceived knowledge and skills of the participants. However, in the dimension of attitude, it had a negative effect on the attitude of the participants towards teaching. In addition, the self-confidence and commitment of the participants did not show any significant changes. These results have been discussed in relation to the eight pedagogical and andragogical features of the course, and the reasons this course has not been able to have the expected effects on the attitude, self-confidence and commitment of the professors has also been discussed. Also, the effects and application of these findings in both theoretical and practical fields are presented.

Today, coaching is one of the most effective tools for organizational change and improving the performance of managers. Implementing this process in the organization requires identifying managers who have the necessary competencies to play this role. This research, which is based on Grounded Theory and philosophical interpretive-constructivism, has been organized in order to identify the competencies of managers to play the role of coaching. Data collection tools, semi-structured case-based interviews, and research participants were fifteen middle managers selected from two companies of Mapna Group companies. Qualitative data were analyzed using the Charmz theory approach in the context of MaxQDA software. The research findings have presented six competencies: indicators of successful manager performance for coaching (from the student's perspective); Manager's beliefs about coaching in the form of facilitative beliefs such as belief in the ability of individuals and freedom to act and deterrent beliefs such as the fear of losing a position; Required knowledge includes, specialized coaching knowledge, coaching and business prerequisites; Managers' skills required for coaching include: coaching, feedback, apprenticeship, interpersonal, communication and individual; The personality traits required by managers were divided into two categories: positive personality traits and toxic personality traits. In the last section, the personal motivations of the principal related to the student and the anti-motivational factors of the principals in coaching activity were mentioned.

One of the most important processes in any type of educational system, especially e-learning system, is the assessment process, the purpose of which is to determine if educational goals have been achieved. Assessment is important in that it has a huge impact on learning (Buyukkarci & Sahinkarakas, 2021) and requires feedback for continuous improvement. Assessment in e-learning can be both formative and summative, or combined (Kear et al., 2016; Dlab, Katic & Candrlic, 2015; Snae, Brueckner, & Hirata, 2008). Marriott (2009) uses the terms "assessment of learning" and "assessment for learning " to distinguish between these two types of e-assessment. While the former emphasizes assessment at the end of the learning process (summative assessment) which aims to determine the amount of learning by the learner (Torres, 2019; Kear et al., 2016; Azmi & Kankarej, 2015), while the latter, being gradual and ongoing, refers to the continuous process of assessment (formative assessment) (Yan et al, 2021; Azmi & Kankarej, 2015). Formative assessment is one of the measures to promote learning (Ferreira, Martinsone & Talić, 2020; Elson, 2016; Bijol, Byrne-Dugan, & Hoenig, 2015) and to ensure the quality of distance learning and e-learning (Ming-Li & Dan, 2010). Through providing feedback on performance, it can also dramatically affect motivation, interest, commitment, intellectual challenge, and autonomy, and responsibility as well (Buyukkarci & Sahinkarakas, 2021; Bhattacharya & Coombs, 2017; Townsend & Mulvey, 2016).According to the above, in order to ensure the students' learning and achieve the desired goals, measurement and assessment are necessary, and what is important in the assessment of learners in e-learning is to have the approach of "assessment for learning" or formative assessment. Because the purpose of formative assessment is to correct and improve the existing situation. This means that in the process of formative assessment, one can recognize the weak and strong points and make decisions based on them. E-learning in the field of assessment, especially formative assessment, has not progressed as expected and little attention has been paid to the importance of assessment in this field, and this has caused damage in this field that may affect the quality of learning. The purpose of this study was to investigate the pathology of formative assessment in the Iranian e-learning system. The method of this research was applied in terms of purpose and qualitative in terms of how to collect information. The research paradigm was also interpretive. According to this paradigm, reality is conditioned by human experience and interpretation. The research methods in this perspective include case study, phenomenology, ethnography and historical research (Bazargan, 2015). In this study, the phenomenological method was used. The phenomenology method is one of the qualitative research methods that investigates the views, feelings, and experiences of the sample group in relation to a certain phenomenon or phenomena (Creswell, 2014). Since the professors of e-learning centers have the most connection with the learning management system and use it continuously, these people have more and better knowledge about the learning management system. Therefore, participants in the study included professors of e-learning centers, 13 of whom were selected as the research sample using the available purposive sampling method. In purposive sampling, the researcher continues the work until reaches theoretical saturation. Semi-structured interviews were used to collect data. According to Guba & Lincoln (1982), validity and reliability verification in qualitative research includes four criteria of credibility, dependability, confirmability and transferability. In the current research, validity and reliability were checked based on these four criteria. Content analysis was also used to analyze the data.Findings showed that according to the professors of e-learning centers, formative assessment in the Iranian e-learning system has 8 main weaknesses, which are: Non-use of different formative assessment tools (Consist of: Limitation of assessment methods and tools, Time consuming questions and answers, Limiting the assessment to the final assessment), Weakness in feedback (Consist of: Failure to provide appropriate feedback by professors, Failure to provide appropriate feedback by students, Failure to provide timely feedback, Not allocating enough time by professors for feedback, Lengthening the feedback process), Impossibility of student authentication (Consist of: Not knowing the participants), Weakness in class presentations (Consist of: Time limit in reviewing class presentations, Lack of two-way interactions in class presentations), Poor design of exercises and projects (Consist of: Buy projects and articles, Failure to provide enough exercises by professors), Weakness in online exams (Consist of: Little use of online tests, The possibility of cheating in online tests, Lack of control over online tests, Failure to measure all levels of learning, Failure to use the facilities of the learning management system in the field of online exams, The lack of different online test design software in the learning management system), Weakness in discussion and exchange (Consist of: Non-participation of all students in discussions, Non-continuous participation of professors in discussions, Lack of discussion management, Not summarizing the discussions, Not using different media in discussions, Failure to measure students' participation in discussions), Weak reporting (Consist of: Failure to report properly, Impossibility of recording and reporting all assessments). Therefore, in order to improve the quality of formative assessment and student learning, these weaknesses should be considered and steps should be taken to improve the current situation.In this regard, the following suggestions have been made to improve the state of formative assessment in the electronic learning management systems of the country:Considering the technological advances and also conducting such researches that are carried out in the country, it is suggested that e-learning centers and universities always pay attention to updating their learning management systems, especially in the field of formative assessment.Some of the weaknesses of learning management systems in the field of formative assessment are related to professors. Therefore, for the correct implementation of formative assessment in electronic environments, the necessary training in the form of seminars, workshops, etc. should be provided to the professors.It is suggested that universities and e-learning centers pay attention to formative assessment as an important factor in the development of learners and professors and provide the necessary grounds for its establishment as best as possible.

Student participation dropped significantly in teaching online and has become one of the challenges of virtual teaching. For this reason, having social and communication skills, among other skills, is one of the competencies needed by instructors to teach online courses in higher education. Therefore, one of the necessities of online teaching is developing interaction strategies to promote online class interactions. Based on this, the aim of the current research was to identify various methods and tools to create effective interaction between the instructors and students in virtual university classes.

This research was based on the qualitative approach of digital ethnography. Research data was collected using observation. The research community included the university virtual classes, which were selected using criteria-based purposeful sampling of virtual classes in the educational science department. To this end, 16 lessons related to 12 instructors (89 sessions and a total of 120 hours) were observed. In the data collection process, the researcher's role was as a non-participant observer. In addition to being descriptively recorded, the observation data or field notes were also reflected upon (the observer's perception of the situation and people).

The research findings related to various methods and tools for creating interaction were categorized into four sections, including interaction at the beginning of class, during the class, at the end of class, and outside the class. Class preparation, follow-up homework, diagnostic assessment and knowledge review were the most frequently used methods of interaction at the beginning of the class. Regarding interaction during the class, question and answer (questioning), presentation-based learning, providing feedback, using students' opinions, using motivators, managing participation, and role-playing were the most frequently used methods and techniques. Summarizing and planning, evaluation and feedback were included in the end-of-class interaction section, and in relation to out-of-class interaction, providing additional training, sending assignments, discussions, and scientific-research collaborations were the most frequently used methods. The methods and techniques that were mentioned entailed using chat tools, microphone, webcam, screen sharing, status pod, slide, Word file, video, image, survey or poll, WhatsApp, Moodle (including test plugin, assignment, forum, and file).

Based on the findings, we cannot expect to improve the quality and quantity of students' learning just by creating interaction. Rather, the effective interactions require compliance with principles and techniques such as the use of reflective questions along with descriptive ones, and awareness and overcoming obstacles to creating effective interactions. Also, the use of various tools and technologies does not necessarily lead to the effectiveness of interactions, but how to use them at the right time is more important. Another noteworthy point is that interactions outside the class (such as Feedback on assignments) are very important along with the interaction inside the virtual class. In addition, sharing experience and knowledge among professors and participating in knowledge-enhancing courses can help them become familiar with the methods and tools for creating interaction in the virtual classroom. Also, it is necessary to create opportunities for professors to practice the methods they have learned and to help them make teaching and interactions more effective by trial and error and receiving feedback.

The present study sought to validate a technological and initiative pedagogy: a teaching model called Flipped Inquiry-Based Learning (Fibal). In terms of purpose, this study was applied. In terms of how to collect the data to examine and answer the two proposed research questions, it is classified in quantitative research method designs. Four pre-formed classes available in one of the national universities in Tehran were used. The semi-experimental comparison between learning groups (semi-experimental designs of the unequal control group: pre-test and post-test) have been implemented. In order to validate the research data collection tools, content validity and Cronbach's alpha reliability estimation test were used. Several statistical tests such as one-way analysis of variance (ANOVA), Welchs, Tamhane's T2 and Dunnett's test were used in order to examine the statistical data related to learning and students' reaction in four classes (146 students in total). The results showed that with 99% confidence, the learning rate of Fibal class students is more and meaningful than the learning of students of "non-flipped traditional" and "simple flipped" classes. At the same time, despite the superiority of the average learning scores of Fibal class students over the "non-flipped inquiry" class, this superiority was not statistically significant. Also, with a 99% confidence level, the reaction rate of students trained through the Fibal approach is better than the reaction rate of students trained through the "non-flipped traditional" and the "simple flipped" and the "non-flipped inquiry" approaches.

The present study intends to identify the desired pattern of dissertation supervision with a qualitative approach. The data were theoretically saturated after interviewing 11 faculty members of the Faculty of Educational Sciences and Psychology of the Faculty of Educational Sciences and Psychology of Shahid Beheshti University through purposive sampling and semi-organized interviews. Then, the data analysis stage was performed in three stages of open and axial and selective coding to identify the desired pattern of dissertation supervision. Validation of the research process and findings was done through continuous comparison strategies, member participation, peer review, explanation of note-taking methods, and reporting. The results show that the optimal model of dissertation supervision consists of general, individual (supervisor) and organizational categories. Also, the individual category has the main structural and supportive categories and the organizational category also has the main planning and learning categories. It is recommended to pay attention to the items extracted from the general individual and organizational category to improve the dissertation monitoring process

The increasing speed of environmental changes and the intensification of competition among organizations have caused organizations to seek solutions for greater flexibility in responding to environmental needs and changes. In fact, moving towards creating organizations that have a high degree of flexibility in adapting to a changing environment is a vital and effective solution. One of the effective factors in keeping pace with changes in the environment is the improvement of organizational performance. In this regard, the importance and attention to the development, and improvement of human resources leads to the improvement of  organizational performance. There are various strategies and methods for the development and improvement of human resources. One of the ways to develop and improve human resources is coaching. In fact, coaching has created a new approach to staff learning and development. Since information technology is a link among all modern sciences and determines the development of human resources, it has created a new concept in coaching. This research focuses on coaching and information technology. In fact, the purpose of this study is to design a prototype of coaching software as one of the tools to optimize the performance of human resources and ultimately improve organizational performance.

The information of this study was obtained using a mixed approach. The mixed approach benefits from two parts, namely qualitative and quantitative, to achieve the research result. Therefore, the present study used the phenomenological method in the qualitative part and the survey method in the quantitative part. The research instruments in  the qualitative part was the focus group method. In the quantitative part of the research, a researcher-made questionnaire was used to collect the information. The statistical population of the study in the qualitative section were specialists in the field of education and human resources, from among them 10 people were selected using the method of snowball sampling. The statistical population of the study in the quantitative part were the  top  managers of Mashhad Power Distribution Company. From this statistical population, the top managers of the western part of the company, which included 20 people, were selected to perform a usability test.

 The data obtained from the qualitative part of the research included 4 components for designing the coaching software, which was based on the prototype model of software development. The data obtained from the research were quantitatively analyzed by SPSS software. Quantitative data analyzed by the software showed that the aforementioned software has the required usability to be implemented in organizations and used by individuals.

The present study with laying emphasis on reducing the generation gap between managers and current employees and the individuals who will be employed in  the organization and also; and with laying emphasis on technology design by education and human resources experts and  examining the existing human resources software, sought to design a prototype of coaching software with features such as communication, cognition, problem facilitation process and problem coping, belief in the ability of individuals and motivational dimensions, and implementation of the selected solution and 360-degree evaluation. The aforementioned features were not seen in the Iranian software examined in the study. In addition to the above features, the distinguishing feature of the aforementioned software is attention to the Cohen and Bradford coaching model, and being process-oriented and feedback-oriented.

The aim of this study was to understand flipped instructors in Iranian higher education, emphasizing its benefits for learners that instructors face when teaching in flipped classes in a public university. In particular, this study listed the best strategies for implementing flipped classrooms. The present study was a qualitative study in terms of purpose and in terms of research method it was considered qualitative based on interpretive paradigm and with inductive approach. The research tool in this study included a semi-structured interview used to collect information. Thirteen professors who had previously taught in flipped were interviewed. The data were analyzed using content analysis method. The peer review was used to increase the reliability and validity of the analysis. The findings of this study showed several benefits related to the use of flipped teaching method in Iranian higher education including: 1) increasing the quality of learning, 2) strengthening high-level thinking and 3) socializing learners. These findings could potentially be used as a guide for educators who want to use the flipped classroom method to improve their students' learning outcomes.

Teaching and learning is one of the main activities of universities and institutes of higher education, which takes place either in formal environments or with non-formal education. In order to present an innovative approach in academic teaching and learning, the present study sought to introduce a design model for blended teaching. The pedagogical model that is called "Flipped Inquiry-Based Technological Learning" or Fibtel.

In terms of purpose, this study was applied and in terms of how to collect the data needed to answer the two research questions, it is classified in exploratory mixed method designs. A systematic review and inductive content analysis of 59 articles with Q1 and Q2 scientific validity, a purposeful survey of the views of 30 higher education specialists, and an interactive management (IM) session with the purposeful presence of 13 experts were used to identify the Fibtel driving forces and their sub-elements. In order to interpretive-structural modelling (ISM) of the mentioned drives, data related to the views of 22 purposefully selected specialists were collected through a structural self-interaction matrix questionnaire and analyzed through cross-impact matrix multiplication applied to classification (MICMAC) technique. The statistical samples of the study were selected through the favorable informants’ method. In addition, interpretive validity has been used to increase the accuracy and agreement between the findings.

The results showed that the Fibtel interpretive-structural model with three levels of interaction has 9 causal driving forces and 76 sub-elements, which are generally constructivism type; Includes: learning context, instructional plan designing, technological requirements, learners' competencies, learning content and resources, facilitation, learning activities, interaction opportunities and learning assessment and feedback. With the exception of the one-way interaction of learning context driver, the interaction mechanism of other driving forces is two-way and linkage. This type of interaction mechanism suggests: 1. The organizational context and culture in Iranian university settings is very important and it influential on other factors affecting learning. Therefore, without modifying and changing the organizational context and culture, changes in other factors that affect on learning promotion will not have much effect practically. 2. To make major changes to the academic classroom system, there is not need to design extensive programs or a variety of technologies; Rather, it is necessary to identify and find the critical, sensitive and determine points of students' learning (drivers and their elements). Then, by applying a small and intelligent change in the interaction between each of them, steer academic learning and research toward greater change.

In the educational policies of the intelligence-security organizations of the country in recent years, learner-oriented educational environments have been considered valuable. The purpose of the current research is to explain and analyze one of these types of learning environments that are designed based on the characteristics of active technological learning. This new approach, known as reverse learning, has been increasingly popular among education professionals; but until now, at the international level, no qualitative research has been presented in this regard in intelligence-security organizations; Therefore, knowing the processes, achievements and challenges in this innovation will help the trainers and beneficiaries of in-service training in these organizations to apply it properly.

This research in the form of three research questions and using the phenomenological research plan and inductive content analysis of 59 Q1 and Q2 English articles indexed in the Web of Science scientific database between 2012 and 2021, to study, categorize and interpret learning environments designed based on The innovation of reverse learning has paid off.

The results show that the reverse classroom processes have positive results for employees, instructors, curriculum and in general for educational centers and can promote and improve learning skills and 21st century competencies of employees as well as the development of learning technologies. And their information literacy is effective. At the same time, the existence of technological and non-technological challenges in these learning environments can make these classes ineffective. Meanwhile, the results of this research highlight the need to do more in-depth research to solve the problems of employees, trainers and training centers of intelligence organizations when applying reverse learning; Based on this, research suggestions for future researches have also been presented.

Today, higher education, as the main driver of science and technology, plays an important role in advancing the goals of countries for comprehensive and sustainable growth and development. Challenges of higher education include "quality assurance" and "university ranking" in higher education, which are specified in the upstream policy documents, but their differences are not mentioned. Therefore, the study of the dimensions of each of these two approaches to assess the quality of higher education is necessary to provide the requirements for their implementation. Therefore, the purpose of this study is to answer the question of what are the differences between these two evaluation approaches in the available sources. Thus, the statistical population of the current study considered all the texts related to the dimensions and characteristics of quality assurance and academic ranking in higher education and sampling was done purposefully to answer the research question. Then, by adopting a qualitative approach and using the documentary research method, the sources were examined until the theoretical saturation was reached. Findings indicated that in "quality assurance", the main function is quality improvement and increasing accountability, the method of evaluation is criterion-based and formative, and its audience is often the academic community. But in "university ranking" the main function is governing the higher education sector, the method of evaluation is comparative and summative, and its audience is the general public and the academic community. Finally, due to the differences between the two approaches, suggestions were made for their prioritization and implementation.

Today, academic fields have turned into a powerful tool for shaping the society and play an important role in the production of science and the creation of scientific communities. But at the same times, the nature of science and its production in academic settings are encountered with changes and challenges. In this study, based on Pierre Bourdieu's sociological theory, we have tried to examine factors and challenges that university environments face with in the course of science production and hence, attempted to respond to the basic question: What are the factors and challenges of science production in the academic field? For that matter, using the meta-synthesis method, 62 articles were reviewed and their related categories and concepts were extracted and identified using the content analysis.

Since learning assessment in e-learning courses is still a question mark, the aim of this study is to identify e-learning assessment techniques in university e-learning.

The research was conducted in two ways, mixed systematic review in valid scientific journals in the field of e-learning and qualitative approach with phenomenological strategy. In the mixed systematic review method, 10 Q1 journals in the field of e-learning that were selected from SCImago Journal Rank, were searched. In the qualitative approach, faculty members and instructors of e-learning courses in universities in the field of educational sciences and educational psychology were the population of this study that were selected using a criterion-based purposeful sampling method. And through semi-structured interviews, data were collected until the researcher achieved theoretical saturation, and in the twelfth interview, theoretical saturation was achieved. The data obtained from the interview were analysed by Colaizzi coding method.

Based on the results of mixed systemetic review, various assessment techniques were identified in university e-learning courses at the international level. Also, based on the findings of the interviews, two themes were obtained: "during the semester" and "at the end of the semester", and twelve subcategories were obtained.

Assessment of learning in e-learning environments is learner-centered, which emphasizes the active role of the learner in the learning process.

Digital technologies have become an important part of education and educational activists pay special attention to these technologies in order to increase learners' engagement in three dimensions: cognitive, emotional and behavioral. Video is the most popular e-learning medium, but with the development of interactive video technology and the possibility of more learner interaction with content, it is important to examine the effects of interactive video on learners' engagement. The purpose of this study is to answer the question which of the linear video and interactive video have the greatest impact on learners' engagement and whether this effect is different in learning styles. For this purpose, in an experimental design, a training course was designed, half of which was presented as a linear video and the other half as an interactive video. The statistical population was educational specialist and training and development specialist who were selected by purposive and available sampling of 55 people. After completing the course, learners completed an engagement questionnaire and answered the four-choice test questions of the course. The internal validity of these two instruments was calculated using Cronbach's alpha coefficient, which was the participation evaluation form (0.878) and test (0.824). Using repeated measures design and paired t-test, the results showed that interactive video compared to linear video is significantly more effective on learners' engagement in three dimensions of cognitive, emotional and behavioral and is recommended to training and development specialists to use interactive videos. The theoretical and practical effects and applications of these findings in the field of organizational training and development are discussed.

In a scientific field such as a university, there is always a struggle to gain a position, recognition, social respect, prestige, fame and reputation, and winning among various factors and forces; So that presence in the university field can lead to the accumulation of various capitals; In this study, based on Pierre Bourdieu's sociological theory, the concept of scientific capital is examined from the perspective of academic actors and the basic question is answered, what is the definition of scientific capital by academic actors? In their view, what are the characteristics of scientific capital in the university environment? And finally, what are the consequences of scientific capital from the perspective of academic activists? The participants of the present study are the activists of Shahid Beheshti University including managers, staff, faculty members, students and graduates. Using the method of "targeted sampling", 56 activists who have lived in Shahid Beheshti University and have reliable information. They had a treatise on the subject; In this study, the interview tool was used for a direct and in-depth discussion about the status of scientific capital of University. Also, due to the qualitative approach of this research, Lincoln and Guba's evaluation method and re-coding method by the researcher and retest reliability were used to measure the validity and reliability of the interviews;The results of the research indicate that the power and survival of scientific capital in a university field in relation to other actors and conflict and negotiation. With them in order to gain points and individual and organizational development; In other words, the definition of scientific capital is not based solely on the dignity and status of the place of study and employment, and its emergence and flourishing, on the one hand, in the context in which it is located, and on the other hand, in its ability. Adaptation depends on environmental change and diversity;. The findings of this study also showed that according to the view of the activists of Shahid Beheshti University, the scientific capital of a university field is in two tangible and intangible states, and scientific, attitudinal and social competencies are the characteristics of capital. Are considered scientific; Also the flourishing of scientific capital in university has individual consequences (social and occupational status, creation of scientific knowledge and scientific identity-finding) and organizational consequences (increasing scientific credibility, scientific mobility and dynamism, economic and cultural development and responding to stakeholders) .

The aim of this study was to identify the existing educational and research inequities against students during university study.

This study is applied research in terms of purpose and descriptive in terms of implementation method. Therefore, a qualitative phenomenological approach was used. The population of the study was students of a comprehensive public university in Tehran in the academic year 2019-2020. Twenty students were selected according to the principle of theoretical saturation by purposive and standard sampling. Data were collected through semi-structured interviews. The content validity of the interview tool was confirmed by experts and its reliability was confirmed by the inter-coder reliability method with a coefficient of 78%. Also, Van Kaam’s analysis method was used for data analysis.

The findings showed that educational inequities had eight main themes and 45 sub-themes and research inequities had five main themes and 21 sub-themes. The main themes of educational inequities were teachers' weakness in teaching, lack of seriousness in teaching and learning, low criticism of teachers, unruly student evaluation, undermining student motivation, humiliation of students, non-recognition of student diversity, and limited access to professors. In the field of research, the main themes of inequity were discrimination in doctoral admissibility, restrictions on cooperation with professors, weakness and discrimination in providing scientific guidance, instrumental view to the student, and problems in obtaining the resources needed for research. These inequities are factors that negatively affect the development and strengthening of students' core capabilities, namely respect and dignity; knowledge and imagination; emotional integrity; learning disposition; voice; aspiration; practical reasoning; and relationships and social networks.

Workshops for professors on the subject of educational and research equity, increasing the diversity of professors and the educational content in accordance with the differences of students, paying attention to students' opinions on various university issues, and addressing their objections, are some of the strategies to address existing inequities.

The goal of this study was to assess Shahid Beheshti University’s courseware in terms of technical, instructional, and counseling based on Khan’s e-learning framework through reflection on students’ experiences.

The study used a grounded theory research design. The statistical population of the study was undergraduate students from Faculty of Education and Psychology who had taken Shahid Beheshti University's courseware. Participants were 32 students that were selected by purposeful criterion-based sampling method. Using semi-structured interviews, information was obtained to achieve the researcher's theoretical saturation. The findings were analyzed using Strauss and Corbin coding methods at open and axial coding levels.

The findings from the analysis of one-to-one interviews indicated that: 1. Loss of information from group discussions; 2. Lack of access to useful resources and links in the courseware; 3. Little information about user/support team participation status; 4. Lack of attention to instructional support to student’s success in courseware; and 5. Inadequate information about the activities of service desk have influenced the motivation and continuous activity in the courseware. Most importantly, these issues affect the users’ attitudes towards e-learning.

The study of students' experiences showed that the resource support of the courseware needs more review and attention. Ignoring this dimension of e-learning will create a gap between the potential of technology on learning and its use in practice. In other words, the lack of instructional, counseling and technical support affected users' attitudes towards e-learning. According technology acceptance model, perceived ease-of-use will be affected by usefulness of e-learning system. So that, students will not be inclined to continue their activities using it. Therefore, the present study recommends continuous evaluation of the courseware to identify the behavior pattern of users during the activity in the course and apply the necessary support mechanisms. For example, this goal can be achieved

The purpose of this study is to identify ways of interaction as well as the characteristics of effective interaction, to which the realization of learning contingent upon. In this qualitative research, the method of systematic literature review (SLR) based on PRISMA guidelines and the phenomenological focus group were deployed to study previous researches and understand the experiences of experts, respectively. In the web of science database, articles related to the research purpose were searched from 2009 to 2019, and 252 articles in the field of education were obtained as a statistical population. Criteria for inclusion of articles in the systematic literature review were peer-reviewed articles in the field of higher education, in which 20 articles were analyzed. The members of the focus group were education specialists who were selected through purposive sampling using snowball method. The reliability of the extracted themes was achieved through researcher self-review and thematic agreement of three coders. Findings include 9 ways to create interaction (creating a learning environment based on a problem or problem, creating a space for personal interpretation and discussion, providing feedback, reward and encouragement based on intrinsic motivation, student participation in educational design and implementation, the use of  multimedia tools, self-assessment, the use of collaborative learning techniques, peer evaluation, design and facilitation of group activities) and 13 characteristics of effective interaction in the learning process. Based on these findings, a dynamic and active learning environment can be created.

Adolescence is one of the critical stages of life. The present study aims to investigate the needs of adolescents aged 11-14 years in their relationship with their parents. This research was qualitative and with a hermeneutic phenomenology approach. The data collection was performed by interviewing adolescents 11 – 14 aged was carried out until reaching saturation. 24 adolescents were selected by purposive sampling method and interviews were continued until saturation was reached. After that, the recordings of interviews were transcribed and analyzed by thematic analysis method. The analyses revealed 6 themes including warm and encouraging atmosphere, freedoms accompanied by supervision, unconditional acceptance, receiving attention to one’s emotions, and secure and accessible relationship with parents. Each theme consisted of 4 to 6 subthemes. The findings of this study showed that from the perspective of adolescents, having a family relationship with security, intimacy, happiness, acceptance, and freedom is one of the most important needs in this period of life, and recognition of these needs by parents can help adolescents to have a healthy transition through this stage of life with satisfaction and mental health. It also helps psychologists and counselors and other individuals and organizations involved with adolescents and their problems to design intervention protocols to improve the parent-adolescent relationship.

As technology has grown, so problems related to its use raised. Because the growth of technology has increased the availability and expansion of the use of technology in primary schools as well as the use of these technologies by students at home, so the need to support students to stay safe, accountable, participate and collaboration in cyberspace and the like is more than ever. Issues related to the expansion of the use of technology and cyberspace; necessitate the education of digital citizens by the educational system.

The purpose of this study was to investigate the position of digital citizenship education in the official curricula of elementary school in Iran. This research was descriptive and included documentary analysis and content analysis by Shannon entropy method. Content Analysis Unit; It was texts, pictures and textbook activities. The statistical population of the study was 41 volumes of elementary school textbooks in the academic year 2019-2020, of which 24 volumes were selected by purposive sampling. To determine the validity of the instrument, content validity was used in the form of a survey of experts on the degree of coordination of the content of the measuring instrument and the purpose of the research. The reliability coefficient was obtained by Scott method 0.83.

Findings showed that out of 2631 counting units counted; 98 cases were related to the eight components of digital citizenship education. In other words, about 4% of the content of the three sections of the content of the studied textbooks has paid attention to the desirable components of digital citizenship education.
Findings from Shannon entropy analysis showed that the highest Ej and Wj among the components of digital citizenship education belong to the component of "digital literacy" with a total value of (0.3866) and the lowest Ej and Wj belong to the components of "digital Security", "digital Etiquette", "digital Rights and Responsibilities", "digital laws" and "digital commerce " all to the value of (0).

According to the findings, it can be concluded that the position of digital citizenship education in Iranian elementary school curricula has been largely neglected. Therefore, it is suggested that considering the necessity of educating digital citizens in the present age, elementary school curricula should be revised in terms of providing appropriate coverage on the components required for educating digital citizens.

Learners have been introduced as one of the main determinants of success and effectiveness in e-learning courses because the nature of e-learning is learnercentered and they are responsible for their own learning. Therefore, the aim of this study was to identify the learner characteristics that are effective in elearning. To this end, a qualitative research approach and a phenomenological strategy were adopted. Faculty members and instructors of e-learning courses in universities constituted the statistical population of this research. Participants were selected using criterion-based purposeful sampling method. Data was collected through semi-structured interviews until the twelfth interview in which theoretical saturation was achieved. The obtained data was analyzed first qualitatively through content analysis in the three stages of coding, subcategorizing, and categorizing. Based on the findings of the twelve interviews, 102 codes, 13 subcategories and six categories were found, including “The learner-centered in the e-learning process”; “learner interaction in the e-learning process”; “learner as assessor in the e-learning process”; “learner's Literacy”; “self-directed learner”; and “psychological characteristics of the learner”. According to the research findings, managers and planners of e-learning courses in universities should pay special attention to the role of the learner in the success and effectiveness of university e-learning courses.

In order to determine the outcome and evaluate the effectiveness of training programs in the NAJA, it is necessary to evaluate its behavioral performance in order to correct possible deviations on the program objectives. The best way to perform an indigenous evaluation is measuring the changes have occurred in the behavioral indicators and psychological empowerment of employees after the training course. Accordingly, this study, with three questions and research hypotheses, sought to design and implement a process of evaluating behavioral effectiveness by identifying and formulating indicators of "behavioral effectiveness" and "psychological empowerment" based on Kirkpatrick and Spreitzer theory. In terms of purpose, this research is research and development type, and in terms of how to collect the data it is classified in exploratory mixed method designs. In addition, three research methods of systematic review of scientific resources, content analysis of semi-structured interviews and survey of three post-event attitude questionnaires were used in two statistical samples with 360 people in each of them. After determining the indicators and their cross-sectional survey in the statistical cluster, the results confirmed all research hypotheses and showed that from the point of view of employees and managers, FSTs had significant behavioral effectiveness in three components of knowledge behavior, attitude behavior and skill behavior. These trainings had a good effect on the psychological empowerment of employees, which also increase managers' satisfaction and organizational productivity.

Evaluation is an integral part of the educational process and itchr('39')s very important. Also, the advancement of modern technologies has led to a shift in learning and education, and according to that, the evaluation has changed. The purpose of this study was to review the evaluation in e-learning.

The present study was a qualitative research which carried out with respect to the principles of qualitative paradigm. The method of data collection was the study of documents and the search for scientific information from written and digital sources. The collected data were analyzed by descriptive-interpretive approach.

The findings of the study showed that in e-learning, evaluation of learners and the course is carried out as initial, formative, and summative evaluation. Also, the research findings also showed that the reason for evaluation in e-learning is evaluation as an integral part of any educational system, helping the learner, and helping the educator. And used from various methods such as online quizzes, webinar, portfolio, discussion forums, telephone appraisal, project, self-assessment, peer review, article, and ... for evaluation in e-learning.

Indeed, Evaluation in any kind of educational system (both traditional and electronic) is of particular importance and should always be considered. Because it brings about different situations and through it, you can improve and improve yourself.