فصلنامه فناوری آموزش
سال هفتم شماره 4 (پیاپی 28، پاییز 1392)

 Education is one of the fundamental pillars of developing capabilities, skills and competencies in various sectors of society. Results of studies e-learning compared with conventional teaching methods Help teachers and education stakeholders in designing, developing and implementing appropriate Learning courses for learners. The purpose of this study was to compare of conventional teaching methods (lecture-based) and e-learning methods using models, strategies and techniques of instructional design on learning and motivation of physicians and assistants on the topic of acute respiratory failure.

 In a quasi-experimental study, 60 General physician and assistant were assessed in two 30- staff groups by available sampling method based on the two instructional methods. Instructional material in the first group was based on traditional Continuing Medical Education on programs written syllabus and e-learning content development was based on the same programs with the integration of the instructional design and motivational design models.

Data were collected by pretest, posttest, and assessing motivation questionnaires. Based on the findings, There was no significant difference between pretest and posttest scores of the two groups (P>0.05) But after educational programs the motivation of physicians in the both groups had significant differences (P<0/05).

The results of this study indicate a significant relationship of using instructional strategies and techniques designed to increase participants' motivation in electronic medical continuing education.

The main goal of this study was to investigate the role of computer-assisted concept mapping technique in improving learners’ autonomy and vocabulary retention. To this aim, different concepts along with related words to each concept were selected. Then, a general English test was administered as the pretest of the study and 28 learners falling within ± 1 SD were selected and were randomly assigned into two groups: control and experimental. Then, vocabulary items were taught to the groups based on two different teaching processes. The teaching process consisted of two phases for the experimental group. In the first phase, learners were to fill in the blanks in the concept mapping diagram with the target words of the study. In the second phase, learners were solicited to expand the diagram until they reach the main concepts or target words. Afterward, the learners were asked to exchange their diagrams with their peers via hyper-terminal program. On the other hand, vocabulary items were taught to the control group conventionally that is, by providing antonyms and synonyms. After the treatment period, immediate and delayed post-tests were administered to both groups. To analyze the collected data and to compare the performance of the two groups on the immediate and delayed post-tests, independent t-tests were run. Subsequently, an interview was done with the subjects in the experimental group to elicit their opinion about the computer–assisted concept mapping technique. The findings of the study showed that employing computer assisted concept mapping technique had affected learners’ autonomy and vocabulary retention positively. Moreover, the results of the interview signaled learners’ satisfaction with the technique.

this study is carried out to investigate the effect of application of computer-assisted concept mapping on high school students’ immediate and long-term geology learning compared to conventional (Paper & pen) method. “pretest-post-test” semi experimental design with control group has been used at the study. Two classes of G11 grade students were randomly assigned to experimental and control groups. Participants in Experimental group were asked to create several concept-maps with use of C-map software on Geology topics and students in control group were asked to do the same with conventional (Paper & Pen) method of concept mapping. After performing pre-test, students in both groups were asked to create concept map diagrams for 6 sessions (2 hours length), and then immediately the first post-test and after three weeks the second post-test were performed to assess their immediate and long-term learning on geology concepts and topics. Three teacher-made tests each contain 25 questions were used to assess students’ learning. The cronbach alpha reliability coefficient was 0.79. Analysis of covariance and t-test were performed to analyze the data. Results revealed that the mean scores of both students’ immediate and long-term learning in experimental group were significantly higher than the control group. Considering Eta square coefficient indicates that implementing computer-assisted concept mapping in geology education can account for 33 percent of students’ immediate and 49 percent of their longterm learning. It can be concluded that computer-assisted mapping can improve students’ learning.

The main purpose of this research was to examine the model of evaluating efficiency of electronic learning strategies on students’ academic achievement. The methodology of research was correlation. Statistical community included all of the virtual universities’ students of Iran in 1390-91. The statistical sample was randomly selected (n=363). The data were gathered by three questionnaires (efficiency electronic learning strategies) ، = (0.94), α (academic interest) ، (α= 0.92) and comparing students’ score mean for two semesters. The validity of questionnaires has been prepared by specialist. The fundamental theory of this research was research community model of picciano and predicted that students cooperated with each other by social, teaching and cognitive presence and at last this cooperation results in their progress. The total results indicated that there was relationship between electronic learning strategies based on cognitive presence, social presence, teaching presence and students’ academic achievement. They have direct effects of the variables, such as cognitive presence (0.789), social presence (0.078), and teaching presence (0.695). The CFA shows that the measurement model fit the data very well with a goodness of fit index (AGFI) of 0.91 and adjusted goodness of fit index (GFI) of 0.95, RMSEA (0.214).

Environmental literacy is the main field of activities which its knowledge is necessary for consumers, producers as well as observers. The objective of environmental education is improving applied literacy of stakeholders. The concept of environmental literacy consists of science (facts, concepts and skill) and practice (vision and awareness) which makes personal behavior. In this framework, awareness has two sciencebased (knowing) and emotional-based understanding. In general, scientific education and environmental science have two-way relationship in which scientific education is a prerequisite of environmental literacy and environmental literacy functions as a base for scientific education. Furthermore, scientific literacy and environmental literacy are overlapping in many cases and it is difficult to differentiate them because of their internal linkages. Studies have shown that environmental education can improve environmental literacy as high as three folds which will be ended in responsible action with the environment. Academic education of architecture in Iran exceeds six decades; however, there is no any satisfactory paradigm for environmental literacy and education in this discipline. In the present essay, we evaluated the relationship between architecture education and environmental literacy and the necessity of environmental literacy as a neglected element in architecture faculties.

The present study was designed to find out the relationship between Iranian junior high-school learners’ attitudes towards CALL and academic self-regulation in learning English as a foreign language. Two hundred and thirteen junior high-school students participated in the study. The CALL Attitude Questionnaire and Academic Self-Regulated Learning survey were distributed among learners and the data were gathered from participants based on the information in the questionnaires. Correlation Coefficient procedure was used to answer the research question. The analysis of the results revealed that there is a significant and positive relationship between learners’ CALL attitudes and academic self-regulation (r=0.29, p<0.00). The findings showed that the more learners have positive attitudes towards CALL, they more they are likely to be selfregulated in language learning.

The present study aims is to compare active and passive teaching methods' effects on Emotional Intelligence (EQ) in girls and boys of Fifth grade in primary in primary school. Research method in this study was an Expost facto, a multi-stage random sampling was done to choose 320 samples from schools of Maragheh that 160 of them were boys and 160 were girls. Active and passive teaching methods of teachers were assessed with a checklist made by the researcher. After that a questionnaire of 60 questions was given to the students, which was a Bar-on test (The young aged version) to measure their Emotional Intelligence. Both of questionnaire and checklist are according to liker gradation. The results revealed that there is a meaningful difference between the EQ of those who were taught actively and those who were taught passively. Female students had a better performance in general mood factor. There is a meaningful difference between the EQ of girls & boys under active and passive teaching. There is a meaningful difference between boys’ and girls' overall EQ. Operation of girls in Emotional Intelligence is better than boys.