فصلنامه فناوری آموزش
سال هشتم شماره 2 (پیاپی 30، بهار 1393)

One Of The Most Critical Steps Of  The Educational Planning Is The Evaluation Of Educational Goals.Identifying This Aim Requaires A Tool By Which To Measure The Quality Of  Programs.The Aim of This Study was  Assessment The Quality And Modeling Educational Services In Distance Education In Iran. The Method Of Research  Was Descriptive.In This Research, The Required Data Were Collected From A Sample Of 119 Consist Of  Male And Female Ph.D Student And Faculty Member Who Selected By Stratified  Sampling Method.The Formal Validity Of The Questionnaire Was Confirmed By The Specialists In The Field And The Reliability Was Calculated By K –Alfa At Laest (0.78).Data were Analized By Descriptive And Inferential (Factor Analysis) statistical Indexes. The Results Indicated That The Quality  Of Educational Services  Indexs In Curriculum Stractures,Student Services Are Average And The Faculty Member Support Is low And Weakness.In Addition,The Results Indicated That The 3 Factor Model With (RMSEA=0/085) And (CFI=0/97) Has Suitable Fitness.

The purpose of this descriptive research was to identify and rank the  education goals of occupational safety and health in industries, for this purpose a questionnaire was prepared by researcher and were distributed among 50 informed and experts person of industry who were selected purposive sampling, then by using of single sample t-test and Friedman, significance of each question and field was evaluated, the results indicate that the goals such as safety and workplace hygiene, to gain general cognition about safety and health concepts and occupational accidents, creation and increase the accuracy and alertness in process of production  in order to recognize the risk factors and then stop and prevent risk , to increase knowledge, skills, individual abilities have the highest priority and according to informed people recognize and different uses of water in industries,  familiarity with tools and equipment and structures and correct using them have the low priority, also the analysis showed that all the fields are significant but the occupational accident , hazardous materials, discipline and responsibility have most agreement and equipment and fire have least agreement.

The importance of physician’s access to the latest findings reveals the need for studying about more efficient infrastructures based on the potential of new educational technologies. In this paper, a practical model to optimize the process of medical education has been presented. This model is based on the knowledge obtained through questionnaires completed by faculty members and clinical assistants from Medical school of Shiraz University. The questionnaire reliability using Cronbach's alpha was (α=0.71). Research findings show that there is no optimal continuing educational method for updating the knowledge of studied population and more than 82% of the target audience access to the latest resources by a delay more than one month. Furthermore, 68% of them believe that treatment algorithms are the fastest methods of training. Therefore, based on these results, by employing web 2, a new model, is proposed to achieve faster and continues method for education. Functional assessment of the proposed model approved by IT professionals and its effectiveness evaluated through a descriptive study of the respondent population.

The aim of the present study was to investigate the relationship between self-efficacy, cognitive meta cognitive strategies with academic achievement among students - high school boys nomads of Fars Province. The research method is descriptive – correlational. The population of this study, all high school students nomads of of Fars province is in the 90-91 school year were enrolled. Cluster sampling method were enrolled a sample size of 322 people. The data gathering tools were includes: Schwarzer and Jerusalem self- efficacy questionnaire, Vahedi cognitive and metacognitive strategies questionnaire. Research data were analyzed using descriptive statistics (mean, frequency, standard deviation) and inferential statistics (Pearson correlation, regression and ANOVA test, Scheffe post hoc test and the Kolmogorov - Smirnov test). Data analysis showed that there is a significant positive relationship between self-efficacy and academic achievement. there is a significant positive relationship Between cognitive strategies - cognitive and academic achievement. Also, there is a significant positive relationship between self-efficacy and cognitive -meta cognitive strategies. The regression results also showed that academic self-efficacy variables significantly predicted academic achievement and variables of cognitive and metacognitive strategies is not a good predictor for academic achievement. The results shown between the groups in terms of academic self-efficacy and cognitive strategies according to the different levels of education and fields of study, no significant differences have been observed. But between the groups in terms rate metacognitive strategies according to the different levels of education and fields of study there are significant differences.

In This study we investigate the mediating role of achievement goals and reflective thinking in relation between classroom environment and performance. The data  was collected from 500 girls who were studying in high school. This sample  was selected by multistage cluster sampling. Questionnaires have been administrated. academic performance was assessed by grades in mathematics. Data analysis indicated that the components of the classroom environment-involvement, student cohesiveness, task orientation- exerted direct and indirect influences on achievement goals, reflective thinking and student’s performance in mathematics. Findings evidently show that direct effect of students’ involvement on performance – approach goals is significant and involvement in assignment and class activity is a unique component which has a significant direct effect on math performance. Direct effect of cohesiveness on performance avoidance goals, task orientation on reflect and habitual act, mastery goals on understanding and critical thinking, performance approach on habitual act is significant. Totally, these results show that classroom environment- involvement component, cohesiveness and task orientation have direct and indirect effect on achievement goals, reflective thinking and student performance in mathematics. However we need further evidence to clarify some ambiguities.

In the current world, need to have information and contact for obtaining information, changes in the system of educational and cause the rise of E-learning in the field of staff training, While the realization of e-learning system on the forklift requires organizations to provide a different aspect of coming situations is that from the perspective of e-learning readiness system fitted to it. The main objective of this research, a model to assess the readiness of indigenous system of e-learning in organizations and financial institutions, and so, for the purpose of research with access to a variety of evaluation model and comparative studies by relying on information obtained from the analysis of the national studies, as well as the results of survey of experts, a native of framework consists of seven main later. Then, based on the comments of experts rate the importance of influencing factor and these dimensions as well as the suitability of the structure of the model, the direction of the desired target sensing, using structural equations model building were identified. More, this model is fitted with the help of the worksheet that contains the index of the model, in order to assess the rate of National Bank of preparation were used in total, represent the Agency's lack of readiness for entry into this arena. The proposed model is an appropriate tool for identifying strengths and weaknesses, in the organization access to information and communication technology and using it to further the effectiveness of the virtual field, as well as, the digital gap analysis between them.

The aim of this study is to compare the level of motivation of fifth grade male students in regular elementary schools and smart elementary schools. The design of this study is causal-comparative and the statistical population includes all the fifth grade male students of Tehran’s elementary schools. The Organization of Education of Tehran announced that the number of these students is 2225 students. 62 students from regular schools and 62 students from smart schools were selected and compared. The sampling method used in this study is purposive sampling and the reason behind choosing this method was to select those samples that were closest to the standards. Since the previous studies had published good reviews about the reliability and validity the Hermans Achievement Motivation Questionnaire, it was used to measure the level of motivation of students in both regular and smart schools. Finally, the collected data and descriptive statistics including frequency, median, mean and two independent samples t-test were analyzed. This statistical test showed that there is no significant difference between the level of motivation of students in smart schools and regular schools and the comprehensive system of information and communication technologies facilities has not had any influence on increasing students’ motivation.