فصلنامه فناوری آموزش
سال هشتم شماره 3 (پیاپی 31، تابستان 1393)

The purpose of this study was Structural Equation Model of Self-Directed, Technical, Contextual and Behavioral Competencies and Students' Perception of Faculty Performance Quality. Data analyzed with make use of methods of Path Analyze and Multivariable Regression Analyze. The results showed that 1) Awareness, learning strategies learning activities, evaluation and interpersonal skills were a significant positive anticipant of students' perception of faculty performance quality based on professional role, relationships, management of course, teaching and coaching, cultural competency monitors and ensures quality education, quality of feedback, homework and classroom management. 2) Awareness, learning strategies learning activities, evaluation and interpersonal skills were a significant positive anticipant of students' technical, contextual and behavioral competencies. 3) Students' technical, contextual and behavioral competencies were a significant positive anticipant of their perception of faculty performance quality.

This study was done with the aim of making and testing multimedia program in Biology and Hygiene course by using scientific exploration model in Birjand. The method which is used is Quasi-experimental and the research population consists of the students of a guidance school in Birjand. This study consists of 40 individuals that have been chosen by available method and the students were considered homogeneously with average, parents, educational levels and  social status. Educational attainment in high and low levels of cognitive domain was measured in pre-test and post- test. The results of analyzing research by using combined ANOVA and repeated measurement indicates that the educational progress in both levels (upper and lower) of the cognitive area in the experimental group with compare to the control group was  significantly higher. On the other hand t-test analysis results showed that the teaching by multimedia method has been increased the period of memories in the students.

To meet the increasing demand for higher education, universities are questing for new ways of delivering education and as a result, e-learning is being implemented more frequently each day, creating new opportunities for both educational institutions and students. Likewise, every online organization, the website of an educational institution is the first interaction tool between the user and the organization and plays an important role in establishing long term relationships with students. To face this strategic issue for virtual universities, this paper focuses on improving website quality based on users’ information and structural needs. By considering that the basic goal of every website is to provide the user with information, first, proper content for a university website from the users’ perspective will be selected, and then a framework for Iranian universities’ websites will be proposed. Selecting proper content items from a website is a selection problem with different criteria influencing the optimal solution. Therefore, in this paper, multicriteria decision making approach is taken toward this selection problem.

The present study deals with surveying the relation of organization learning and professional development of engineers. The study was conducted as descriptive-correlative work. Statistic society is comprised of 188 engineers of Electro System Fars. As the size of the society is not considerable, the whole society was studies as sample society. For data gathering two questionnaires for assessment of organizational learning and professional skills were used. To make sure validity of the questionnaire the experts were consulted. Regarding reliability, Cronbach’s Alpha was used. Reliability of the questionnaires was obtained 0.93 and 0.87 for learning and professional skill respectively. The data were analyzed regarding Pierson’s correlation and regression analyses and significant relation was found between organizational learning and development of professional skill. Regression analysis showed that organizational learning elements are significant predictor for develop of professional skills. Square sum of 0.476 showed that 47.6 of the distribution in the development of professional skills is determined by organizational learning.

Assictant: In recent years a fundamental revolution has been seen in the education. This transformation is not only in the tools and methods, but in the concept and approach of education. One of these developments is in the transferring from teacher-centered methods into students-centered methods. In this transformation, personal knowledge management can be recognized as the coin of e-learning. Concurrent with this evolution in the methods, tools of teaching have been changed fundamentally from traditional teaching tools to e-learning and e-learning 2.0 (e-learning with Web 2.0 tools). This novel method has been studied in this research. At the first, personal knowledge management processes, Web 2.0 tools have been recognized and then the overlaps with the training have been studied. The suggested model has been composed of  these three areas, validated by the Delphi panel, and at last with chi-square test a survey has been done. 300 users of knowledge workers of online knowledge communities have been recognized and categorized; and knowledge workers 2.0 have been selected. In recognizing processes and tools of personal knowledge management, which can be used in e-learning, these knowledge workers answer the questions. On the other hand, 11 experts on Knowledge management (authors of ISI articles) in three rounds have been contributed in Delphi panel. The result of this study has been formed as a model for leveraging personal knowledge management tools in learning. This model includes the personal knowledge management 2.0 processes which can be used in learning. In addition, the best tools for each process have been identified in this model.

Present study with the purpose of reviewing psychological aspects of adding mobile learning to traditional method of teaching in higher education, was performed quasi-experimental. Statistical population were Islamic Azad University students, Sari branch, who enter university 2012, selected English and Arabic courses which according to cluster random sampling method, sample size of 75 students were placed in two classes for Arabic course in experiment group (39 students) and control group (36 students) as well as sample size of 40 students were placed in two classes for English course in experiment group (20 students) and control group (20 students). Study tools are Hermens achievement motivation test, Rajkumar Saraswat self-concept questionnaire and Eysenk self confidence test. In order to assess study hypothesis, covariance analysis test was used. Results showed that average scores in experiment group showed higher level than control group and also adding mobile learning to traditional method of teaching affects on increasing achievement motivation, self concept and students self confidence in English and Arabic courses.

This paper aims to provide a framework for preparing the teachers’ guide for technical and vocational education teachers. Teachers are usually committed to execute the formal curriculum provided by the center of curriculum development in a centralized education system. To design a comprehensive model of the teacher guidance book is the main aim of this research. So, the main question is that: which model and structure could be the best for providing a comprehensive guidance book for teachers?  This is an applied research with the aim as well as a survey by the collection and analysis of the data. Document study and questionnaire were used as research tools. Statistical population of this research was the curriculum developers and expert teachers. 32questionnaires were collected and analyzed. Moreover, three day workshop was implemented for some teachers and the experts in Curriculum development in which the model was discussed and developed. The result of this research is a "teacher guidance book model" which has provided based on the curriculum elements includes seven chapters. First chapter recommends to explain the general subject and foundations of curriculum. Second chapter includes the examination of the structure and content of the curriculum. Third chapter presents a framework for learning opportunities. Chapter four focuses on educational space and materials. Chapter five pays attention to the evaluation methods. Chapter six provides a budget schedule for lessons during the course and finally, chapter seven includes many recommendations for the implementation of the TVET curriculum.