فصلنامه فن آوری اطلاعات و ارتباطات در علوم تربیتی
سال هفتم شماره 2 (پیاپی 26، زمستان 1395)

The success or failure of e-learning is influenced by a set of critical success factors And from other factors that are "important" or "good", but not required are different. The purpose of the present study is to Identifying the Critical Success Factors (CSF) in the academic E-Learning centers. The methodology employed in this study is developmental and data are collected qualitatively. In order to codify these components, semi-structured interviews examination were used as data collection instruments. To analyze the result of the interviews and evidence and documents, content analysis by means of codification was used. Semi-structured interviews with ten of the experts in E-learning area. During the interviews, in order to identify the critical success factor, 30 sources in the area of E-learning components were studied. The findings from this study revealed that components of critical success factor includes 7 key components and main damnations, learner, management, outdoor beneficiary, evaluation, technology, pedagogy, Instructive. Each of these components include 47 success key.

The aim of this study was to determine the relationship of family communication patterns, internet addiction and academic adjustment. The type of research was applied in term of purpose and descriptive correlation in term of implementation. Statistical population included high school students from fourfold restrictions of Ahwaz. Among them 359 students, both boys and girls from 1 and 3 restrictions were chosen as sample by using stage randomized sampling method. Adjustment questionnaire (Sinha & Sing), the Young Internet addiction questionnaire and revised relationships family patterns communication scale of Koerner & Fitzpatrick were employed in this study. The research findings indicated that there is a significant correlation between orientation of conversation, orientation of conformity, internet addiction and adjustment (educational, emotion and social) (P≤0.01). Whereas the educational and social adjustment were not significantly correlated with orientation of conformity (P≤0.05). On the other hand, the orientation of conversation and internet addiction were able to predict the adjustment between students. Therefore, in the process of adjustment, it is necessary to consider the role of family communication patterns and internet addiction.

The present study was aimed to determining the effectiveness of conceptual mapping teaching methods on promoting intellectual believes and self-regulatory learning of students. The method of study was semi experimental. The statistical population was all of male high school students in grade one in Sarpol-e- Zahab city in 2016. 56 students were selected by multi stage cluster random sampling and assigned in to two experimental and control group. The tools of data collecting were two standard questionnaires: intelligence beliefs and self-regulation learning. The Data were analyzed using multivariate analysis of variance (MANCOVA) and covariance (ANCOVA) test. The results showed that there is a significant difference between experimental and control groups in posttest. Also there was a significant difference between experimental and control groups regard to subscale: incremental and innate intelligence, cognitive strategies, management of resources. But related to subscales of metacognitive strategies, there was no significant differences. It seems that the use of conceptual mapping teaching method has been able to promote intelligence beliefs and student self-regulation learning. According to result of this study to promoting intelligence belief's and self-regulation learning, use of concept mapping method is suggested.

The purpose of this study was to investigate the relationship between social networks and social health of students. This descriptive research is of correlational type. The statistical population consisted of all Master's students of the faculty of humanities, Islamic Azad University of Sari (4256 people) in 2015. In this study, 350 students were selected by using Cochran's formula as the statistical sample. They were selected by random sampling method and participated in the research. The subjects were studied in a field study using social health questionnaire and researcher-made social networks and social support questionnaires. Statistical analysis was performed using one sample t test, Pearson correlation and multiple regression. Findings showed that there is a significant relationship between social networks, sources of social support of networks, network communication and participation in social networks with the social health of students. In multiple regression analysis, social support components, network relationships and participation in social networks of 32% were able to explain the position of social health variable, which social support component, with a larger beta coefficient, has a greater share in health explanation. Social. As a result, social health of students as social instruments affects the quantity and quality of presence and activity in social networks.

The general purpose of this study was to investigate the teacher's attitude toward the application of teaching technology in teaching and its relationship with job satisfaction in smart schools. The research method was descriptive correlation. The statistical population consists of all teachers of the smart schools of Arak (N = 650), of which 242 teachers were selected by cluster sampling method. Data were collected using two standard questionnaires of Yavuz attitude toward the application of technology in education and Ershadi job satisfaction. Validity of both questionnaires was confirmed by experts and their reliability was 0.826 and 0.816 respectively, using Cronbach's alpha test, respectively. Data were analyzed using Pearson correlation coefficient and multiple standard regressions. The results showed that, apart from the lack of impact of technology in education, the four dimensions of the use of technology in education, while having a meaningful relationship with teacher's job satisfaction, explained 0.54 of the dispersion of this variable. In the study of the individual contribution dimension of dimensions, the contribution of technology in education, the perceptions about the application of technology in education, the pre-requisites for applying technology in training and the effectiveness of equipment technology were calculated in meaningful education. The findings of this study, while emphasizing the importance of teacher's job satisfaction in intelligent schools, also point to the crucial role of the application of teaching technology in teaching.

Virtual training is a unique opportunity to face the limitations of face to face training, realization of the education goals for all and contextualization for sustainable and balanced development in the country. The present study was done to analyze the perceptions and lived experience of students and faculty members about the challenges of virtual training in higher education. For this purpose, phenomenological method was used to identify and representation the depth of the phenomenon under study. Data were collected using purposive sampling and semi-structured interviews with twenty students and faculty members of virtual courses of University of Tehran and were analyzed by Colaizzi's method. In the sixteenth interview data saturation was achieved but to validate the findings continued interviews until the twentieth person. Analysis of the interviews led to the identification of five main categories, including challenges related to the “University”, “professors”, “students”, “LMS” and “virtual class”. The results showed that virtual training in the higher education system are facing diverse challenges and is very far to achieve optimal conditions and improve the quality requires a serious attention of custodians and lack of discrimination in this type of education.

The purpose of the present study was to compare the degree of intellectual capital among elementary school teachers of both ordinary and intelligent schools in Sari. Considering its purpose, this study is applied and considering its method, it is descriptive-survey. The population of the study consisted of all teachers working within Sari City's Intelligent elementary schools (n=79) and all teachers working in the same city's ordinary elementary schools (n=535). Based on Krejcie-Morgan's table, the sample was calculated to be 66 teachers from intelligent schools and 226 teachers from ordinary schools. This sample was chosen based on stratified random sampling and by considering their gender. Bonti's Intellectual Capital questionnaire (1998) was used to gather the data. The validity of this questionnaire was investigated and validated and its reliability was calculated as 0.889 using Chronbach's Alpha coefficient. The data for this study were analyzed using independent groups t-test and one-way ANOVA. The results showed that there's a significant difference between ordinary and intelligent school's teachers regarding their intellectual capital. The intellectual capital mean for intelligent elementary school's teachers was significantly higher than the intellectual capital mean for ordinary elementary school's teachers. Furthermore, there's a significant difference between various dimensions of intellectual capital such as human, structural and relational dimensions between ordinary and intelligent school's teachers. In other words, the mean for various dimensions of intellectual capital for intelligent elementary school's teachers is significantly higher than ordinary elementary school's teachers. There wasn’t any significant difference between teacher's intellectual capital in terms of their gender and educational degree.

The purpose of the present research was to investigate the relationship between conceptions of learning with cognitive and metacognitive strategies, and identifying the relative contribution of each of them in predicting learning strategies approaches by virtual space and real space learners and these two groups were compared. Correlational research method was used in this study. The statistical population of this research included staff of professional and technical centers to be fitted that taught ICDL skill. The size of this population was approximately 18000 people due to the high volume that fitted the community of available sampling methods were used. In order to find this, based on Krejcie and Morgan table, 376 employees of the professional and technical centers who had been earlier taught ICDL skill and had the bachelor and Master degree were chosen as sample. The data collection tools were the Karami learning strategies and Conceptions of Learning, after confirming the validity and reliability were used. Data were analyzed using multiple regression test, two independent samples t test and Correlation coefficient. Results indicated that there was significant difference between cognitive and metacognitive, and conceptions of learning by virtual space and real space learners. Results indicated that learning as a duty, remembering and personal change was the meaningful predicting factors of cognitive and metacognitive approaches by virtual space and real space learners. As well as those who were trained in the virtual environment, the amount of cognitive and metacognitive strategies of more use.