فهرست مطالب زهرا بلوچی

This study aimed to investigate the effectiveness of cooperative learning on the verbal behavior of sixth-grade visually impaired students in the field of experimental sciences in Zahedan. This experimental research adopted a pretest-posttest design with a control group. The statistical population of the study included sixth-grade visually impaired students in primary schools in Zahedan, Sistan and Baluchestan province, Iran, in the academic year of 2019-2020. Twenty students were selected as the study sample using the simple random sampling method and they were assigned randomly to experimental and control groups. The tool used in this research included an observation schedule of positive and negative verbal behaviors of students. The educational intervention was implemented for the experimental group in 12 sessions, each lasting 45 minutes. The covariance analysis of positive verbal behaviors showed that collaborative learning had a significant positive effect on students’ positive verbal behaviors. Also, covariance analysis of negative verbal behaviors showed that cooperative learning affected students’ negative verbal behaviors. The results showed that teaching based on cooperative learning strengthened positive verbal behaviors but discouraged negative verbal behaviors in visually impaired students. Therefore, it can be suggested that collaborative learning is one of the effective methods for changing the verbal behaviors of visually impaired students.

The purpose of this study is to predict students' satisfaction with online teaching based on the virtual teaching competence of Chabahar International University professors, which is a descriptive-survey research. The statistical population of the present study consists of all students of Chabahar International University, 150 of whom were selected by simple random sampling. In order to collect research information, two questionnaires of satisfaction and quality in an online course Sebastianli et al. (2015) with a reliability of 0.70 and the qualifications of Darabi et al. (2006) with a reliability of 0.80 have been used. The results of the regression test in order to examine the research hypotheses show that the variable of virtual teaching competencies has the ability to predict the variable of students' satisfaction by 0.301. Also, the variables of virtual teaching competencies are the ability to predict the content and structure of the online teaching course, the difficulty of the online teaching course, teacher-student and student-student interactions in the online teaching course and facilitator support in the online teaching course by 0.278, respectively. , 0.254, 0.377 and 0.301. According to the obtained results, it can be concluded that the virtual teaching competencies of Chabahar International University professors can facilitate students' ability to predict online teaching in terms of content and structure, course difficulty, teacher-student and student-student interactions and support. In other words, professors 'virtual teaching competencies can affect students' satisfaction in online teaching.