فرهاد سراجی

The purpose of the current research is to identify the challenges of continuous evaluation in electronic education in elementary school.The research method is mixed with a sequential exploratory design andthe participants in the qualitative section were 20 elementary school teachers from Hamedan city who were selected using a criterion-based method and observing the theoretical saturation rule and participated in semi-structured interviews.In the quantitative section, 302 out of 1309 elementary school teachers were selected using proportional stratified sampling, then these themes were compiled and implemented in the form of a questionnaire with 55 items and 9 components.The validity of the questionnaire was determined by content method and reliability was obtained using Cronbach's alpha 0.95.Qualitative data analysis was performed using content analysis and quantitative data analysis using descriptive statistics indicators, one-group T-test after ensuring the normality of data distribution by performing the Kolmogorov-Smirnov test and the Friedman test ,was done.The results of the qualitative section showed that infrastructure, economic, technical, and software challenges, teacher-related challenges, student-related challenges, family and parent-related challenges, educational challenges, feasibility challenges, and reliability challenges are important.In the quantitative section, the results showed that the level of continuous evaluation challenges, the level of infrastructure, technical, and software challenges, challenges related to teachers, students, parents, and families, and educational challenges related to continuous evaluation in e-learning are above average, and there are not many challenges in terms of feasibility and reliability.The results of the Friedman ranking test showed that the most important challenges of continuous evaluation in electronic education in elementary school include, in order, student-related challenges, family and parent challenges, teacher-related challenges, economic, educational, infrastructure, technical and software issues, reliability, and feasibility.It can be concluded that implementing continuous evaluation in electronic environments faces numerous challenges, and overcoming these challenges is necessary for the correct implementation of continuous evaluation.

One of the effective levels of educational communication in the implementation of the curriculum is the interpersonal communication between teachers and parents, which has a special and effective place in the current education system.Research questions: What experiences do teachers have regarding the reasons for communicating with parents to implement the elementary school curriculum? What are parents' experiences regarding the reasons for communicating with parents in order to implement the elementary school curriculum? In the present study, the causes of interpersonal communication between teachers and parents in elementary school have been investigated using a qualitative and phenomenological method. The scope of the study was made up of parents and teachers of elementary school students in Birjand city. According to the nature of the study, the purposeful sampling method was used, and the data was collected through in-depth interviews of 12 parents and 13 teachers. Collaizi analysis method was used to analyze the collected data. Guba and Lincoln (1985) criteria were used to evaluate the results. Findings from the lived experiences of parents and teachers regarding the causes of teacher-parent interpersonal communication in seven main themes of "news and awareness", "participation and support", "educational and training", "guidance and consultation", "monitoring and care", "de-crisis" and "criticism and revenge" were summed up. In general, the findings of the study showed that the causes of interpersonal communication between parents and teachers are in a range of communication from the low level of news and awareness to the stage of criticism and revenge. In the course of this communication, in the first stages, it is done with the aim of informing news and raising awareness about educational and educational processes, and then communication continues at higher levels such as educational and educational issues, guidance and supervision, and finally, in case of problems, the role of communication is directed towards de-crisis. In case of escalation of crises, criticism and revenge become the focus of communication. From the findings of the study, it can be concluded that parents and teachers have communicated with each other for various reasons, and each of these communication reasons has influenced the management of the teaching-learning process and has changed the course of curriculum implementation.

The aim of the current research was to design a model of teacher-student media communication in elementary school. This research was conducted with a qualitative method of phenomenology. The scope of the research was formed by the teachers and students of the elementary level of Birjand city. According to the nature of the research, the purposeful sampling method was used. 13 teachers and 10 students received data through semi-structured interviews. In order to analyze the data, open, axial and selective coding methods were used. Lincoln and Goba criteria were used to ensure validity and reliability. Findings from the lived experiences of teachers and students in the form of 4 main themes of goals and reasons (news and awareness, education and file sharing, guidance and counseling, supervision and care, de-crisis, entertainment and leisure management), opportunities and threats. Internet infrastructure, equipment and electronic devices, way of thinking and culture, lack of expertise and technology literacy, availability and flexibility of time and place), development solutions (development of local social networks, promotion of student educational network (Shad), use of mass media, development of Internet and intranet infrastructures, support for underprivileged families, development of media literacy, switching to online platforms) and achievements and consequences (saving training time, easy and simple communication, monitoring and timely intervention, formation of learning Deeper and motivated, digital distraction, addiction and mental problems and academic failure) were organized.

With the expansion of electronic learning environments and their combination with the real learning situations, some teachers have utilized them to design learning activities. Such usage can help with the improvement of teaching and learning outcomes. To assess such improvements, a group of Hamadaani teachers active in the area of creating electronic content with the help of students was interviewed and continued to the point of saturation when 20 teachers were interviewed. Theme analyses of the responses yielded positive results all around. Technically, in the opinion of interviewed teachers, students learned skills related to work with the Internet and different software and hardware. Cognitively, they believe that their students have developed critical thinking and lasting learning skills. They also improved in the metacognitive area as they were able to better understand their own abilities, the nature of the tasks, and ways of evaluating their quality. Motivationally too, the students as a result of involvement in production of the content were much more interested in the learning of the subject, according to the teachers. Thus, further research and usage are suggested.

The present study was conducted with the aim of standardizing the self-directed learning skill scale of medical students in electronic curricula. This research is a correlational descriptive in terms of applied purpose and in terms of nature and method. The statistical population of this research was all medical students of Hamedan University of Medical Sciences who participated in the present research online by defining the desired tool on the Pressline website. According to the use of confirmatory factor analysis in this research, a sample of 550 people completed the questionnaire through voluntary and online sampling. In order to collect the desired data, an eight-item questionnaire "self-discovery of medical students in electronic curricula" was used. In order to analyze the data, first to check the scale factors and the distribution of the items from exploratory factor analysis using SPSS-28 software and then to validate the items and factors from confirmatory factor analysis with the software Smart-PLS-3 software is used. The results showed that the factor loadings of each of the items in 8 factors after rotation were confirmed with the desired variance because the absolute value of these coefficients is higher and the corresponding factor has a greater role in the total changes (variance) of the item variable. has an opinion Therefore, according to the results of the exploratory factor analysis, the research components were confirmed in eight factors: self-efficacy, self-management, academic help-seeking, motivation to learn, responsibility, self-organization, self-control, and self-evaluation with 73 items and the factor loads They are desirable. The confirmatory factor analysis also showed that the items of all eight components of the research, except for item five, have the necessary sufficiency to stay in the research, and the values of their factor loadings were appropriate and have a good fit. Also, Cronbach's alpha for all eight.

The digital university is an institution that, by leveraging modern technologies, not only provides specialized services to its stakeholders but also expands its scope of activities and impact relative to classic universities. For this reason, the development of university leadership for managers capable of effectively achieving the distinguished characteristics and specific goals of these universities is of great importance. Accordingly, this study aimed to model the structural-interpretive strategies for developing leadership to create and expand digital universities. This study is applied in terms of its goal and is considered mixed-methods research following a Sequential Mixed Method.

Identifying leadership development strategies was conducted through semi-structured interviews based on theoretical saturation with the participation of 15 faculty members at Shahid Beheshti University, serving as the research field. The validity and reliability of the interviews were confirmed using relative content validity. In the quantitative part of the modeling process, the opinions of 63 faculty members with management experience were utilized through convenience non-probability sampling. The validity and reliability of the questionnaire were confirmed using content validity and a test-retest method, respectively. Coding the interviews using MAXQDA software led to the identification of strategies for developing university leadership.

The modeling of identified indicators was performed using structural-interpretive methods and MIC-MAC analysis. Thirteen identified strategies, as outcomes of coding, include: forming think tanks; structural empowerment; self-development processes; talent management; opportunity selection; succession planning; feedback mandate; program integration; systematic/regulated training; knowledge sharing; enhancing resilience levels; systemic thinking; and process reconstruction. The use of structural-interpretive methods and MIC-MAC analysis helped to position the thirteen identified leadership development strategies into six levels for establishing a conceptual relationship among them. These levels are opportunity selection, succession planning, enhancing resilience levels and process reconstruction, talent management, and program integration. Each category contains one or more strategies. Under each strategy, components are placed that are related to expanding the concept of strategy in the development of leadership for digital universities.

In the present research, the lived experiences of parents-teacher media communication in the academic year 1402-1403 have been analyzed in a qualitative and phenomenological way. Participants in this research were 15 teachers and 10 parents from primary schools in Birjand city, who were selected in a purposeful way and participated in semi-structured interviews. Colaizzi analysis method was used to analyze the collected data. The findings from the lived experiences of teachers and parents in media communication in 5 main themes, the goals and reasons of media communication (transfer and sharing information, responding, clarifying, informing and recording events), communication methods (simultaneous, asynchronous), communication tools ( Messenger, video conference and online systems, electronic printed materials, survey and electronic form, website, student educational network (Shad), challenges and limitations (parental employment, literacy and education level, lack of material and internet resources, attitude and manner Thinking about technology, age conditions, type of residence), advantages and opportunities (easy and convenient, flexibility in time and place, increased speed and moment-to-moment monitoring, event recording and archiving) were classified. In general, we can conclude that with the entry of media platforms into the field of communication, teacher-parent communication has also been affected and media platforms act as facilitators in the field of communication. In the present research, the lived experiences of parents-teacher media communication in the academic year 1402-1403 have been analyzed in a qualitative and phenomenological way. Participants in this research were 15 teachers and 10 parents from primary schools in Birjand city, who were selected in a purposeful way and participated in semi-structured interviews. Colaizzi analysis method was used to analyze the collected data. The findings from the lived experiences of teachers and parents in media communication in 5 main themes, the goals and reasons of media communication (transfer and sharing information, responding, clarifying, informing and recording events), communication methods (simultaneous, asynchronous), communication tools ( Messenger, video conference and online systems, electronic printed materials, survey and electronic form, website, student educational network (Shad), challenges and limitations (parental employment, literacy and education level, lack of material and internet resources, attitude and manner Thinking about technology, age conditions, type of residence), advantages and opportunities (easy and convenient, flexibility in time and place, increased speed and moment-to-moment monitoring, event recording and archiving) were classified. In general, we can conclude that with the entry of media platforms into the field of communication, teacher-parent communication has also been affected and media platforms act as facilitators in the field of communication.

The current research was conducted with the aim of identifying the ways to maintain literacy learners in the literacy process. In this research, a mixed-methods approach was used in such a way that qualitative data was first collected using a qualitative approach and group and individual interviews. Then, the quantitative steps of the research were carried out using the descriptive method and exploratory factor analysis. The participants in the group interview included literacy experts of Hamedān province's general office of education, and in the individual interviews, the participants consisted of 18 people who were successful in literacy and 5 dropouts. In the quantitative part, the data collection tool was a researcher-made questionnaire on the methods of attracting and maintaining literacy learners, and the research population of this questionnaire included 230 literacy experts and educators who were selected by total counting. Qualitative data were analyzed using thematic analysis method and quantitative data were analyzed using descriptive statistics, one-sample t-test and exploratory factor analysis. Findings showed that by combining the results of quantitative and qualitative stages, it is possible to present the operational ways to attract and maintain literacy students through changing the ways of identifying and attracting them, reforming the formal structure of literacy, strengthening the role of literacy students, diversifying the methods of providing education, strengthening learning materials and resources, and reviewing the methods of attracting educators.

the current study has been conducted with the aim to establish a native framework to define the cultural characteristics of Iranian students in the E-learning system.In this study,the descriptive-analytical research method was applied. In the qualitative stage, the Delphi panel was applied to acquire the most reliable consensus of a group of experts' opinions. In a quantitative stage, a researcher-made questionnaire was designed with 164 questions, and confirmatory exploratory factor analyses were used to analyze the data. In this study, the cultural characteristics of e-learning system learners in six dimensions of power distance, uncertainty avoidance versus certainty, masculinity versus feminism, collectivism versus individualism, Attitude toward time, Attitude toward activity, and 26 case factors were examined. According to the research data, the power dimension had the highest factor load, and the lowest factor load was related to Attitude toward time.This framework had a good fit and reliability The results of this study can be useful in determining the real needs of applicants for online courses and for the design, and personalization of e-learning systems

The purpose of this research was to find out how and how much postgraduate students use virtual space in research activities.

This research was conducted with a mixed exploratory approach. In the qualitative phase, The field of research was 20 students were selected for semi-structured interview based on criteria. The results of the interviews were analyzed using the hierarchical thematic analysis method. Then, in the quantitative stage, a survey method was used to collect information. The statistical population of the research was the students of humanities faculties of Bu -Ali Sina University, 252 people were selected in a relative stratified manner. Data were analyzed using descriptive statistics and one-sample T-test.

The result of the qualitative analysis of the research indicated that: students use resources search and retrieval tools, collaborative tools and content preparation tools in accordance with the twelve stages of research. Also, the results of the quantitative phase of the research showed that the amount of students' use of virtual space in the form of resources search and retrieval tools, collaborative tools, and content preparation tools in research activities was at a significant level and above the average level, among the tools, the most The use is related to search and resource retrieval tools, content preparation tools, and collaborative tools.

Universities should take practical steps and make important decisions to acquaint students with the capabilities of the Internet in research.

This study aimed for making and validating of a scale to measure students' self- directed skills in E-learning courses during Corona virus. The research methodology was survey and cross-correlation research. The statistical population of the study consisted of students of the country's universities in the academic year of 2020-21. A random convenience sampling method was chosen for this study. The sample size was determined to be 620 people according to the Krejci-Morgan model (α=0.05). A researcher-made self-administered questionnaire was used to collect data.  The validity of the tool was calculated by using the opinion of expert professors, and the reliability of the instrument was calculated with Cronbach's alpha coefficient of 0.95. The results of exploratory factor analysis, using the main elements factorization method and considering the factor load more than 0.40, showed that three factors of spontaneity, recognition of learning needs, and responsibility in learning can be extracted and explain 55.285% of the total variance. In general, the factors of the self-administrated questionnaire measure the independent and separate dimensions of the Self-directed learning scale to a large extent, and it is a valid and appropriate tool.

One of the most important processes in any type of educational system, especially e-learning system, is the assessment process, the purpose of which is to determine if educational goals have been achieved. Assessment is important in that it has a huge impact on learning (Buyukkarci & Sahinkarakas, 2021) and requires feedback for continuous improvement. Assessment in e-learning can be both formative and summative, or combined (Kear et al., 2016; Dlab, Katic & Candrlic, 2015; Snae, Brueckner, & Hirata, 2008). Marriott (2009) uses the terms "assessment of learning" and "assessment for learning " to distinguish between these two types of e-assessment. While the former emphasizes assessment at the end of the learning process (summative assessment) which aims to determine the amount of learning by the learner (Torres, 2019; Kear et al., 2016; Azmi & Kankarej, 2015), while the latter, being gradual and ongoing, refers to the continuous process of assessment (formative assessment) (Yan et al, 2021; Azmi & Kankarej, 2015). Formative assessment is one of the measures to promote learning (Ferreira, Martinsone & Talić, 2020; Elson, 2016; Bijol, Byrne-Dugan, & Hoenig, 2015) and to ensure the quality of distance learning and e-learning (Ming-Li & Dan, 2010). Through providing feedback on performance, it can also dramatically affect motivation, interest, commitment, intellectual challenge, and autonomy, and responsibility as well (Buyukkarci & Sahinkarakas, 2021; Bhattacharya & Coombs, 2017; Townsend & Mulvey, 2016).According to the above, in order to ensure the students' learning and achieve the desired goals, measurement and assessment are necessary, and what is important in the assessment of learners in e-learning is to have the approach of "assessment for learning" or formative assessment. Because the purpose of formative assessment is to correct and improve the existing situation. This means that in the process of formative assessment, one can recognize the weak and strong points and make decisions based on them. E-learning in the field of assessment, especially formative assessment, has not progressed as expected and little attention has been paid to the importance of assessment in this field, and this has caused damage in this field that may affect the quality of learning. The purpose of this study was to investigate the pathology of formative assessment in the Iranian e-learning system. The method of this research was applied in terms of purpose and qualitative in terms of how to collect information. The research paradigm was also interpretive. According to this paradigm, reality is conditioned by human experience and interpretation. The research methods in this perspective include case study, phenomenology, ethnography and historical research (Bazargan, 2015). In this study, the phenomenological method was used. The phenomenology method is one of the qualitative research methods that investigates the views, feelings, and experiences of the sample group in relation to a certain phenomenon or phenomena (Creswell, 2014). Since the professors of e-learning centers have the most connection with the learning management system and use it continuously, these people have more and better knowledge about the learning management system. Therefore, participants in the study included professors of e-learning centers, 13 of whom were selected as the research sample using the available purposive sampling method. In purposive sampling, the researcher continues the work until reaches theoretical saturation. Semi-structured interviews were used to collect data. According to Guba & Lincoln (1982), validity and reliability verification in qualitative research includes four criteria of credibility, dependability, confirmability and transferability. In the current research, validity and reliability were checked based on these four criteria. Content analysis was also used to analyze the data.Findings showed that according to the professors of e-learning centers, formative assessment in the Iranian e-learning system has 8 main weaknesses, which are: Non-use of different formative assessment tools (Consist of: Limitation of assessment methods and tools, Time consuming questions and answers, Limiting the assessment to the final assessment), Weakness in feedback (Consist of: Failure to provide appropriate feedback by professors, Failure to provide appropriate feedback by students, Failure to provide timely feedback, Not allocating enough time by professors for feedback, Lengthening the feedback process), Impossibility of student authentication (Consist of: Not knowing the participants), Weakness in class presentations (Consist of: Time limit in reviewing class presentations, Lack of two-way interactions in class presentations), Poor design of exercises and projects (Consist of: Buy projects and articles, Failure to provide enough exercises by professors), Weakness in online exams (Consist of: Little use of online tests, The possibility of cheating in online tests, Lack of control over online tests, Failure to measure all levels of learning, Failure to use the facilities of the learning management system in the field of online exams, The lack of different online test design software in the learning management system), Weakness in discussion and exchange (Consist of: Non-participation of all students in discussions, Non-continuous participation of professors in discussions, Lack of discussion management, Not summarizing the discussions, Not using different media in discussions, Failure to measure students' participation in discussions), Weak reporting (Consist of: Failure to report properly, Impossibility of recording and reporting all assessments). Therefore, in order to improve the quality of formative assessment and student learning, these weaknesses should be considered and steps should be taken to improve the current situation.In this regard, the following suggestions have been made to improve the state of formative assessment in the electronic learning management systems of the country:Considering the technological advances and also conducting such researches that are carried out in the country, it is suggested that e-learning centers and universities always pay attention to updating their learning management systems, especially in the field of formative assessment.Some of the weaknesses of learning management systems in the field of formative assessment are related to professors. Therefore, for the correct implementation of formative assessment in electronic environments, the necessary training in the form of seminars, workshops, etc. should be provided to the professors.It is suggested that universities and e-learning centers pay attention to formative assessment as an important factor in the development of learners and professors and provide the necessary grounds for its establishment as best as possible.

The issue of culture is very important in the field of e-education. Accordingly, the purpose of present study was to investigate the learners’ cultural characteristics of e-education at PNU. The research method was descriptive and the instrument was a researcher-made questionnaire which was designed based on the four dimensions of Hofstede's cultural theory. These four dimensions investigated were power distance, uncertainty avoidance versus uncertainty acceptance, masculinity versus femininity, and collectivism versus individualism. Its content validity was determined by experts and its reliability was estimated using Cronbach alpha (83%). Participants were the students of PNU in Khuzestan province, who were studying in e-education courses in the academic year 2021-2022, and 897 participants responded to the online questionnaire using the available sampling method. Mean, standard deviation and one sample t-test were used for data analysis. The results compared with the test value of number three revealed: the mean of cultural characteristics of learners in PNU students in power distance are higher than that of the society mean, and the mean of the uncertainty avoidance factors is higher than the society mean and the mean of the factors of Uncertainty acceptance is lower than the society mean, in the dimension of masculinity verses femininity in both factors, the mean is higher than the society mean, in the dimension of collectivism verses individualism, mean of the factors related to collectivism is lower than the society mean and the mean of the factors related to Individualism was higher than the society mean. The research results provide guidelines for the design and implementation of e-learning courses.

The mission of the education system is to transform students into citizens of the information society, according to technological developments that can use the facilities and platforms created in education to guide and direct daily activities and solve different problems appropriately. The Iranian educational system has emphasized the use of new technologies, the National Information and Communication Network in education, by preparing the "Fundamental Transformation Document of Education". Along with the expansion of ICT integration in schools, the matter of evaluating ICT integration in primary schools is important to ensure and improve the quality of teaching and learning, to determine the contexts and requirements of integration in the curriculum for implementation and enforcement. Evaluation criteria help all experts, managers and teachers to always be aware of the results of their work and know how much educational goals and goals of the organization have been achieved. This awareness leads to the integration of ICT in the curriculum in the desired way. The purpose of this study was to determine the holistic framework for evaluation of ICT integration in elementary school curriculum.

This research was conducted by a combined exploratory method in two stages. The qualitative research method was phenomenological. In the first stage, in order to determine the evaluation criteria, the semi-structured interview was conducted using purposive sampling, and in the next stage, a questionnaire was used to confirm the evaluation criteria by available sampling method. The participants in qualitative phase were selected based on criteria-based sampling method and the rule of theoretical saturation and hence included teachers and principals of smart schools. The statistical sample in the quantitative part included experts in the field of e-learning. Participants in the qualitative section included six principals and nine teachers and in the quantitative section, the participants included ten e-learning experts. In order to analyze the collected data in the qualitative part, the collage method (open, axial and selective coding) and in the quantitative part, CVR was used.

The findings of the research in the qualitative part indicated that the evaluation framework of ICT integration included 14 criteria in different sections such as: supportive (3 criteria), electronic content (2 criteria), teacher's teaching activities (2 criteria), materials and learning resources (2 criteria), learning activities (2 criteria) and student group activities (2 criteria). In the quantitative part, the CVR percentage of all six evaluation components was higher than the table number (0.62). Electronic content components and support with the highest percentage and qualification of students were confirmed with the lowest percentage of agreement among the evaluation criteria.

In order to increase the quality of integration in evaluation, special attention should be paid to the interaction and transaction of all evaluation components. The emphasis on separate evaluation of the dimensions of integration is the incomplete implementation of integrated evaluation in the curriculum. It is suggested that evaluators have a comprehensive and holistic view of all evaluation criteria in the field of Organizational and Educational Areas in evaluating the integration of ICT in the curriculum.

Assessment and especially formative assessment in e-learning has weaknesses and disadvantages that need to provide solutions to improve it. Therefore, the present study aimed to provide solutions to improve formative assessment in the e-learning environments.

The method of this research was applied in terms of purpose and qualitative in terms of how to collect information. Participants in the study also included professors of e-learning centers of Tehran universities, 13 of whom were selected as the research sample using the available purposive sampling method. Data collection tool was also semi-structured interview. The content analysis coding method was also used to analyze the data.

Findings showed that the professors of e-learning centers provided 10 main solutions to improve formative assessment in the e-learning system, which are: "Using different tools of Formative Assessment", "Appropriate Feedback", "Student Authentication", "Effective use of Class Presentations", "Management of Assignments and Activities", "Effective implementation of Online Tests", "Management of Class Discussions", "Preparation of Student Assessment Program", "Management of Exercises and Projects", and "Analytical and Comparative Reporting".

Improving formative assessment in the e-learning system requires constant attention and review, and identifying such solutions while identifying strengths and weaknesses provides the opportunity to modify and improve learning, which is the main goal of formative assessment.

The present study seeks to explain the elements of technological entrepreneurship curriculum in elementary school. This research was done through a qualitative approach and a systematic review method. The data were analyzed using specialized keywords related to the technology entrepreneurship curriculum and their search in valid scientific databases as well as library studies until March 2021. Finally, 44 sources were analyzed and coded and the findings indicated that technology entrepreneurship curriculum emphasized education of students' technological entrepreneurship qualifications in the goal component, a combination of theory and practice in the content component, practical and problem-based activities in the component of learning activitie, action-oriented and authentic education in the component of learning strategies; also it highlighted "evaluation for learning" in the field of evaluation. In the end, it is concluded that the technological entrepreneurship curriculum will be the main need of elementary school students to create jobs and develop knowledge-based and technology businesses.

The present research has aimed to compare the competencies in teaching math using an IT-based approach in student-teachers and trainees admitted based on Article 28. A quasi-experimental approach was used, and static groups were devised, with the research sample consisting of 20 student-teachers and 20 Article 28 trainees from the province of Eastern Azerbaijan during 2018-2019. Both groups were provided with the content for teaching elementary school mathematics using multimedia software in Storyline. In order to measure the TPACK (technological knowledge, pedagogical knowledge, and content knowledge) variable level, the questionnaire devised by Sahin (2011) for the assessment of content knowledge -- consisting of the six TPACK microscales of content knowledge, pedagogical knowledge, technological knowledge, knowledge of teaching content, pedagogical-technological knowledge and content-technological knowledge -- was used, and the reliability and validity of the questionnaire were also assessed as desirable after preliminary use. As for the variable level regarding knowledge, computer skill and computer self-efficacy, the 33-item questionnaire devised by Seraji and Rostami (2016) on IT-based competences was used, and the total reliability of the questionnaire was determined to be α = 0.89. After pre-tests and post-tests were conducted, the results showed that the student-teachers scored higher in the components of content knowledge, pedagogical knowledge, technological knowledge, pedagogical-technological knowledge, and computer self-efficacy compared to the Article 28 group at 0.05 level of significance. The average scores obtained by the Article 28 group in the components of content-technological knowledge, cognitive-technological knowledge, and computer skills proved to be higher than those of the student-teachers group at 0.05 level of significance. Moreover, the results indicate no difference in regard to attitude toward IT or performance between the two groups.

This study aimed to determine the frequency and type of Virtual space use among high school students.The study method was of a descriptive-survey type, and in terms of the purpose, it was a research-applied study. The statistical population included all high school students of Hamadan province (2020-2021). Using a multi-stage cluster sampling method, 500 of them were selected as sample member. The study instrument was a researcher-made instrument whose validity and reliability was assessed based on professors' views and the Cronbach's alpha coefficient (0.92). Using Spss 24, the descreptive (frequency, percentage, and mean) and the inferential (independent t-test and Chi-square) statistics were employed for data analysis. Finding show that 84%5 of the students spend between 1-5 hours, %13 less than an hour, and 2%5 more than 5 hours per day, on using the internet.The result indicated the frequency of using the internet in Cyberspace is less than the average (3). Furthermore, the most common types of cyberspace use were "performing assignments," "gathering information about public issues," "communicating with classmates," and "listening to music," respectively. While the girls used Telegram, WhatsApp, and Shad more than the boys, the boys used Facebook and Instagram more than the girls (p<0.05). Regarding the type of cyberspace use, the Chi-square results indicated the girls use Cyberspace more than boys to do their assignments. it can be concluded that the frequency of cyberspace use among students is not too much, and they often use Cyberspace for doing their assignments and establishing social relationships with their friends.

Given the importance of media literacy education to children in the curricula of many schools around the world and the gaps in media literacy education in Iran as well as the emphasis of various studies on using learning-based methods based on information-processing models and social learning in media literacy education, the question arises as to what the characteristics of media literacy curriculum elements are according to previous studies in the field of media literacy education. The aim of the present study was to determine the characteristics of the second primary media literacy curriculum elements for functional consuming(FC), critical consuming(CC), functional presuming(FP), and critical presuming(CP) media.

This research was conducted using mixed-methods design (qualitative and quantitative). In the first stage, to identify the features of the media literacy curriculum of the second primary school, the qualitative method of synthesis research (qualitative Meta-Synthesis) was used, and in the next stage, to examine the opinion of experts from the descriptive-survey method and to evaluate the effect of program implementation, a quasi-experimental pre-test-post-test design with a control and experimental group was used. The statistical population of this study consisted of three groups, A) The studies published in the field of media literacy education were in local and international scientific databases; out of 4309, 18 related documents in the field of media literacy were purposefully selected as samples, B) In the initial validation section of the project, 15 specialists were purposefully selected (with criteria of expertise and experience in the field of media literacy education) from the statistical community of instructors and curriculum planning specialists in the field of media literacy as a sample, and C) In the quantitative part of the statistical population, the students of the second primary school in Hamedan in the academic year of 2019-2020 were included who were selected as a research sample using the multi-stage random cluster sampling method and consisted of a total of 63 sixth-grade female students. In order to analyze the data, to extract information from research and to analyze and combine the findings in determining the characteristics of the curriculum, the content analysis method was used via coding. At this stage, in addition to using the CASP tool in selecting appropriate study units, to ensure the coding method, in addition to using the researcher self-review technique, two experts in the field of communication and curriculum were used to re-codify the findings. In the second stage, using a researcher-made questionnaire, the data obtained from the survey to validate the curriculum were evaluated with a CVR coefficient. In the third stage, in order to analyze the data obtained from the researcher-made tests (functional evaluation, parent evaluation and self-evaluation) in four levels of functional consumption, critical consumption, functional prosumption, and critical prosumption, according to the fact that the data does not have a normal distribution in the pre-test and post-test, the Uman-Whitney test was used.

Findings of the research in the meta-analysis section indicated characteristics such as attention to critical approach, critical media literacy, cognitive media literacy and new media literacy, and the basics of the philosophy program for children in the basics element; Acquisition and promotion of media consumption indicators included (fostering caring thinking), critical media literacy (fostering critical thinking) and producing media messages (fostering creative thinking) in the target element; Attention to cognitive, emotional, aesthetic and moral dimensions, students' life experiences in the face of different media, components emphasized in media literacy theories and in combination with other courses were included in the content element; Attention to discussion and participation in classroom community of inquiry, research-oriented, based on personal (individual) patterns, as well as the use of integrated methods were considered in the method element; Emphasis on discussion, attention to different cognitive, emotional and behavioral dimensions, use of different evaluation tools as well as metacognitive self-evaluation were the elements of media literacy curriculum evaluation in the second primary school. In the field of validation according to experts, due to the higher CVR coefficient obtained in all items of the minimum acceptable coefficient for 15 people (0.49), the features mentioned in the curriculum of the second primary school were confirmed. In the study of the effect of the implemented curriculum on media literacy competencies of second primary school students, the results of Mann-Whitney post-test showed that the effect of the experimental group was significant at the confidence level of 0.95 (P = 0.000, Z = -5.93).

Combining library studies, experimental designs, and interviews with experts in previous studies, as well as validating the features extracted by experts in the field of media literacy training and model effectiveness in implementation suggests a curriculum during which students form a research community  to find, build, and engage in media messages involving positive exchange and participation (instead of a competitive environment) in challenging content related to media literacy indicators and results in the cultivation of thoughts based on non-hostile reflection, an increased enjoyment stemming from the ability to read and deeply understand media messages based on dialogue, the development of creativity while creating common perceptions, adherence to ethical principles such as tolerance and acceptance of ambiguities and in general grounding and promoting media literacy and self-leadership through cultivating a variety of caring, critical and creative thinking abilities.

This research aimed to model the role of self-directed learning skills and media literacy in cyberloafing. This study was quantitative in terms of main strategy and correlational research in terms of analytical technique. The participants included graduate students and the sample were selected through available random sampling. The sample size was 620 according to the Krejcie- Moran model with considering the error of α=0.05. For data collection, cyerloafing questioner of Bella et. al. (2006) were applied with α=0.89 reliability, a research-made self-directed questioner with α=0.95 reliability and media literacy questioner (Palsafi, 2014) with α=0.86 reliability. The content validity of instruments was confirmed by the opinions of ten e-learning experts. The data were analyzed by artificial neural network approach sing Multilayer Perceptron (MPL) method. The results revealed that modeling of self-directed learning and media literacy skills in students’ cyberloafing has an input layer with ten nodes and a hidden layer with four nodes and the artificial neural network is well able to predict the jumps and students cyberloafing process and variables. All coefficients of influence of the hidden layer on the output layer in the neural network obtained negatively and, therefore the higher students self-directed and media literacy skills, the less their cyberloafing behaviors. It could be concluded that the level of students’ self-directed and media literacy skills can predict the level of their cyberloafing behaviors

 Self-directed learning is a process where learners need new instruments to identify their needs, goals, resources, and implement their learning strategies. Therefore, this study endeavored to identify electronic tools for developing self-directed learning skills in students' curriculum.

 This qualitative study was meta synthesis. The studies were select from among the studies conducted in the years 2006 to 2021 and 2006 to 2022 in the field of electronic tools and self-guided learning, with specific keywords in internal databases such as; Noor, Mogiran, Civilika, Ganj and Alamnet magazines and foreign databases IJET, Google Scholar, Eric, Scopus, and Science Direct were collected, and a total of 239 studies were reviewed and after several stages of screening, 54 study units were selected. The data analysis was also done with the method of content analysis through coding method.

 The findings in the open coding stage showed; 58 instruments were employed to develop self-guided learning skills, which were divided into two groups of simultaneous and non-simultaneous instruments based on the results of axial coding. Besides, the results of the selective coding stage also included the obtained instruments in four main categories; instruments for searching resources, communication and participation, management and presentation of content and Moqs have been classified.

 Based on the characteristics of the media, the study divides the instruments into four categories; searching for resources, participation, management and presentation of content and classified MOOCs that can be used in the design of electronic curriculum to develop self-discovery skills and active approach.

 In recent decades, along with the growth of the quantity of "serious game", its quality has also been considered by investors, researchers, developers. The purpose of this research is to design a framework and validation tool for evaluating the educational quality of serious police games as modern e-social learning environments.

 This research was conducted with a mixed approach and meta-synthesis method. Based on this, 5805 documents were identified during the years 1995-2022, and finally 29 articles were selected for analysis. By analyzing these articles, the dimensions, indicators and basic components were extracted, which became an evaluation tool by thematic analysis. First, the content validity of this tool was obtained by purposive sampling with the participation of 30 experts. Then, for the validity of the structures, a sample equal to the community was assumed, and the tool was sent to the members of the National Computer Games Foundation, and 331 people participated in completing the tool. Finally, the data were analyzed using confirmatory factor analysis.

 The findings of first and second order factor analysis confirmed all dimensions, indicators and components of the tool with a factor load (above 0.3) and a significant coefficient (above 1.96). Therefore, this meta-synthesis led to the design of the framework and the validation of the educational quality evaluation tool of serious police games as modern e-social learning environments with 4 dimensions, 25 indicators and 138 components.

 As a result, the proposed framework and tool can be used by investors, researchers and developers of serious police games and other areas to develop serious games with the desired educational quality.

The purpose of this study was to investigate the learned experiences of student-teachers from the narrative inquiry curriculum. This research was carried out in a qualitative way and through the phenomenological method. The main question of the study was “What experiences did the student-teachers learn from the narrative inquiry curriculum?” The statistical population included the student-teachers of Farhangian University at Shahid Bahonar Campus in Hamadan (4th semester of elementary education) that during the implementation phase of the project, a group of 42 student-teachers were selected purposefully as the research sample and were trained for one semester using a narrative-based curriculum. At this stage, the learned experiences of student-teachers was studied through observation, interview, and review of their narrative projects. Data analysis using thematic analysis method showed that, through a model of narrative inquiry curriculum, the student-teachers learned diverse experiences in the knowledge domain (content knowledge, pedagogical knowledge, technological knowledge, pedagogical content knowledge, technological-pedagogical content knowledge), and in the skills domain (content knowledge in practice, pedagogical content knowledge in practice and technological-pedagogical content knowledge in practice) Furthermore, in the attitude domain, their attitude toward teaching, learning, and learner improved. In general, student-teachers gained valuable experiences in three areas of knowledge, skills and attitudes. The findings of this study can be used for planning the professional development of student-teachers at the Farhangian University.

This research approach was mixed (qualitative, quantitative). In the qualitative part, inferential method (progressive) was  used .By using Franken's method of analysis (normative realist proposition), the basics of self-awareness were deduced. By using the semi-structured interview method, types of self-awareness and the nature and characteristics of the basic elements of the curriculum (purpose, content, teaching method and evaluation method) were extracted. The validity of qualitative data was determined using confirmability and reliability To analyze qualitative data, open, axial and selective coding method was used. In the quantitative section, the CVR method was used to determine the validity of the model. The results showed that the self-awareness basics include the connection between the soul and the body, evolution and exaltation of the soul, otherness, telescoping, thinking and self-awareness: physical, emotional, social, spiritual, intellectual. Curriculum elements including goals: improving physical knowledge, improving emotional behaviors, knowing others, improving spiritual knowledge, feelings, social communication, critical thinking. Method questioning dialogue, role playing, small groups, brainstorming, problem solving. Evaluation: Self-evaluation, peer evaluation, and parent evaluation were concluded as essential elements of the self-awareness curriculum model in the second year of elementary school. Following these findings, the quality of the four elements was examined and approved by experts. As a result, effective paying attention to the self-awareness foundations, component, types and curriculum elements can help to improve the Second Level Primary School Students Self- awareness. The validity of the final model from the point of view of experts (philosophy of education, educational psychology and curriculum planning) was 0.82. Effective attention to the basics, components, types and nature of the elements of the self-awareness curriculum in the curriculum of the second year of elementary school can help to improve the self-awareness of students.

Quantitative and qualitative development of skills training, design and development of flexible models and methods in demand training is a demand-driven necessity for the development of the country and the pottery sector, and vocational training for people interested in pottery in relation to their needs. The labor market as well as upgrading the existing skills to meet the needs of the pottery industry, especially for the province, which is the center of pottery production, is an inevitable necessity. Therefore, in this regard, the present study examines the educational needs based on the job analysis process in the pottery profession. This research is a qualitative rather than quantitative participatory research in terms of applied purpose, qualitative approach and methodological methodology. The statistical population in this study included pottery professionals and experts whose opinions were used during various meetings and workshops. In the sampling section of the community of pottery industry experts, due to the use of the Dikom method, first five experts from the mentioned field were selected by purposeful sampling based on the characteristics of expertise, experience and interest to participate in the workshop and participated in the workshop. The results of the research led to the identification of the path of professional development of the pottery industry and three main professions were identified, which included 29 sub-professions. The research findings are also directly applicable to training standardization programs for the pottery profession.