ali akbar khoshgoftar

The objective of the present research was to examine the impact of the use of social networks, source control, and academic skills on the academic achievement of students after the COVID-19 pandemic. This research was descriptive and employed a correlational method. The statistical population consisted of the students of Islamic Azad University, Qom Branch, in the academic year 1402–1403. Sampling was conducted using a voluntary method, and 90 students of Islamic Azad University, Qom Branch, responded to the questionnaires on academic skills, source control, and social networks. The students’ grade point average was adopted as the indicator of academic achievement. Ultimately, 82 respondents were analyzed using multiple regression analysis. The reliability of the questionnaires on academic skills, source control, and the use of social networks was evaluated, yielding reliability coefficients of 0.902, 0.765, and 0.884, respectively. In the present study, a significant relationship was observed between academic skills and academic achievement after the COVID-19 pandemic. Moreover, no significant relationship was found between the use of social networks, source control, and academic achievement. Academic skills exhibited a direct and positive relationship with academic achievement; however, the extent of the use of social networks and source control were not direct predictors of academic achievement. The findings of this research have practical implications for university administrators and educational policymakers. In view of the importance of academic skills in academic achievement, the design and implementation of educational programs to enhance students’ academic skills is imperative

In this research, we tried to identify and explain the critical success factors in the quality of electronic learning of the Azad University. Therefore, in order to achieve the goal of the study, we studied the comparison between the views of professors and students about the critical success factors in the e-learning quality of Azad University. Also, in the library section of this research, studies were conducted to identify the factors affecting the quality of e-learning from the perspective of the various stakeholders. Based on previous research and a survey of e-learning experts, a questionnaire was developed by researchers which was distributed among research statistical samples. Also, some of the items of the questionnaire were designed in order to obtain opinions and solutions. The statistical sample was asked to prioritize the importance of each critical factor in the success of The electronic learning in The Azad University. The important point in analyzing the research data of the researchers was that the direction of the research process was to identify and assess the significance of the amount and the significance of each factor and the variance associated with it. The main finding of the present study was that the viewpoints of faculty members and students about the critical success factors of e-learning quality varied. Finally, 9 critical success factors for e-learning quality from the perspective of the professors and seven critical factors for quality success were identified and explained from the perspective of students. Based on the categories for critical success factors, the quality of e-learning in this study was studied separately for both faculty members and students. The critical factors in the success of the quality of e-learning from the student’s perspective were: the characteristics of professors, availability, the ease of access, support and pedagogy. The key factors for the success of e-learning quality from the perspective of the professors were: student’s characteristics, accessibility, space features, and The staffing of educational services, support and training

Comparative study is one of the scientific methods through which the similarities, differences, experiences and achievements of other countries can be found in different scientific and specialized fields and the results can be used to achieve the desired situation. The aim of this paper is the comparative study of Islamic countries in the field of military pedagogy, in which Iran and Malaysia, from the perspective of military pedagogical indicators in the period after the victory of the Islamic Revolution under the leadership of Imam Khomeini (1979) and the Malaysian Revolution, The leadership of Mahathir Mohammad (in 1981) has been studied, and as a result, it has been studied and studied the status of military education in accordance with the key pedagogical indicators in the military higher education centers of the two countries. The method of this research is documentary-comparative study using content analysis method. The results of this study show that after the 1979 Islamic Revolution in Iran, almost equal to the Malaysian Revolution by Mahathir Mohammed in 1981; Iran's pedagogical achievements in higher military education have been more significant