marjan masoumi fard

The purpose of this study was to evaluate the quality of e-teaching of teachers and their information literacy and to predict the academic discouragement of female first cycle secondary school students in Ābdānān. It was a descriptive survey research. The research population included all teachers and female first cycle secondary school students in Ābdānān. The research sample consisted of 65 teachers, who were selected by census sampling. Also, 278 students were selected by the convenience sampling method based on the Morgan table. The research tools included a reliable researcher-made questionnaire evaluating the quality of e-teaching (α = 0.81). The content validity of this questionnaire was checked using the views of educational departments, experienced teachers, and professors of the curriculum group. Also, the content validity of the information literacy questionnaire was approved by the education experts and its reliability was also verified (α =0.83). Furthermore, the education experts approved the content validity of the academic discouragement questionnaire, and its reliability was also verified (0.81). Data were analyzed using SPSS software. Pearson correlation coefficient and regression analysis were used to analyze the data. Findings showed that there is a negative and significant relationship between the total score of the quality of e-teaching and the level of academic discouragement of the sample group (r=0.632). The highest amount of correlation among the mentioned components are as follows, respectively: student satisfaction, teacher satisfaction, learning effectiveness and finally the opportunity to access the learning environment. In contrast, no significant relationship was observed among the cost efficiency and organizational commitment components with academic discouragement (p>0.05). Also, among the five components, the most amount of explanation is related to the component of the ability to understand the legal cases of the use of information. After that, there were the components of the ability to critically evaluate information, the component of the ability to use information purposefully, and the component of the ability to effectively access the information, respectively, all of which were of significant values (p<0.01).

This study aimed to examine the effect of educational software on 3rd-grade elementary-school students’ mathematical problem-solving skill. This was a quasi-experimental, pretest-posttest, controlled study. The statistical population comprised all 3rd-grade elementary-school male students in District 4 of Karaj (Iran) in the academic year 2018-2019. A sample was selected via convenience sampling, and the participants were randomly assigned to two experimental and control groups (20 each). On pretest, two tests of “numerical analysis” and “attention and concentration” (Wechsler test) and a researcher-made problem-solving skill test were administered. Then, the experimental group received eight 40-minute sessions of software training, while the control group received the class’s routine education. Finally, both groups took the posttest. The data were analyzed via univariate analysis of covariance and independent samples t-test. After the experimental intervention, the two groups demonstrated a significant difference (p < 0.001) at three levels of “problem-solving speed”, “attention and concentration”, and “numerical analysis”. The two groups also showed a significant difference at the level of “problem-solving strategy identification” (p < 0.05). Accordingly, the role of educational media, and especially educational software, can be highlighted in promoting students’ learning and mathematical problem-solving skill.

Electronic education is an activity using electronic tools, including audio, video, computer and virtual tools. This study aims to explain the dimensions and components of command and staff university of AJA (Dafoos) E-learning with the content analysis approach, in order to provide E-learning environments and equal educational opportunities for the students. In this mixed (qualitative-quantitative) research the method is applied in terms of purpose and descriptive- survey in nature. The statistical population includes Dafoos professors, experts and specialists in distance education. Data collected through an exploratory-analytical semi-structured interviews with distance education experts who were selected by purposeful snowball sampling. To analyze the data, the coding method derived from content analysis and the MAXQDA software were used. The results show that the E-learning model of Dafoos consists of ten components and twenty-six indicators. The ten components are: organization, pedagogy, technology, application interface design, evaluation, management, support services, ethical and legal considerations, improving the productivity of Dafoos and security considerations. Also, there is a significant relationship between virtual education and academic performance, so that with increasing stress, the effect of virtual education on academic performance decreased and with the reduction of stress, this effect increased.

The present research was done to conceptualize the open pedagogy in the thought of Michel Foucault and Jacques Derrida and its progression in the distance education system. In terms of the type of research, the present research is theoretical, the statistical population includes all sources and documents related to open pedagogy, the educational perspective of Michel Foucault and Jacques Derrida, and distance education, which contains all electronic and written books, articles, magazines, sites and reliable databases, theses, and doctoral theses. The statistical sample is all available sources and documents related to the subject. The method of data collection is the library and the researchers studied and analyzed all electronic and written books, articles, magazines, sites, and reliable databases, theses, and doctoral theses to the extent of sufficiency. To answer the research question, the collected information was classified, analyzed, and interpreted. Education experts’ opinions have been used to determine validity and reliability. Nine key categories were extracted from the collected information: 1. Aim, 2. Teacher, 3. Student, 4. Teaching method, 5. Content and topic, 6. Planning, 7. School, 8. Evaluation, and 9. Resources. The results of the research reveal that the concept of open pedagogy existed in most of the main subcategories, except for the two categories of planning and resources. Open pedagogy is the most suitable pedagogy for distance education.

The purpose of this study was to investigate the effect of philosophic mindedness training on the effectiveness of students’ virtual training components. The present study was a quasi-experimental with a pre-test and post-test design with a control group. The statistical population of this study includes all student’s master’s degree of curriculum in Payame Noor University, south Tehran branch in 1399-1400 academic year. The sample consisted of 32 students who were selected by goal-based random sampling method and randomly assigned into two experimental (n=16) and control (n=16) groups. After conducting pre-test on both groups, the experimental group received Smith's philosophical mentality dimensions (Comprehensiveness, Penetration, Flexibility) (1956) in six sessions of sixty minutes and within six consecutive weeks by e-learning method, but the control group received no intervention. The research tool was a 34-item researcher-made questionnaire. The content validity confirmed by judgment of experts and professors, and its reliability was calculated and at an acceptable level. Data were analyzed using univariate analysis of covariance (Ancova). The results showed that there is a significant difference between the two groups of experimental and control in the effect of philosophic mindedness training on the effectiveness of virtual training. Therefore, it can be concluded that by training and enhancing the dimensions of philosophic mindedness of students of the target community, it can be increased the effectiveness of virtual training courses.

This study was conducted to investigate the effect of conversational style education through multimedia on increasing communication skills of female students. The research method was quasi-experimental and the statistical population included female students in sixth grade of District 2 of school system in Tehran(Iran), of whom 60 were selected by cluster sampling and placed in two groups of control and experiment. Data collection tools included Attar's standard communication skills questionnaire (2007) whose face validity was confirmed by eleven teachers using Delphi technique and its reliability through Cronbach's alpha coefficient for subscales, emotion management, others perception and assertiveness. It was equal to 0.92, 0.89 and 0.88, respectively. Research data were analyzed using SPSS.22 software. The results showed that there was a significant difference between the mean scores of the control and experimental groups regarding students' communication skills at the level of 95%. Students' communication skills in conversational style through multimedia were better than students trained in the traditional way. The results of this study indicate the positive role of interactive teaching through multimedia in increasing the communication skills of primary school students, and this emphasizes that schools and educational institutions need more multimedia tools to deepen Learn and enhance learners' communication skills.

Virtual education will be an effective educational system in students' effective learning during the corona and post-corona outbreaks, So the research method is quantitative, applied and descriptive-survey. The study population was all teachers of exceptional schools in Guilan province with a population of 690 people who were selected as a sample using systematic random sampling method. Data were collected through a researcher-made questionnaire. The validity of the questionnaire was confirmed by consulting experts from exceptional education in Guilan province and some university professors. To evaluate the reliability, a pretest was performed and a Cronbach's alpha of 0.92 indicated the reliability of the questionnaire. Virtual education challenges were analyzed through R-type exploratory factor analysis technique. Findings showed that the four infrastructural-technical and economic challenges, content and evaluation, cultural-social and organizational-managerial challenges explained 64.93% of the total variance and the main effective challenges in education Virtual schools in exceptional schools of Guilan province are from the perspective of teachers. Given the importance of overcoming these challenges, more interaction with knowledge-based companies, upgrading a SHAD educational network, effective interaction with telecommunication networks to strengthen the speed and bandwidth of the Internet, design and operation of the system Counseling, experience sharing webinars, parent briefings, and student support charities are recommended.

The purpose of this study is offering a blended learning model for Persian language to foreigners. First, the existing models of bleanded learning were studied and teaching-learning activities in blended learning language were studied, then the characteristics of learners, teachers, content, educational media and evaluation were considered. Then the challenges of bleande learning education were introduced and finally the proposed model of bleanded learning Persian language was introduced to foreigners and the validity of the model was confirmed by using the opinions of experts in the fields of linguistics and distance education.The purpose of this study is offering a blended learning model for Persian language to foreigners. First, the existing models of bleanded learning were studied and teaching-learning activities in blended learning language were studied, then the characteristics of learners, teachers, content, educational media and evaluation were considered. Then the challenges of bleande learning education were introduced and finally the proposed model of bleanded learning Persian language was introduced to foreigners and the validity of the model was confirmed by using the opinions of experts in the fields of linguistics and distance education.

Considering the importance of the curriculum elementsand attention to the postmodernism movement, the present researchwas conducted with the aim of identifying and criticizing theeducational trauma of the curriculum elements of thepostmodernism movement based on the fundamental reformdocument.

This study in terms of purpose wasapplied and in terms of implementation method was qualitative fromtype of analytical-critical. The research population was all thewritten sources about the curriculum of the postmodernismmovement and fundamental reform document, and to select thesamples was used from the census sampling method. The researchtool was taking notes from the texts and the data obtained from themwere analyzed by content analysis method.

In this study, the educational trauma of the curriculumelements of the postmodernism movement based on Klein's 9elements including goals, content, learning and teaching strategies,educational materials and resources, learning activities, teachingtime, teaching space, grouping and evaluation are identified andthen these items based on the fundamental reform document werereviewed and criticized.

The findings of this study indicate the existence ofpractical implications for education specialists and planners todesign and implement programs to improve the curriculumelements.

Since the prevalence of Covid-19 increased the use of e-learning and its dual importance in teaching methods, this study aimed to compare the effect of two teaching methods of brainstorming and group discussion by e-learning on learning level and interest in teamwork in social studies course.

This was an applied study in terms of purpose and semi-experimental with pre-test and post-test design in terms of implementation method. The study population was the third-grade elementary school students in district 20 of Tehran in the academic year of 2020-2021. The sample size was 60 students in two classes with 30 ones who were selected by available sampling method. One of the classes was considered as a teaching group with brainstorming method in a random way and the other class was considered as a teaching group with group discussion method. The teacher-made test of learning level in the social studies course and the teamwork interest questionnaire (Evans & Jarvis, 1986) were used to collect the data.

The results of paired t-test showed that both methods of teaching brainstorming and group discussion by e-learning enhanced the level of learning and interest in teamwork in social studies course (P <0.001). The results of univariate analysis of covariance showed that the group discussion teaching method in comparison with the brainstorming teaching method enhanced the learning level and interest in teamwork in the social studies course (P <0.001).

The results showed the effectiveness of both methods and the greater impact of group discussion teaching method compared to the brainstorming teaching method in both variables of learning level and interest in teamwork. Therefore, the use of group discussion teaching method should be prioritized to improve academic performance in social studies course.

The purpose of this study is to design and validate a mobile learning (ML) school student education service model. The research method is integrated and qualitative and quantitative. The statistical population in the qualitative section included university professors, experts in the field of transportation, and Rahvar police, numbering 30 people. Purposeful sampling was done through the interview process and the data collection tool, in addition to the interview, was a researcher-made questionnaire consisting of 57 questions according to Khan e-learning model, which was finally confirmed after validity (judgment of experts and professors) and reliability (alpha calculation). Cronbach (0.92) entered the quantitative section in which the statistical population was determined by Morgan (1972) table 389 people (out of 560 participants) who were selected as the sample size by simple random sampling.The collection tool in the quantitative section was a 29-item researcher-made questionnaire based on Khan model for taxi and school service drivers, which was distributed among school and taxi drivers after verifying the validity. Descriptive and inferential statistical methods were used to analyze the data. In descriptive statistics, the central index and dispersion such as mean, standard deviation and in the inferential part of exploratory and confirmatory factor analysis at 95% confidence level with SPSS software. S18 and PLS version 3 were performed

This study was conducted with the aim of conceptualizing open pedagogy in the thought and lifestyle of ancient philosophers and examining how it developed in the lives of societies of that time.

In terms of type of research is theoretical and qualitative research method is descriptiveanalytical. The statistical population, by the nature of the subject, includes all sources and documents related to open pedagogy and the educational perspective of ancient philosophers, including all electronic and written books, articles, magazines, sites and valid databases, dissertations and doctoral dissertations. The statistical sample is all available sources and documents related to the subject. The method of data collection is a library in which researchers have sufficiently studied and analyzed and filed all electronic and written books, articles, journals, sites and databases, dissertations and doctoral dissertations.

To answer the research question, the collected information was classified, analyzed and interpreted. From the collected information, 9 main categories: 1. Objective 2. Teacher 3. Student 4. Teaching method 5. Content and topic 6. Planning 7. School 8. Evaluation 9. Resources were extracted.

The results show that more of the sub-categories of purpose and teacher and a small number of sub-categories of student, teaching method, planning and school were in the educational perspectives and lifestyle of ancient philosophers and almost none of the sub-categories of subject and content were evaluation. And the sources were not in the educational views and lifestyles of the ancient philosophers.

Diabetes is the most common chronic metabolic disease, and diabetic patients are one of the main groups at risk for Corona disease. Health concern, psychological hardiness, and positive meta-worry are among anxiety-related factors. Therefore, the present study aimed to predict Coronavirus anxiety in diabetic patients based on health concern, psychological hardiness, and positive meta-worry.

The current study had a cross-sectional correlational design. The research population included diabetic patients in Ahvaz in 2020 among whom 500 cases were selected by voluntary sampling. Data collection tools were Coronavirus anxiety scale, Health Concern Questionnaire, psychological hardiness scale, and positive meta-worry scale. The obtained data were analyzed in SPSS software (version 24) using Pearson correlation coefficients and multiple regression.

As evidenced by the obtained results health concern (r=0/398) had a positive and significant relationship with Coronavirus anxiety in diabetic patients. On the other hand, psychological hardiness (r=-0/276) and positive meta-worry (r=-0/311) had a negative and significant relationship with their Coronavirus anxiety. Moreover, the variables of health concern, psychological hardiness, and positive meta-worry significantly could predict 26.5% of Coronavirus anxiety variance in diabetic patients, and health concern had a higher odds ratio (P<0.01).

Due to the ability of health concern, psychological hardiness, and positive meta-worry in predicting Coronavirus anxiety of diabetic patients, it is recommended to design some programs to reduce health concern and increase psychological hardiness and positive meta-worry and implement them using virtual and electronic workshops.

Nurses due to rotational shifts and job stress face to health problem and relationship with spouse, and of the ways to improve health and psychological characteristics is positive thinking training method. Therefore, this research aimed to determine the effect of positive thinking group training on psychological well-being, positive meta-emotion and couple relationship quality in nurses.

Present study was semi-experimental with a pre-test and post-test design with control group. The research population was female nurses of Shahid Mofatteh and 15 Khordad hospitals of Varamin city in the spring of 2019 year. The research sample was 30 persons who were selected by purposive sampling method and randomly assigned into two equal groups. The experimental group received 8 sessions of 90 minutes the positive thinking group training and the control group no received training. Data were collected by the questionnaires of psychological well-being, positive meta-emotion and couple relationship quality and in SPSS version 19 analyzed by multivariate analysis of covariance method.

The findings showed that in pre-test stage there was no significant difference between the groups in terms of psychological well-being, positive meta-emotion and couple relationship quality (P>0.05), but in post-test stage there was a significant difference between the groups in all three variables (P<0.001). In the other words, positive thinking group training led to significant increase the psychological well-being (F=129.645, P<0.001), positive meta-emotion (F=118.679, P<0.001) and couple relationship quality (F=112.320, P<0.001) in nurses.

The results indicated the effect of positive thinking group training on improving the psychological well-being, positive meta-emotion and couple relationship quality in nurses. Therefore, it is recommended to use positive thinking group training to improve the health-related characteristics, especially the psychological well-being, positive meta-emotion and couple relationship quality.

The purpose of this study is to investigate the epistemological critiques of school-buildingism based on Islamic epistemology in the distance education system and its educational implications.

This research uses descriptiveanalytical method to collect library information, including identifying, studying, classifying information, analyzing them and summarizing information on the subject under study and examining knowledge in Islamic philosophy and constructivism, and then Examines critiques of constructivist epistemology based on the epistemology of Islamic philosophy in the distance education system.

The results of this study showed that constructivist epistemology in matters such as relativism, cognitionsituational, differences in sources of knowledge and reliable knowledge is fundamentally different from the epistemology of Islamic philosophy, then it was emphasized that Islam Karim has been revealed and through more complete tools, he enables the most authentic knowledge or factual knowledge in the distance education system.

It is suggested that educators from around our country, based on the knowledge obtained from the Quranic teachings, plan in such a way that in addition to harmonizing educational programs with Islamic teachings, it is dynamic and causes the learner to work to acquire more true knowledge.

The purpose of this study is to study and compare cultural, educational and emotional literacy among students and professors of Quran and Hadith.

In terms of applied purpose, this research is causal-comparative in nature and was conducted in a survey manner. The statistical population also includes all professors and students of the Department of Quranic and Hadith Sciences of the Virtual College of Quranic and Hadith Sciences in the academic year of 1998-99, in which 334 students and 42 faculty members were selected by stratified random sampling.

After studying the literature and background, a researcher-made questionnaire on cultural, educational and emotional literacy, the validity and reliability of which was confirmed, was distributed among the statistical sample. The results of Friedman test showed that the group of professors chose educational literacy, cultural literacy and emotional literacy as their first to third priorities, respectively, while students chose emotional literacy, cultural literacy and educational literacy as their first to third priorities, respectively. They chose.

The results of independent t-test to compare the studied literacy from the perspective of professors and students showed that in terms of educational and emotional literacy, there is a difference in the perspective of students and professors, while in terms of cultural literacy, no difference was observed; Finally, a conceptual model was proposed to prioritize literacy among students and faculty. It was also recommended that side courses be offered to students and faculty to provide lifelong learning, especially in the discussion of emotional, cultural, and educational literacy.