شبکه شاد

The present research aims to investigate and deeply analyze the challenges and strategies of the evaluation process in the student educational network(Shad). The current research is applied in terms of purpose and descriptive in nature, which was conducted using a qualitative method and using the phenomenological approach. The statistical population of all primary school teachers working in the academic year 2019-2020 in the central part of Mirjaveh city includes 120 teachers in 10 schools of primary school, using the purposeful sampling method, 3 teachers from each school and a total of 30 teachers as The statistical sample of the research was selected.The data collection tool is a semi-structured interview and it was conducted in person and in the form of 28 questions, After conducting the interview, in order to analyze the data, the seven-step Claysey strategy was used. The findings showed that the most important evaluation challenges in the happy network from the perspective of primary school teachers include; Weak infrastructure of Shaad network, low credibility of evaluation, problems related to students, lack of strict supervision of teachers, lack of participation of families, lack of two-way communication, high stress, anxiety and tension, and on the other hand, using the capabilities Other programs, the possibility of holding video evaluations, taking advantage of integrated evaluations, designing standard and quality questions, paying attention to the characteristics of students, careful and continuous supervision of the teacher, and attracting the participation of families are among the most important evaluation strategies.He is happy in the network.

The purpose of this research is to evaluate the content of Shaad network educational videos based on the content evaluation criteria of educational videos. The research method was descriptive and content analysis type. The statistical population of all the educational videos of elementary Persian course (4th, 5th and 6th) in the official content section of Shaad network. According to the topic of the research, sampling was not done and all the statistical population was examined by the full number method. The coded categories are extracted from the document of expressions of evaluation of educational films, which are in the form of ten components (objectiveness, learning levels, scientific validity, learning experiences, learning strategies, communication with the audience, artistic creativity, principles of message design, documentation and values). cultural) was examined. The data obtained from the review of the films were analyzed using frequency tables, mean and Shannon's entropy method. The results showed that the content standards of learning levels, purposefulness, cultural values, scientific validity, and learning experiences have been met in the official content section of the Shaad network in the educational videos of Farsi lessons. Also, the content criteria of communication with the audience, the principles of scientific design and documentation, and learning strategies have been observed to a moderate extent, and the content criterion of creativity has been given little attention. Based on Shannon's entropy method, it was also determined that the content criterion of learning levels with the information load of 0.9998 and the importance coefficient of 0.3344 has the most importance and the content criterion of artistic creativity with the information load of 0.9715 and the importance coefficient of 0.32057 has the least importance. In order to determine the stability and validity of the findings, the second coder was used for 60% of the cases, and the agreement rate was 0.92. One of the most important suggestions of this research is to pay attention to the criteria and content indicators for the production of educational videos in different dimensions, which improves learning.

Family and school are two complementary educational spaces and parents have a decisive role in the executive mechanisms of formal education, so it is necessary to have a continuous relationship with the teacher as the key element of school and education. Due to the spread of the Corona virus and the virtualization of education, virtual parent-teacher interaction has become part of the home-school relationship. The present article aims to examine the interactions between parents and teachers in the happy network space as a formal space in virtual education. Using virtual ethnography method, this study has studied 10 happy network subjects in the first and second grades of elementary school from the perspective of examining the typology of virtual interactions between parents and teachers over a period of approximately six months. During the field work, offline and online interviews were conducted with the teachers of these ten classes at different intervals. After collecting data from two methods of observation and semi-structured interviews, they were analyzed in maxQda software. Findings showed that virtual interactions between parents and teachers were in two types of academic and non-academic interactions that extracurricular interactions have increased compared to previous years.

The purpose of this study is to identify the opportunities and challenges of virtual education in schools during the outbreak of coronavirus using a combination of findings and results of published research with the method of qualitative meta-analysis. Accordingly, after reviewing numerous articles from various domestic scientific databases and based on ten criteria, among 188 researches in this field, 17 articles were selected as the final sources for review, analysis, interpretation and classification. Based on the results of the present study, which is the result of reviewing all selected articles, a total of 126 codes were extracted, which were determined in 6 components and 3 levels, 47 codes as opportunities and 79 codes as challenges. The findings of this study indicate that among the existing components, except the productivity component, which has nearly twice the opportunities and the organizational component, whose opportunities and challenges are exactly equal to each other, among others Components, challenges from 1.5 to more than 3 times more than the opportunities available in that component among different sources.

One of the functionalities in the student education network (Shad) is the existence of a section called formal content, in which all educational content for teachers and students is available in all subjects and at all levels of education. In this regard, the present study has evaluated the formal content section of the elementary school in Shad Network, from the perspective of elementary school teachers. The research method was qualitative phenomenology (lived experience). The study population was all primary school teachers in Mirjaveh city in the academic year 1399-1400 including 120 teachers and the sample size included 40 teachers who were purposefully selected for interview. After observing the principle of diversity and reaching theoretical saturation, finally, the interview of 34 teachers participating in the interview was recorded. The data collection tool was the use of semi-structured in-depth interviews. The qualitative data analysis tool from the interview was the use of coding process. By performing all three coding steps on the interview receipts, the most important advantages and limitations of the official content of Shad Network were identified from the perspective of elementary school teachers. As a result of data analysis, seven categories for the benefits of Shad network content include: content appropriate to the age and needs of learners, availability and persistence, attractive and effective, provided by experienced and top teachers in the country, quality content, providing the same content training at the national level, motivating and increasing the confidence of learners was achieved. There are also seven categories for the limitations of Shad network content, including: the high level of some content and its ambiguity, lack of attention to detail in the content, lack of two-way interaction, reduction or lack of focus of learners, lack of attention to individual differences, slow download speed and lack of content The existence of useful content in the lives of learners was obtained.

This research is an applied and non-experimental type of research. The statistical method is also the factor analysis method. The data collection tool is a direct and targeted interview with the trainers. The results showed that the most important virtual and electronic professional qualifications of trainers in the days of Corona are respectively: technical qualifications including: development of infrastructure and supply of hardware and electronic equipment, content production and software programs and educational resources Theoretical and practical electronics, mastery of technical work with the Internet and various virtual networks and paying attention to the technical and work situation. Scientific qualifications include: understanding the scientific foundations of virtual education, making virtual learning meaningful for skill learners and art students, self-confidence and technological responsibility, motivation, participation, creativity, innovation and virtual practical capabilities, growth and development of knowledge and skills. Theoretical and practical work with virtual space and remote communication skills with students and art students and the ability to overcome the existing barriers of virtual and electronic education and finally educational qualifications including: cooperative and team learning, problem solving strategy, pragmatism, environment Self-directed, self-directed and self-accessible virtual and electronic learning.

The introduction of technology and technologies in different sectors of the community has caused profound changes in them. The sentence of these sectors can be referred to the education sector. With the incidence of corona virus, the effect of using new technology and technologies in education was more important. But what is very important in this situation is the need for attention to the type of technology and quality of content through this New technologies produced

The research method used in this research was descriptive and content analysis. The statistical research in this research is all educational films of primary school mathematics (fourth, fifth and sixth) in the official content section of the network. According to the subject of the sampling research, and the total statistical population was investigated. Information in this research is a checklist that was determined by the researcher design and validity by professors and experts in the field of electronic content.

The results showed that in the educational films of the mathematical lesson, the elementary school of the technical standards and the average of 3.3 to the average, the component of educational design standards with an average of 3.4 and a large amount of specific standards with an average of 2.9 and the average level was observed. It was found that technical and technical standards are more important than two other standards.

The sudden prevalence of the corona virus has led to teachers to track and continue training to use cyberspace and educational films. But a point should be noted that in most manufacturing films to technical and technical features of the the results of this study are more important than other characteristics of the desirable educational film, moderate and quantitative attention. This reflects very little familiar familiar with the software and techniques of the educational film. Programs and specialized courses in this field can help increase the ability of teachers in educational film production. Performing this case and high teachers' domination will lead to the creation of desirable educational films that affect and maintain the quality of learning trend in non-existent training.

Social networks are considered as the most effective mass communication space in the world today, which despite the epidemic of Quayd-19 disease and the reduction of real communication and the closure of schools, their role has become more colorful and despite its limited life has a relatively high penetration rate among youth and children. One of these platforms is Shad Network. The structure of the Shad educational network is the same as the structure of a real school, and students enter the virtual classroom and follow the process of teaching and learning that is, in this space, teacher and students interact with each other, but the type of interaction with real space is different. The teaching and learning process can be considered as the result of the interaction of components such as teacher, student and content (and materials). If we accept that interaction plays a fundamental and important role in the teaching and learning process, e-learning, using emerging technologies, provides extensive interactions for accessing extensive information as well as communication. Information and communication technologies make modern education more accessible learning. Information and communication technologies make modern education more accessible learning. Social networks have changed the way people communicate, the way they interact, and the ability to create and share information with the rest of the world, and have become a daily occurrence. Social networks maintain, develop, and build interpersonal relationships based on the creation of personal profile in which accessible information is disseminated and shared by everyone on the social network. Social networks have gradually emerged as a new way of communicating between teachers and students, mainly in education, and have become an important means of communication. One of the undiscovered aspects of open learning is the ongoing interaction within the student body using social media. The use of social networks provides an opportunity for teachers and students to be in constant contact in interacting with regular classrooms and creating new teaching and learning spaces. However, this new reality has sparked debate over whether teachers and students should interact in this way, and has led some officials to restrict or even ban such communication. Proponents of teacher-student interaction through social media argue for the freedom of expression of teachers and students, the inevitability of the phenomenon, and the educational potential of social media. As the number of teachers with social media profiles increases, the possibility of teacher-student interaction increases; therefore, if teachers want to take advantage of social media learning opportunities, every teacher and student must interact with them. Therefore, the present study was conducted to identify and analyze teacher-student interactions in the social network of (Shad) students in Ilam. The research method was ethnographic and descriptive. The literal meaning of ethnography is a description of people and cultures. Culture is a central concept in ethnographic research. Scientific ethnographic research, based on the existing methodologies in the humanities, can be done in a wider range, in which there is a quantitative idea on one side and a qualitative idea on the other. The initial framework for identifying teacher-student interactions was designed. The study population was the elementary students of Ilam city in Shad network, which among them 32 students were observed through purposeful sampling method based on the saturation rule of participatory type and semi-structured in-depth interviews. This research led to the identification and explanation of teacher-student interactions in the student social network (Shad). Analysis of how to create interaction between teacher and students in Shad Network showed that most of the interviewees stated that interaction in Shad Network is in the form of lectures. In this method, the researcher has categorized the code of participatory interaction method. This method is more useful than the previous method in socializing students, but it is not complete. Some of the interviewees also stated that in the third method, the interaction in the online classroom is friendly. In this way, in addition to interactive engagement, students are even allowed to joke and talk with each other, allowing students to engage in extracurricular interactions. In this way, the class is held in a friendly way. According to researchers, this method is the best interactive method, but in analyzing the necessary skills to create interaction between teacher and students in a Shad network; Some of the interviewees stated that the essential interactive and communication skills in online classes only include listening correctly, paying full and accurate attention to the teacher, typing, asking the right questions, and getting the purpose right. Codifies the core skills of lesson interaction (teaching and learning). But some have also believed that in addition to the above skills; Must have the skills to be able to communicate friendly with the teacher and classmates, self-confidence, speaking skills and the ability to communicate sincerely with classmates and the teacher and other skills that the student has in the classroom and school. Generally; Findings showed that according to the observations and expression of media, creating interaction between teacher and students in the Shad network is done in three ways: interaction by preacher and listener, interaction by participatory method and interaction by friendly method. Also essential communication and interaction skills in a Shad network; The main skills are interaction (teaching and learning) and communication and friendship skills; But in terms of media, the platforms that teachers use to create interaction for technology students are incentives and open spaces and give students the opportunity to interact. In the end, it is suggested: 1- Teachers and students should be encouraged through participatory and friendly interactions to expand and strengthen the interactive spirit in the context of online networks with the dual function of teaching and learning and strengthening interaction. 2- Providing the necessary bases for students to interact and take advantage of the prevalence of coronary heart disease to change the traditional teaching method and enter the new and participatory teaching. 3- Establishing training workshops for teachers to get acquainted with the teaching method in virtual networks and empower them in the methods of interaction in social networks is recommended.

The aim of this study was to identify students' lived experiences of online tests in a SHAD network. The nature of this research was qualitatively phenomenological. Accordingly, the researchers in the present study tried to analyze the students' experience of online tests in the context of a SHAD network. The research field consisted of all first grade high school students in Sanandaj. Participants included girl and boy students in districts one and two of Sanandaj city, amounting to 112 junior high school students. The data of the present study were collected through semi-structured interviews individually and online. The available data were analyzed using the crystallization method. From the analysis of the obtained data including 15 organizing themes including positive attitude; Negative attitude; To be neutral; Software and hardware problems and support; Causing stress and anxiety; Low level learning; Creating opportunities for widespread fraud; Testing skills, variety of questions and easy review; Low score credit validity; Face-to-face preference online; Lack of student observation; Whenever and wherever the online test is; New and sometimes not so good experiences; Safeguarding against endangering health and preventing the formation of equal and healthy competition. In general, the results of the present study emphasize the need to identify the disadvantages and advantages of online exams, the need for culture building, empowering teachers and students in cyberspace and reviewing the method of conducting online exams and learning and improving students' academic performance through online exams.

The aim of the present research is to analyze various aspects of virtual education and learning in Shad Application from a post-phenomenological perspective. For this purpose, the post- phenomenological method has been used to determine the Amplification and Reduction of education in Shad. The results show that educating in Shad, despite some advantages, such as more freedom and easier access at different times and places, can lead to specific experiences and behaviors different from face-to-face education. Virtual education can lead to reduced-complete-perception, presented as the optimal grip in this research. The type of relationship between teacher and students and among students are completely changed and reduced. Some undesirable behaviors such as secrecy, irresponsibility, and undermining social education are some examples. Also, due to the Multistbility of the mobile phone, the probability of distraction and sharing attention increase. Due to its non-educational structure, mobile phone motivates non-educational behaviors in students

The purpose of this study was to evaluate and prioritize the components of e-learning based on happy network in the corona from the students' point of view. The research method was descriptive-survey. The statistical population included all first grade high school students in districts 1 and 2 of Arak city, from which 150 people were selected by available sampling method. A researcher-made questionnaire was used to measure the virtual education based on the happy network. The content and face validity of the questionnaire were confirmed using the opinions of experts and the reliability of the questionnaire was calculated using Cronbach's alpha and confirmed with a value of 0.72. Based on the results of one-sample t-test for high school students, the average components of learner's individual characteristics, satisfaction and interest in virtual education, teacher characteristics and teaching methods, infrastructure and technology, and access with an average above average (3), Were evaluated as favorable (P <0.01), but the mean component of happy network characteristic with a mean below the average (3) was not considered desirable (P <0.01). According to the results of Friedman rank test, the highest mean rank was related to the factor of learner's individual characteristics with a rank of 3.92 and the lowest mean rank was related to the happy network characteristic factor with a rank of 1.92. Factors of teacher characteristics and teaching method (3.26), infrastructure and technology and teaching (2.97), satisfaction and interest in education (2.89) were in the second, third and fourth ranks.

One of the important elements in curriculum planning is the element of time, which has a special importance and place, but has always been neglected. The present study investigates the importance and position of the element of time in the curriculum, especially in the elementary school, with a case study of the (Shad) students' educational network.

The method of qualitative research is descriptive-analytical and is a review with the statistical population of all primary schools in Mirjaveh city in Sistan and Baluchestan province. The sample size selection method was also available as sample selection, in which 2 available schools (one boys 'school and one girls' school) were selected. In order to achieve the objectives of the research, various tools and resources were used to collect information such as reviewing books, documents, articles, as well as the observation method of uncontrolled field observation plan in Shad network

. Evidence from the research findings showed that in the shad network, in terms of the element of time in the curriculum, there is a kind of obvious confusion and inconsistency between teachers and students in most classes, even in the process of scheduling daily and weekly schedules between lessons.

the element of time in the shad network curriculum has not yet found its true place among teachers.

The purpose of the present study was to analyze lived experience of teachers about the strengths and weaknesses of the Shad education network During the Covid pandemic 19. The mixed method of asynchronous sequential exploration (qualitative with phenomenology type and quantitative with descriptive-survey type) was used. The statistical population comprised of all elementary school teachers (N=600) in Zahedan County, Iran. In the qualitative step, the sample subjects (n=50) were selected using purposeful sampling based on the theoretical saturation, while 250 teachers were selected using a convenience randomized sampling and Kerjcie and Morgan Table in quantitative part. The data collecting method of the qualitative step was the semi-structured interview, while the questionnaire extracted from interviews was used as a data-collecting tool in the quantitative step. The interviews were analyzed using 7-step Colaizzi's coding method. In the quantitative step, analyses were done by using descriptive statistics (percentage and frequency) through SPSS software. According to the findings of the qualitative step, five variables, including facilitating the learning process, teaching process, and appraisal process, infrastructural-technical capabilities of the application, and professional development of teachers were introduced as strengths. Three weaknesses were also introduced: structural constraints of the Shad app. Job procrastination, and threat for students. Quantitative results indicated that most participants agreed with the opinions of participants of the qualitative step.

The aim of this study was to investigate the effect of using a SHAD virtual education program on teachers chr('39')efficiency and studentschr('39') learning Improvement. The research is applied in terms of purpose and the research method is quasi-experimental with a control and experimental group. The statistical population includes the fifth grade elementary school female students of Gomishan city in the academic year 1399 with 1500 students and 95 primary school teachers of Gomishan city. The students and teachers were first divided into convenience sampling and then randomly divided into two groups of 30 people and placed as a sample in experimental and control groups. Data collection tools include the standard Gibson and Dembo (1984) teacher efficacy questionnaire and the standard learning promotion questionnaire for McDermott et al. (1999) and the intervention tool is Shad Virtual Education Network, which was taught by the teacher in this network.Cronbachchr('39')s alpha of the McDermott questionnaire was 0.73 for competency motivation, 0.81 for attitudes, 0.76 for attention-perseverance, and 0.84 for strategy-flexibility.The validity of the questionnaires was also approved by professors and experts due to their standardization. Data analysis using SPSS software showed that ShAD E-learning program has a positive and significant effect on teachers chr('39')efficiency and studentschr('39') learning Improvement. It improves the efficiency of individual teaching by 56%, and improves the efficiency of teacherschr('39') teaching by 24%. It also improves the competency motivation variable by 67%, the attitudes variable by 73%, the attention-perseverance variable by 74%, and the strategy-flexibility variable by 91%.

The purpose of this study is to investigate the challenges of e-learning in social studies in elementary school. For this purpose, qualitative study and phenomenological method of description have been used. Data were collected through semi-organized interviews and purposive sampling. The study became saturated after interviewing 30 teachers in Markazi province. In-depth analysis of the interviews led to the identification and categorization of 11 educational challenges, including: reduction of students 'group activities, lack of teachers' time to teach social studies, reduction of attention to ethical, social and legal issues, increase of negative emotions caused by quarantine. Decreased quality of assessment, lack of media literacy of teachers in teaching social studies, unattractive educational content for students, diminishing importance of social studies lessons, parental interventions, slow internet speed, heavy costs of buying internet packages. In addition to the main topics that addressed the challenges of teaching social studies in cyberspace and the answers to the main research question, some other topics emerged from the interviews that pointed to the opportunities for teaching social studies in cyberspace. Includes: increasing the speed of information transfer, students 'interest in participating in teaching social studies, increasing students' media literacy, achieving social goals outside the textbook.