فرآیند یاددهی و یادگیری

The rapid penetration of technology has transformed all aspects of life and caused tremendous changes. Education, teaching, and learning, important aspects of people's social lives, have been greatly influenced by these developments and have developed with the growth of technology. Despite extensive research on the benefits and capacities of the e-learning environment, the teaching and learning process in this new environment is still challenging. This research gap prompted the researcher to study the framework of the teaching and learning process of elementary schools in the electronic platform. Therefore, the purpose of this study was to identify the dimensions, indicators, and markers of the desirable teaching and learning process of the elementary school in the e-learning environment with a meta-synthesis approach.

According to the purpose, a qualitative research design of the meta-synthesis type was used. Research data were collected using the seven-step model of Sandelowski and Barroso (2007). Therefore, the studies were searched in the desired time range in the databases (2010-2023). After screening the identified studies according to the inclusion and exclusion criteria, among the 673 studies related to the research field, 40 studies, that directly examined the teaching and learning process of elementary school in the electronic platform, were selected in a purposeful way using the Critical Assessment Skills Program (CASP) and entered the analysis stage. At this stage, the data were analyzed through the thematic content analysis (TCA) method. To check the validity and reliability of the findings, the researcher's self-review criteria and the peer review method (the agreement coefficient of the evaluators) were used.

The in-depth analysis of previous studies resulted in the representation of 9 dimensions, 12 indicators, and 41 markers. Based on the research findings, the proposed model of the current research includes structured goals (setting goals based on the SMART model, setting goals based on Bloom's classification, defining goals by considering educational design components); standard content (compliance with SCORM model) and optimal content (personalized content, multimedia content, simulated content, categorized content, content with appropriate difficulty, relevant and coherent content); interactive teaching method (method based on digital storytelling, method based on digital game, collaborative virtual teaching, online questioning); empathic interactions (active conversation, establishing an emotional relationship, use of humor) and purposeful interactions (educational interactions, social interactions, supportive interactions); developmental assignments (zone of optimal confusion, scaffolding and assignments based on real issues); effective feedback (positive and encouraging feedback, corrective/interpretive, personal and immediate, fast feedback); quality time (planning and management of the time, special time for learning, flexibility in time); user-friendly technical platform (visual appeal, easy to use, proportional, interactive graphics) and the technical platform based on pedagogical principles (possibility of personalization and independence of learners, competences and technical qualifications of teachers and learners, providing opportunities for interaction and cooperation, appropriateness of educational platforms) and finally comprehensive evaluation (formative evaluation, e-tests, class survey, e-portfolio, peer evaluation). In this study, the highest frequency of extracted codes is assigned to the dimension of interactions, and it indicates that how to communicate in an e-learning environment is the most challenging issue in previous studies. Finally, this study emphasizes the importance of considering appropriate criteria and indicators in the process of teaching and learning the elementary school in the electronic platform, and its proposed model with the provided coordinates could be used as a guide for planners and teachers to enrich their education with the requirements and requirements of the new environment and to take steps towards improving it.

The purpose of this study is to investigate the effect of multicultural situations in the process of teaching, learning the human factors of Ahvaz Faculty of Petroleum. In order to achieve this goal a qualitative approach and narrative study method have been used. The study population and the human factors include professors, students and other staff, such as an advisor to the Ahvaz Faculty of Petroleum. Using purposeful sampling method and based on theoretical saturation of findings, four of them were selected as samples.. Data collection method is face -to-face and unstructured interviews. Also, the method of research analysis is a qualitative content analysis method. The research findings were extracted from 6 themes.They are factors causing racial discrimination in the classroom and in the community. As they can fight ethnic prejudices, they will be able to respect their ethnicity, customs, language and culture that eliminate injustice among the classroom.

The use of information and communication technology in teaching-learning process is a relatively new phenomenon and it has been the educational researcher's focus. The purpose of this research is to study of the status of using information and communication technology in engineering departments based on the results of Internal Evaluation reports.
The methodology of this research is meta-analysis on 80 Internal Evaluation reports of engineering departments. These reports have been approved by Center of Research for Evaluation, accreditation and Quality Assurance in Higher Education in National Organization for Educational Testing. The quality of Information and Communication Technology have been studied in three domain of Knowledge, skills and implementation and infrastructure and facilities.
Finding: The analysis of data indicates that the quality of Information and Communication technology: knowledge domain is evaluated desireable (5/2), indicators of ICT: skills and implementation domain are relative desirable (2) and the third domain is far from desirable level (1/6) and need to revision and reformation. At the end, in order to improvement of weak points, some recommendations have been presented.

in it the intergenerational / intragenerational relations and affect the management¡ planning¡ teaching- learning research and specialized services in the university. The research method is qualitative meta-analysis.
Qualitative content analysis is applied by using the checklists. The area of study is the faculty members and students of universities in 95-94.
Findings: Characteristics of the five generations are systematically described ¡ Corresponding to five generations in the contemporary world: 1. The first generation: generation of veterans/ in Iran: constitutional generation; 2. Baby boomers/ Iranian nationalism generation; 3. X generation / modernization generation; 4.Y generation (millennium generation )/ Islamic revolution generation; and 5. Z or Net generation/ Post Revolution generation. The generation gap between students and faculty is mainly can be seen mainly in undergraduate courses and professional doctorate in medical sciences. Debureaucratization and decentralization provide a possible conditions for developing contingency spaces at the University ¡ Which are self-regulation network rather than hierarchical.

To assess both the essence and ways of operationalization of a recently adopted policy by the MOE with the aim of making Iranian schools smart, four such schools were purposefully selected, observed, and questioned. The collected data have been analyzed using the open coding and continuous comparison techniques. Findings can be categorized into two sets of structural and procedural factors related to smart schools. Structural category includes factors such as the number of computers and software in a school, and the extent of their use, instructors’ knowledge of computers, and courses in which computers are more often utilized; while the procedural category covers things like student-teacher, student-student, and teacher-teacher interactions. The findings indicate a significant gap between the observed reality and what can be found in the documents related to the adopted policy. This gap especially in the procedural category is much more evident.

The purpose of this study was identifying pathologies in teaching methods in Isfahan high school. Hence, descriptive- survey method was used. The statistical population of this research included teachers and students of Isfahan high schools, who had been educating in academic year 85-86 whose number were as 8097 teachers and 140250 students. By means of cluster sampling and stratified random sampling as well as evaluating the falling measure of the test; sample size was estimated as two groups of 110 and 240. Then, by eliminating problematic questionnaires, 95 teachers and 206 students were selected as the statistical sample. The research tool was a researcher-made questionnaire which included 20 closed questions in Likert range and an open question. Reliability coefficients of the teacher's and student's questionnaires were measured as 0/99 and 0/98, using Alpha Corn Bach, respectively. Also to measure the questionnaire's validity, content-dependent method was used. In order to analyze data, descriptive statistics and inferential ones were utilized. The findings showed that measure of pathology teaching methods from the view points of the teachers and the students was more than the average level. From the teacher's view points, the most destructive factors were as "lack of teacher's care to teaching practical skills" and "teacher's professional and scientific low level". Most of damages from the prospective of the students, also, were related to "the teacher's high expectation of students", "disregarding the spontaneous responses of students", and "lack of attention to the interests of the students". Further results also showed that there were significant difference between the teacher's and the student's attitude toward existing issues. Based on their gender and educational background, the teachers expressed different idea, too, but no significant difference was observed based on the teacher's degree. Also, there was a significant difference between student's opinion based on their majors and the area of their education, but no significant differences was found based on their gender and grade.

The propose of this study is to write and validate evaluation scale of quality of teaching-learning process. The forementioned scale was prepared based on the analytical and systematic framework of teaching (Torkzadeh & Mohtaram, 2012) which consists of seven dimensions including: student's perception about lecturers’ lesson plan quality, educational technology, equipment and facilities, teaching time and place, classroom, climate and educational improvement assessment. Statistical population consisted of all of the students of Shiraz University. 380 students are selected as sampling of study randomly; amongst 266 response to questionnaire. The item analysis method and Confirmatory Factor Analysis were used in order to compute validity. Cronbach’s alpha was used in order to compute reliability. The results showed that evaluation scale has quality of teaching-learning process and each dimension has high validity and reliability. In addition the factor Analysis showed every dimension has a high validity in explanation of scale.

Science and engineering courses normally have components like practical work, laboratory experience and homework. Presently, this part of engineering education is mainly carried out by teaching assistants (TA). Although teaching assistants spend most number of hours with engineering students, they normally receive no training for effective class management and teaching. To improve the quality of education offered by TAs, the University College of Engineering at University of Tehran has launched a series of teaching workshops, presented by qualified professors. Since the beginning of this program in 2012, over 390 TAs of engineering programs have attended nine workshops. The information derived from the questionnaires filled at the end of each workshop reveal the main challenges and needs of the TAs. Based on the results of those questionnaire surveys and findings of similar programs in other countries, this paper presents a teaching program developed for TAs of engineering programs of Iran. To this end, a half a day workshop has been designed through which the TAs are introduced to the fundamentals of successful teaching-learning.

The purpose of the study was to evaluate the effects of globalization on teaching-learning process in higher education from faculty members’ point of view in Shiraz and Shahid Beheshti universities. Statistical population includes all faculty members in Shiraz and Shahid Beheshti Universities and 250 faculty members in Shiraz and Shahid Beheshti Universities were selected by stratified sampling. The instruments included a research made questionnaire on “the effects of globalization in the process of teaching – learning”. The validity was assessed by Factor Analysis and Cronbach's alpha was used for reliability measurement. The results showed that the effects of globalization on the process of teaching – learning by order of priority included: variety of fields and degree, exchanges of professors and students, emphasis on continuous learning, investment, information technology, planning, project and standardization of educational elements The Finding also showed a significant difference between faculty member’s point of view, according to demographic characteristics (sex, major, record of teaching and academic rank) about the effects of globalization on teachinglearning process.

The present study was conducted with the aim of identifying the barriers and challenges for executing the descriptive evaluation plan from primary school teacher’s point of view and the responsible experts of primary education. The research method was descriptive and survey kind. The first third grade primary school teachers as well as the responsible experts in this field in Isfahan were included in the study with the number of 3097 individuals. The sampling method was done randomly. The samples were consisted of 165 teachers and 9 responsible experts. The relevant information was analyzed by utilizing the researcher’s questionnaire including 72 questions in 11 domains. The relation between education was observed by using single variables، unilateral variance and t-test independent analysis. Cronbach’s alpha coefficient (0. 95) was calculated for the reliability and validity. It was including the outward validity، content، orientation validity. The obtained results indicated about the barriers and challenges of descriptive evaluation plan from the teachers’ point of views. They were as follows: the framework and educational resources teachers accurate education; parents justification organization factors; scholastic books schedule suitable status; relation between education organization and the university; parents lack of cooperation; methods of using from descriptive evaluation means; teaching and learning process; students mental health promotion. The barriers and challenges of this plan from the viewpoints of responsible experts were specified hereunder: the students’ mental health promotion and new concepts of education and training zone.