pnu

The present study is to investigate the adaptation of the e-learning system curriculum with the principles of constructivist approach from the perspectives of faculty members and undergraduate at PNU. The research method was descriptive-survey. The population consisted of 1987 faculty members and 19882 students of the PNU e-poles in academic years of 2016-2017. Based on the Cochran's sample size formula, 320 faculty members and 375 students were randomly selected using the simple random method. The data were collected using a researcher-developed questionnaire, designed to adapt the curriculum of e-learning system with the constructivist approach in four elements (goal, content, teaching-learning strategies, and evaluation). The face and content validates were measured to find the adaptation level of the e-learning system curriculum with the principles of the constructivist approach. In addition, the reliability of the questionnaire was assessed using the Cronbach's alpha coefficient (α = 0.86). The data were analyzed by a quantitative method using the one sample t-test and the multivariate analysis of variance. Accordting on the one sample t-test results, however, in all four elements related to the curriculum of the e-learning system, the mean of students and faculty members’ responses was less than average and pronounced as insignificant. Thus, the curriculum of the PNU e-learning system was not proposed to be adopted with the constructivist principles. In addition, the results from the multivariate analysis illustrated that there is no significant difference in all four curriculum principles between the viewpoints of the faculty members and the students at PNU.

In this study, a single-objective model is presented for academic courses schedule problem. The purpose of this problem is to make appropriate and acceptable timetable for university courses taking into account a set of constraints and preferences of professors, students and universities according to the educational environment in Iran. In schedule problems, constraints are divided into two categories: hard and soft, hard constraints must be met, and ensure the feasibility of a solution, and soft constraints that represent utility and preferences of a problem, they are considered for better quality of a schedule. Given that an unsolvable problem is associated with computational complexity, meta-heuristic algorithms and bees algorithm are used to solve the models. To speed up the application, the initial population is produced in a way that a lot of hard constraints are saturated. In order to test the mathematical model and the app in question, the Lamerd PNU data is used. Solving model using bees method are derived from two important functions of dance, to escape from local optimum and improve the efficiency of the problem, and finally reach an acceptable solution, the results show that the accuracy of the mathematical model is 94 per cent, and c is better than classic status and general condition.

The purpose of this study was to examine the relationship between emotional intelligence components with student creativity. The study population consisted of all students in the in their last semester PNU in Southern of Fars and the sample consisted of 145 students that random cluster the centers southern of Fars of Payam Noor have been selected. Instruments included questionnaires; shering emotional intelligence is the reliability with Cronbach's alpha. /846 and its content validity confirmed and standard questionnaire of Soltani's creativity was that formal validity of the experts confirm and reliability. / 89 Using Cronbach's alpha for it to come. The main results of the study showed that, among the components of emotional intelligence and creativity of students in the 0/01 there was a significant inverse relationship. Results of independent t test and analysis of variance (ANOVA) (F) showed that in terms of creativity between male and female students there is a significant difference but in terms of age and education, there was no significant difference between students. The results of stepwise regression analysis revealed that self-motivation and self-control variable in two steps creativity of students is expected.

In this study, entitled barriers to development of entrepreneurship in PNU on the perspective of students using descriptive survey has been conducted. The Population and sample size with Morgan table respectively equal to 275 and 160 people and the instrument was a researcher made questionnaire whose content validity means enjoying the views of experts confirmed and its reliability using the Cronbach's alpha coefficient is equal to. /88. The main findings of the research showed that the behavioral, environmental and structural barriers respectively the most important role in preventing the development of entrepreneurship in PNU from the perspective of their students; Independent sample t-test results indicate that a significant difference between male and female students, undergraduate and graduate in all three categories of behavioral, structural and environmental barriers And significant differences between single and married students in the role of structural and environmental barriers The absence of development of entrepreneurship in universities. The results of analysis of variance (F) showed that between students of various disciplines the role of all three categories of barriers to entrepreneurship development is a significant difference.

The purpose of the present research was to study the driving factors in integration and application of distant education in PhD courses of Payame Noor University. In order to identify the fundamental factors, a researcher-made questionnaire, consisting of 5 scales and 36 sub-scales, was given to 30 distant education experts.. From a population of 1082 people, 136 were selected as the sample, using random sampling and Cochran’s formula, and the questionnaire was distributed among them. Descriptive statistics as well as inferential analysis; mean, slandered diviation, Pearson correlation coefficient, and exploratory analysis were applied for data analysis in SPSS 18 and LISREL 8.53. Based on the initial findings, these were the self-sufficiency, technological skillfulness, practicality, easy access, and comprehensive support which were identified as the driving factors in integration and application of distance education. The correlation coefficients for these factors were 64%, 52%, 49%, 47%, and 39%, respectively. The final results of LISREL analysis showed that the coefficients of determination for the above factors are 27%, 66%, 77%, 61%, and 80%, respectively, indicating the positive relationship of these factors with integration, application, and modeling of distant education. Chi-square to df ratio (2.172) was less than 3, the value of RMSEA (0.0018) was less than the threshold (), -value (0.2132) was greater than the threshold (), and the values of GFI (0.91) and AGFI (0.90) were equal to or greater than the threshold (0.90), all suggesting the goodness of fit of the model and indicating significant relationships between the five main scales.

The purpose of the present research was to investigate the role of distance education on human resources development in the doctoral students of Payam Noor University (PNU). The method of the research was descriptive-survey. The statistical population was consisted of 1082 doctoral students of PNU who 132 students were selected as samples by using the random sampling method and Cochran’s formula. The required data were collected by using a questionnaire with a Cronbach’s alpha of 0. 927 for the component of distance education and 0. 901 for the component of human resources development. The results showed that there was a significant positive relationship between distance education and human resources development at α=0. 01 (r = 0. 841). The result of LISREL analysis showed that distance education affected students’ knowledge، attitude، skill and behavior as the components of human resources development. Chi-square to df ratio (1. 23) was less than three. The value of RMSEA (0. 0033) was less than the threshold (α=0. 01). P-value (0. 321) was greater than the threshold (α=0. 05) and the values of GFI (0. 92) and AGFI (0. 96) were greater than the threshold (0. 90). All of them suggested the goodness of fit of the model and further indicated the causal relationship between the distance education and human resources development.