فصلنامه فن آوری اطلاعات و ارتباطات در علوم تربیتی
سال نهم شماره 4 (پیاپی 36، تابستان 1398)

The present study was conducted to investigate the relationship between loneliness and mental health with Internet addiction among high school boys in the city of Sari in 1396-1397. The research method was descriptive-correlational. The statistical population consisted of high school boy students in a district one. Based on Krejcie and Morgan's tables, 357 people were selected by simple random sampling and were assigned to Goldberg’s mental health tests, socio-emotional emotions And Yangetal's Internet addiction questionnair  The results were analyzed by single-variable t-test, correlation matrix and multiple regression test. Results showed that there was a relationship between loneliness and mental health with Internet addiction among students. The level of loneliness, mental health, internet addiction among students was significantly lower than the average. There is a relationship between the components of loneliness and mental health with Internet addiction among students. Along with the results of regression analysis, the contribution of each component of loneliness and health in predicting online addiction to students was different. As romantic loneliness was 0.19, the symptoms of depression are 0.25, The largest contributors to the prediction of the Internet addiction were students, as Internet addiction could threaten students' sense of loneliness and mental health. It was essential for the proper use of the Internet, the benefits and disadvantages of the virtual world of the Internet, culture building and proper education at the family and community level.

The purpose of this study was to “investigate the dimensions of the virtual approach to the development of fourth-generation universities”. The present research was carried out with an applied purpose using  a mixed approach in which  an exploratory design was used. In the qualitative section, the sample size included twelve members of the faculty that were selected using Purposive sampling considering saturation law, and in the quantitative section, 255 faculty members including assistant professors from universities in Mazandaran province were selected as the sample size using the Cochran formula and Multi-stage cluster random sampling as well as relative proportional classification. The data collection tools in the qualitative section were semi-structured interviews, and in the quantitative section, a researcher-made questionnaire was used. The formal and content validity of the tools were confirmed by experts. To verify the construct validity, confirmatory factor analysis was used and the average variance of the extracted variables was used to examine the convergent validity. In order to analyze the data in the descriptive statistics section, The frequency distribution tables, charts and inferential statistics, exploratory factor analysis and structural equation modeling were used. Data was analyzed using SPSS and LISREL software. The results showed that the virtual infrastructure approach, with impact coefficient  of (β = 0.93), had a direct and strong effect on the capacity-based learning. In other words, with the increasing utility of virtual infrastructure approach, The development of fourth generation universities (Capacity-Based Universities) wouldbe improved with strong intensity.

The present study aimed at the effectiveness of using offline electronic tests on the test anxiety and test performance of elementary sixth- grade boy students. This study is based on the objectives and hypotheses of the type of between-group experimental design with pre-test and post-test with the control group considering the data collection procedure, The study was quasi-experimental. The statistical population of this study was all boy students of the sixth grade elementary school in Tehran province who were studying in the academic year of 2018-2019. Using a targeted sampling method, a school in Malard city was selected as the sample and 40 people were divided into two experimental and control groups. To collect the required data,the test anxiety questionnaire and researcher-made test performance test were used. The validity of the researcher-made test  was confirmed by experts' opinions and it’s reliability was calculated as 0.76 by Kuder- Richardson 21 method. The results of ANCOVA and MANCOVA showed that the level of significance was less than 0.05 (p <0.05). Thus, the statistical null hypothesis was rejected and it was found that there was a significant difference between the students in the experimental and control groups in the scores related to the test anxiety and test performance in the post-test. According to the results of this study, it can be concluded that the offline electronic tests were effective on the variables of tests on test anxiety and test performance and reduced test anxiety and increased test performance.  </em></strong>

The general purpose of the present study was the phenomenology of ethical bottlenecks in e-learning in Iranian virtual higher education. Using phenomenological research method, purposeful sampling and deep semi-structured interviewing tools, The mental perceptions of sixteen people (eight master and eight e-course students) were analyzed. Then data was analyzed using Van Menon method. The findings of the research led to the identification of the three main axes and the twelve axes. The main pillars included ethical bottlenecks related to professors, students and universities. Master related ethical bottlenecks included the violation of privacy, limitation of access to professors, weakness of teacher and student’s relationships, and lack of ethical modeling of instructors. Student ethical bottlenecks included academic intolerance,The promotion of deception, diminished commitment and ethical adherence, and the misuse of technology. The ethical bottlenecks related to the university include the lack of educational aspects, lack of responsiveness to students, lack of skills and deficiencies in the assessment system and the existence of score bubbles. the results showed that, despite the unique opportunities of e-learning, due to the lack of face-to-face communication and the lack of student ethical modeling, the student's actual behaviors did not provide much ground for moral development, but this distance can be filled by interacting with the learning environment and using more multimedia technologies.

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

This study sought to design and validate a virtual social networks -based blended instruction with social constructivist approach in university instruction.To accomplish the objectives of the research, a mixed method research was used. In order to obtain the design of blended instruction, the deductive content analysis was performed in the qualitative section and a questionnaire survey method was applied to assess the experts judgments in the quantitative part of internal validation. After theoretical defining of each of the main concepts of the research, by referring to available scientific literature on the components of social-constructivism education, virtual social networks based instruction, and blended instruction, in the period 2000-2018, a total of 53 scientific texts were selected and studied by a purposeful sampling. Based on the content analysis the following items were identified: the determination of instructional goals and content, the determination of instructional tools and media, the determination of instructional elements for implementation, the design of interaction and evaluation with elements of each of these components were identified. Finally, based on existing instructional design patterns, the design of virtual social network -based blended instruction was presented with a social constructivism approach. The results of internal validation indicated that the proposed instruction plan has a good and valid credit and has the effectiveness required for university instruction.

The purpose of this research is to investigate  the relationship between philosophical mindedness and self-regulated learning by mediating role of information technology. The research is applied in terms of purpose, and the method is descriptive correlation. The statistical population consisted of 616 people from 6th grade elementary school students in Behshahr city in the academic year of 2017-18. 217 people were selected according to Cochran formula as sample and by stratified random sampling method. The data gathering tool was Shafi Pour-Motlagh's Information Technology Questionnaire (2016) with 15 items, Fisher et al.'S self-regulated questionnaire (2001) with 40 items, and the philosophical mind questionnaire based on Smith's model (42 items). Their face and content validity were confirmed by the professors and reliability was 0.85, 0.87, and 0.84, by Cronbach's alpha. The data was analyzed with Liserl 8 software. The results showed there is a relationship between the philosophical mind with self-regulated learning and the mediating role of information technology

The purpose of this study was to investigate the relationship between Information literacy and Knowledge creation among students of Islamic Azad University of Bojnourd in the academic year 93-94.In terms of purpose, it was practical and in terms of method, it was a descriptive-correlational type. The statistical population consisted of all postgraduate and postgraduate students of Islamic Azad University of Bojnourd. The sample size was 302 MA and 44 PhD students according to Krejcie and Morgan table. Classes were selected according to size. The research instrument was Information Literacy Questionnaire of Davarpanah et al. (2006) and Knowledge creation of Nonako (1995). Its face and content validity and its reliability were estimated by Cronbach's alpha coefficient of 0.93 and 0.93 respectively and Pearson correlation coefficient. SPSS software was used for data analysis. The results showed that there is a positive and significant relationship between information literacy of students and creativity, and the significance of all variables except the ability to determine the extent and nature of information less than 0.05 had an effect on the organizational creativity variable.