فصلنامه فن آوری اطلاعات و ارتباطات در علوم تربیتی
سال سیزدهم شماره 1 (پیاپی 49، پاییز 1401)

The aim of this study was to analyze the content of the eighth grade workbook and technology (junior high school) from the perspective of e-citizen characteristics. The purpose of the research was applied and the method of its description was descriptive of content analysis. The statistical population was the eighth grade work and technology book (first year of high school) approved by the Educational Research and Planning Organization (2019). A complete census was used to sample. Data collection tools, checklist 10 questions based on the e-Citizen e-Citizen's Skills and Training Standard (E-Citizen) Group of Information Technology Curriculum Planning and Technical and Vocational Education Organization (2009) in three components of basic computer knowledge and skills, knowledge and information search skills, He was an electronic citizen. The checklist validity was confirmed by the triangulation method and its reliability was estimated using the Cope Cohen method, and the coefficient of agreement obtained, which was equal to 0.602, showed the level of agreement between the two experts as "significant". the feature of "basic computer knowledge and skills" with an average rank of 2.63 had the most attention and the feature "participation and electronic citizen" with an average rank of 1.13 had the least attention.

Virtual education refers to an approach to teaching and learning that uses information and communication technologies to communicate and collaborate in an educational environment. The aim of this study was to identify the opportunities and challenges of virtual education. The research design was qualitative and of the phenomenological approach. The participants included 18 teachers, principals and technology experts working in education in Lorestan province who were selected by purposeful sampling method in the academic year 2020-2021. Data were collected through semi-structured interviews and analyzed using Colaizzi''s method. The accuracy of the data was obtained through the methods of triangulation, peer review and respondent validation. The results showed that 10 main themes and 26 sub-themes were identified. Increasing effectiveness and quality of education, flexibility and expansion of education opportunities, improving interaction and communication, and economic savings were classified as the most important virtual education opportunities. In addition, the key themes of virtual education challenges included issues related to students, teachers, content delivery and quality of education, culture, infrastructure and technology, and social interaction. In general, this study provides a deep understanding of the opportunities and challenges of virtual education in the Iranian education system.

With the spread of corona and the transformation of face-to-face education into virtual education, educating students, especially in adolescence, has been a challenge for parents. The aim of the present study is to understand the lived experience of mothers and its related dimensions and meanings about virtual education during coronary quarantine. The research method is descriptive phenomenology. For this purpose, among Tehran mothers, 15 people who had at least one school child aged 11 to 15 years were selected by purposive sampling method and data were collected through in-depth and semi-structured interviews, and this continued until the researcher reached theoretical saturation. Data analysis was performed by coding and identifying the main and sub-categories using the Klaizi method. Findings of research on mothers' worries and concerns including 4 main themes and 9 sub-categories, respectively: students' cultural and social harms (students' vulnerability in cyberspace, the growth of consumerist culture in students and disorders in students' sociability), and students' mental health risks. Physical and mental injuries), the inefficiency of e-learning (incomplete realization of education and lack of infrastructure for e-learning) and the perceived benefits of e-learning (e-learning opportunities and increasing the ability of students in cyberspace).

The purpose of this study is to identify challenges and propose solutions to improve the e-learning system of our Azad University in the evaluation department based on the experiences and views of professors active in this learning system. The research approach is qualitative and the phenomenological design strategy has been used. The research population includes all faculty members of Iran Azad University, and 12 of them have been selected by purposive sampling method until the theoretical saturation of the data. The required data were collected using a semi-structured interview, with Confirmed validity and reliability, and analyzed using the Corbin and Strauss method and the Max Qudai 16 software. The results of the study led to the identification of 28 appropriate strategies in 8 evaluation dimensions in the e-learning system of Azad University. Future research can lead to the quality of this e-learning system by designing plugins related to these solutions in a practical way. Also, the results of this research can be used by other researchers as new topics for the development of the e-learning system of our country's Azad University.

The purpose of this study was to determine the relationship between understanding the wisdom of e-learning with content engagement, content understanding and evaluation of course content. The research method was descriptive-correlational. The statistical population included all professors of educational sciences in Markazi and Isfahan provinces (73 people) in the academic year 1399-1400. The census sampling method was used due to the limitation of the statistical population, which finally had 66 respondents. The research tool includes 4 categories of researcher-made questionnaires, which are: 1. Questionnaire for understanding the wisdom of e-learning 2. Questionnaire for engaging the content of the course (Shafipour Motlagh, 2019) 3. Questionnaire for understanding the content of the course and 4. Questionnaire for evaluating the content of the course. The content validity of the questionnaire was provided according to the opinions of experts and the validity coefficient of the questionnaire was obtained using Cronbach's alpha equal to 0.93, 0.95, 0.92 and 0.94, respectively. Descriptive statistics (frequency, percentage) and Inferential statistics (Pearson correlation tests, stepwise multiple regression and structural equation modeling) were used. <P has been significant. The studied model has a relatively good fit.

The aim of this study was to investigate the relationship between e-learning and psychological distress mediated by students' fear of losing their school year of Abadeh nursing students. The research method was descriptive-correlation. The statistical population of this study included all nursing students of Abadeh Islamic Azad University, 188 of which 120 people were selected as a statistical sample using Morgan table and simple random sampling method. In this study, Hassan and Bao (2020) questionnaire was used to measure the variables of e-learning, psychotic distress and fear of losing the school year. The reliability of the questionnaire was obtained by Cronbach's alpha coefficient for e-learning 0.84, psychological distress 0.87 and fear of losing the academic year 0.91 and its validity was examined and confirmed by construct and content validity.To analyze the data, descriptive statistical methods and confirmatory factor analysis were used with the help of SPSS and Smart PLS software and the research analytical model was developed. Findings showed that e-learning has a significant relationship with psychological distress and fear of losing the school year. Fear of losing the school year also mediates e-learning with students' psychological distress.

This study was conducted to understand the experience of online teaching of primary school teachers in Sanandaj in the context of the shad network during the coronavirus crisis.The present study was conducted in a qualitative and in the form of descriptive phenomenology with purposive sampling, with the participation of 21 primary school teachers in Sanandaj in the academic year 2020-2021. Data collection tools were semi-structured interviews. Findings from teachers'' experiences in three main themes and 17 sub-themes including positive and satisfying experience, utilizing the power and expertise of others (teachers, parents and students), familiarity with up-to-date educational technologies, Skills in creating effective communication and interaction with the use of new technologies in the field of education, skills to motivate students, relative satisfaction of teachers with program updating (process of adding facilities), improving the ability and interest in using new technology in Education, teachers'' synergy with each other, lack of cooperation of effective factors in learning, lack of favorable interaction (teacher, student and parents), lack of motivation of students and parents, hardware problems, unfamiliarity of teachers, parents and students with teaching And the lack of a virtual electronic board, providing challenging assignments to students and holding in-service courses has been extracted.

Because of the emergence of coronavirus disease, e-learning is now widely used in schools and universities. As a result of the rapid spread of this phenomenon, there are some issues. This paper aims to look into the level of student satisfaction with online education, as well as the factors that influence the satisfaction and effectiveness of this type of education. The research was Applied research in terms of purpose and quantitative in terms of approach. In this research, an online survey was used. The study population was the students of Allameh Tabatabai University, Shahid Beheshti University, and Tehran University, and 760 of them were chosen through voluntary sampling. Data were collected using a 100-item online questionnaire, and factor analysis, Cronbach's alpha coefficient, and internal correlation were used to ensure validity and reliability. The SPSS and LISREL software packages were used to analyze the data. According to the findings, the average index of satisfaction with online education is 2.4 out of 5, indicating that student satisfaction is low. Practical training has the lowest level of satisfaction. Among the influential factors, the dimension of professors, system and class conditions, and students have the greatest influence on satisfaction with online education.