نشریه فناوری های آموزشی در یادگیری
پیاپی 17 (پاییز 1401)

social presence is defined as the ability of learners to identify the learning community, have a sense of belonging to the community and communicate purposefully in a learning community. The reason for emphasizing the social presence of online learning is that online and virtual learning experts believe that social constructivism is an important factor in promoting interpersonal communication and the quality of learning. Given the importance of social presence as an influential variable in the process of virtual education, it is necessary to pay more attention to this issue and its predictors. In this regard, the present study aimed to provide a causal model for predicting social presence based on cognitive presence mediated by the online learning atmosphere. , 1-According to the above findings, the proposed model in the RMSEA index (root mean square of estimation errors) does not fit well, so the model was modified by correlating latent variable errors and The results showed that the final model has a good fit; 2-Cognitive presence has a direct, positive and significant relationship with social presence (P≤0.05 and β=0.62); There is a direct, positive and significant relationship between cognitive presence and online learning (P≤0.05 and β= 0.14) and also a direct relationship between online learning atmosphere and social presence is positive and significant (P≤0.05 and β=0.32); 3-In the indirect way, with the presence of mediator variables, the relationship between cognitive presence and social presence was still significant and the online learning atmosphere absorbs part .

The purpose of the current research was to investigate the impact of the comprehensive virtual laboratory system on the self-efficacy of engineering technical teacher students.The present study was practical in terms of its purpose and semi-experimental in terms of method with the same pre-test and post-test, in two experimental and control groups. The statistical population of the research was students of technical engineering student teachers of Shahid Rajaee University in the field of Bachelor of Mechanics, in the second semester of the academic year 1400-1401. The statistical sample was 43 people and randomly divided into two control groups (22) and experimental groups (21). The system used was the comprehensive virtual laboratory system of Amrita University in India. The instrument used was Scherer's self-efficacy questionnaire with 17 components in the Likert scale. The reliability calculated for the instrument was obtained by Cronbach's alpha of 0.86. Descriptive statistics such as frequency distribution tables, frequency percentage, mean and standard deviation were used for data analysis, and covariance statistical test was used in the inferential statistics section. The results show that there is a significant difference between the average post-test scores of the control and experimental groups And the use of the comprehensive virtual laboratory system of Amrita University has increased the self-efficacy of technical engineering students in the components of a) tendency to initiate behavior, b) willingness to continue effort and effort, c) persistence in the task in case of failure .

Orphans and vulnerable children have many problems, including communication problems, especially language problems and poor vocabulary, and creative drama with a good background in the development of communication skills can be effective in improving these problems. Therefore, the present study was conducted with the aim of designing an educational model based on creative drama in order to improve the communication problems of orphaned and vulnerable children. The present study was conducted with a combined approach in two stages. In the qualitative part, the components of the educational model based on creative drama and the order and sequence of these components were identified through systematic review of resources, and in the quantitative part, the validity of the designed model was assessed quantitatively using a questionnaire. Finally, the educational model was designed based on qualitative analysis and extraction of main and repetitive themes in the sources. The components of this model were defined according to the main stages of educational design (problem analysis, design, implementation, evaluation, correction and revision). To implement the model in the educational environment of orphans and vulnerable children, eight educational steps (determining the content, introducing the course, performing the language development pre-test, performing motor training, demonstration practice, improvisation practice, performing creative drama and performing pre-test) were suggested. The validity of the model was confirmed by experts according to descriptive analysis and chi-square test results.

The purpose of this study was to assessing the quality of the mentioned network from three aspects: educational capabilities, program design and appearance, performance and technical characteristics. This research is generally descriptive and specially a survey. The statistical population of this study was all teachers in Khuzestan province. Due to the prevalence of Covid-19 disease and also the size of the study population, an available random sampling method was used. 1588 teachers participated in the research as a statistical sample. A researcher-made questionnaire was used to collect data. The validity of the questionnaire approved by using the Lowshe’s content validity ratio index (CVR). Cronbach's alpha coefficient in the pilot implementation was 0.94 and in the main implementation was 0.96, which indicates the high reliability of the questionnaire. Data were analyzed using descriptive statistics and one sample t-test and Friedman test. The findings showed that the quality of the educational network in all three dimensions (including educational capabilities, design and appearance of the program, as well as performance and technical characteristics) is above average. Another finding of this study showed that quality of "design and appearance of the program" is more than other dimensions. Although the quality of Shad educational network was generally above average from the point of view of the studied teachers, however, in order to improve it and achieve the desired situation, it is necessary to improve this platform, especially in terms of educational capabilities, performance and technical characteristics.

With the entry into the information age and the development of new technologies and the creation of networked learning, the theory of connectivism learning was born. The aim of the current research is to design an educational design model that fits this approach. Inductive qualitative content analysis method was used to obtain the categories of connectivism educational design model. In this way, first the sources related to this issue were studied and then categorization was done, and then from the categories, sub-categories and main categories of connectivism-oriented educational design model were extracted. The statistical population included all the articles, books, magazines, and internet sites about the theory of connectivism, from which samples were theoretically selected. In order to determine the order and sequence of the model categories and the shape of the educational design model, 7 educational technology experts were interviewed. Based on this research, a connectivism-oriented educational design model was designed, which is more specific and has more details than the previous models, which can be used for different educational designers both conceptually and operationally.

Paying attention to educational stimuli is the first step in the process of perception and learning. Many researches have been done in the field of learning styles and learning preferences, however, little research has been done in the field of learners' attention using new cognitive neuroscience tools such as eye tracking devices. The purpose of this research is to investigate the effect of visual elements on the attention of students with a visual learning style in virtual classes using an eye tracking device. To achieve the goal, the quasi-experimental method, single subject with A-B-A design was used. The data collection tool in this research was Felder and Solomon's learning style questionnaire and eye tracking device. First, the participant with the dominant visual style was identified., then, in accordance with the ethical principles, the participant was trained at each stage during 8 sessions in the virtual classroom, and the level of attention of the participant to different visual and textual points was evaluated with an eye tracking device. To analyze the data, repeated measurement analysis, visual diagram analysis and heatmap analysis were used. The findings of the research showed that with the addition of visual elements such as the instructor's camera to the content , the learner's attention to the entire page increases F(2,14)=5.087,p= 0.022.