حسین مرادی مخلص

Considering the ever-increasing changes in today's world, the mission of education in medicine to prepare learners to face new goals becomes difficult. Therefore, in such a situation, it is necessary to use new methods to make education more effective, and paying attention to integrated learning is considered a development in this field. In this way, the aim of the current research is to present a model for establishing a blended learning environment in medical education.Materials &  This research was qualitative using the metacomposite method with Sandolovski and Barso model. The statistical population included studies conducted in the period of 2019 to 2023 in the field of blended learning with specific keywords in national databases such as Noormags, Magiran, Civilica, Ganj, and Elmnet and international databases like IJET, Eric, Scopus, ScienceDirect, and Google scholar were collected. A total of 59 studies were reviewed and after several stages of screening, 20 study units were finally selected. Investigations showed that the lack of attention to the theoretical foundations of integrated learning in the field of educational sciences and its application in medical education has caused that there is no effective model for medical education instructors, which has six components: technology integration, flexible planning, active learning, self-paced learning, student cooperation and assessment, feedback and improvement, in order to establish a unified learning environment in medical education, were analyzed and extracted in this research. In the discussion of limitations, the reviewers sometimes had to choose articles more related to the field of medical sciences in order to create more accurate bases for its application and universalization in the field of medical education. The results show that the presented model meets the diverse needs of the learner and seamlessly adapts to the evolving demands of healthcare. Blended learning represents a historic paradigm shift that equips students with the skills, knowledge, and confidence needed to thrive in the rapidly changing healthcare landscape.

The current era is the age of digital emergence and the fusion of technology with educational systems. This combination has brought about changes and transformations in the teaching and learning process. Due to the popularity and easy access of wireless and portable technologies, such as mobile phones, tablets, and laptops, any person can learn at any place and time by having these tools and entering the mobile learning environment. Since the two concepts of professional ethics and mobile learning environment have gained a special place in the formal and informal education system in the post-corona era, it doubles the importance of observing professional ethics in the mobile learning environment. The discussion of designing mobile learning environments based on ethical standard components from different aspects of education, attitude, and even technology has been noticed by the planners of the education system in the world. Based on what was discussed, the purpose of the current research is to explain the components of professional ethics in the mobile learning environment.

The results of this research extracted and explained the main components of professional ethics in the mobile learning environment, which were: moral character, moral character, ethics in scientific practice, legal ethics, ethics in communication, political, social, and cultural ethics along with Its seventeen sub-components. Also, the results of the present study showed that the observance of professional ethics in the mobile learning environment has a decisive role in the attitude of educators toward science learning in the context of this dynamic learning environment in the post-corona era. Finally, the results of this research effectively introduced the explanation and application of the components of professional ethics in the mobile learning environment in effective learning and improving the performance of learners.

Self-organization is an excellent capacity to moderate the thoughts and feelings that govern human behavior. Thinking education can provide the basis for the creation and development of self-organization in learning, motivation, religion, and friendship. The present study investigates the effect of the thinking education model on adolescents'  self-organization in a virtual social network in the Soroush program.

This study is quasi-experimental, and its design is a pretest-posttest with a control group. The study's statistical population is students aged 12-15 in Asadabad city, Hamadan province, in 2019. The statistical sample of the study included 82 students who were selected through available sampling. The data collection tool was a researcher-made self-administered questionnaire with 18 items. The field experts confirmed the tool's accuracy, and its reliability was calculated by Cronbach's alpha (0.70). The participants were randomly assigned to the experimental and control groups (41 participants in each group), and then the thinking education model was performed in 6 sessions for the experimental group, 75 minutes per session. The thinking education model protocol consisted of the following components respectively: Subject of education, learner analysis, situation analysis, educational goals, teaching in two dimensions of language teaching and teaching thinking, and finally, evaluation and correction.< style="font-family:"B Nazanin"

The study's results showed that the application of the thinking education model in the experimental group promotes learning self-organization, motivation, religion, and friendship compared to the control group (P <0.050).

The results showed that designing and applying the thinking education model could improve the self-organization of learning, motivation, religion, and friendship in virtual social networks.
Keywords: self-organization, Virtual social network, Thinking education model</></>

The introduction of digital technologies into medical education systems has introduced new challenges in this field. The issue of ethics in medical education is one of the essential elements in this field. Therefore, the purpose of this research was to investigate the place of ethics in the field of electronic learning in medical education.

This study is a systematic review which presents the findings obtained from a systematic review of researches on using ethical standards in e-learning in medicine. Systematic search according to the keywords of the systematic search was extracted and exploited in 4 external databases: Scopus, Springer, PubMed, and Web of Science, and 3 internal databases: SID, Magiran, and Irandoc. A systematic search was conducted in November 2022 and updated in March 2023, and reached 36 studies, and finally, 14 studies meeting the criteria for in-depth analysis were determined.

The analysis of the selected researches based on specific criteria showed that compliance with professional ethics had a positive effect on the field of electronic learning in the field of medicine. It has also made this field more efficient, and people trust it more.

The results of the present study showed that e-learning based on professional ethics standards in the field of medical education provides a suitable platform for effective learning and improving the performance of the learners.

The aim of the present research was to investigate the impact of mobile learning, based on Keller's motivation educational design model, on the lifelong learning of students' Cultural concepts in the course of social studies. This study adopted a semi-experimental approach, employing a pretest-posttest control group design. The statistical population for this research consisted of all 6th-grade female students attending government primary schools in the 2nd district of Tehran during the academic year 2019-2020, totaling 423 individuals. A sample of 40 students was selected using a multi-stage random sampling method. One class, consisting of 20 students, was designated as the experimental group, while another class, also comprising 20 students, was assigned as the control group. In order to measure lifelong learning, Wetzel's and et al (2010) standard questionnaire was employed in this research, exhibiting a Cronbach's alpha reliability coefficient of 0.73. The educational intervention for teaching ethical concepts, based on Keller's motivational design model, was delivered to the experimental group through six sessions, each lasting 45 minutes, utilizing the Shad app. The results of the covariance analysis revealed that the mobile learning environment, implemented based on Keller's motivation educational design model, exerted a positive and statistically significant impact on the lifelong learning of students' ethical concepts (P<0.01). Therefore, Keller's motivational design model effectively enhances learners' beliefs relating to the acquisition and motivation of moral concepts, their ability to seek information on ethical topics, and their inclination towards embracing opportunities for lifelong learning in the domain of ethical concepts.

Children with attention-deficit/hyperactivity disorder (ADHD) have problems, and the purpose of this study is to investigate the effect of the creative drama method on the problem-solving strategies of children with ADHD. The present research was applied research in terms of purpose, nature, and method; it was quasi-experimental with a pre-test-post-test design and a control group. The statistical population included preschool children with ADHD from Baharestan City in Region 1 in the academic year of 2019. With the sampling method, 30 children with ADHD were selected and randomly divided into two control and experimental groups. The control group (lecture method) and the experimental group (creative drama method based on Janasen’s constructivism model) were taught the concept of saving and optimal consumption. The data collection tool was Cassidy’s standard problem-solving strategies questionnaire, Connors’ ADHD questionnaire, and the educational program in the creative drama environment based on Janasen’s constructivism model in the classroom. The validity of the questionnaires and educational program was confirmed by educational psychology experts using the content validity method, and the reliability of the questionnaires was calculated using Cronbach’s alpha method as 0.75 and 0.79, respectively. The results showed that the use of creative drama based on Janasen’s constructivism model increases problem-solving strategies, constructive ways (creativity, trust, and tendency), and non-constructive ways (helplessness, control, and avoidance) of hyperactive children (attention deficit) of preschool students. The dynamic creative drama environment based on Janasen’s constructivism model has a positive effect on the problem-solving strategies of ADHD children, and this effective learning environment can be used to improve problem-solving skills in hyperactive children.

Sayyed Jamaleddin Asadabadi is a thinker and politician who initiated new thinking and awakening in the Islamic world. His political and social thoughts have often been the focus of researchers, and his views have been neglected in education. Considering the importance of education and the necessity of reforming the educational system of Muslims, the problem and purpose of the present research are to analyze the concept and components of education from the perspective of Sayyed Jamaleddin Asadabadi as one of the reformers of Islamic awakening (Issue). The research method in terms of practical purpose and the nature of the data is qualitative type and textual analysis type, which was used to collect the data using the document mining method (Method). The study's findings show that Sayyed Jamaleddin Asadabadi considered education one of the important ways of awakening Muslims. According to him, a person's education can be checked from three points of view, and the teacher, as a perfect educational model, has an essential role in the education process. According to Sayyed Jamaleddin Asadabadi, the important emphasis and components of education include attention to the mother tongue, awareness, and awakening, colonialism and tyranny as a result of moral deviation, the lofty position of science, the reconstruction of Islamic identity and the expansion of new sciences and techniques (findings).

Geographic information system is one of the most important tools for identifying and understanding spatial patterns of crime that reveals the relationship between crime and place. Accordingly, purpose of the present research is Geographic Information System (GIS) application in geography identification of drug abuse crime in Kermanshah.

The present research is of applied type and its method is descriptive-analytical. The statistical population is related to the legal boundaries of Kermanshah city in 2020. For the centers determination of drug abuse have been used methods such as standard deviation oval and mean center, Moran statistics and kernel density in GIS environment. Friedman test was used to rank the factors affecting the formation of drug abuse focus centers.

Moran's index (equal to 0.58) and Z value (71.80) indicate the clustering of all crimes within Kermanshah city. Moran index in the distribution of drug-related points, drug storage, drug transportation and storage, purchase and sale and transportation and drug storage and trafficking and purchase and sale and transportation and drug storage, respectively, equal to 0.93, 0.87, 99, . 0.0, 0.98 and 0.99. Therefore, the distribution of the points of these crimes is statistically clustered.

Variables have the greatest impact on the formation of crime hotspots in Kermanshah, respectively. These variables include unemployment, poverty, addiction, education, lack of control over parks by guards, a long distance from law enforcement and security centers, the presence of worn and disordered tissues and slums, family disputes and family breakdown, semi-finished buildings, lack of formal and informal supervision and lack of formation of neighborhood networks. suggestions such as the participation of donors and the use of people's capacities; Strengthening sectorial and extra-sectorial cooperation and central research is effective in the fight against drug abuse in Kermanshah city.

The soft war to weaken the intellectual and cultural circles ruling the society and the instability of the socio-political system has a broad scope against Iran, and the role of the soft war officers is essential. Accordingly, with the descriptive-analytical method and qualitative approach, the present study has a development-applied aim to formulate the soft war officers’ position in advancing the goals of the revolution’s second phase. The study's statistical population includes experts and thinkers in the Islamic Revolution, and the sample size has been done through purposeful sampling (judgmental). Based on interviews with the elites, there are 31 components to the soft warfare officers’ role in advancing the goals of the revolution’s second phase. The most common consensus is acceptance of the Vilayat and defence of it (2 scores), formulation of budget deficit strategies (1.98 scores), establishing a think tank to formulate an operational plan of the "We Can" discourse in society (1.97 scores), demanding from officials regarding anti-corruption (1.96 scores), demanding from officials regarding justice spread (1.95 scores), formulation of strategies for improving people's livelihoods, increasing the value of the national currency and improving the purchasing power of the people (1.94 scores).

Teaching religious concepts and developing social attitude in children, just like any other science needs to identify and apply correct, efficient and effective principles and methods. The purpose of this study is to investigate the effect of creative drama and dramatic or fantasy play on the social attitude and spiritual ability in the school subject "Hediyehaye Asemani" in 3rd grade elementary students. This research has been carried out by using mixed methodology and sequential explanatory design. The statistical population of this study is consisted of all 3rd grade elementary girl students in Tehran who were studying in the academic year of 1396-1397. The sampling method used in this study was convenience sampling. The sample size of the research included 60 3rd grade elementary students that were randomly divided into two groups: the control group (dramatic or fantasy play) and the experimental group (creative drama). The data collection tool in this research in the qualitative section was interview and in the quantitative part was the standard questionnaire of social attitude and ability that its validity was confirmed by the experts and its reliability was confirmed by the Cronbach's alpha test up to 91%. The inferential data analysis was done using MANCOVA method. Research findings show that creative drama has had more effect on the spiritual ability and social attitude than dramatic or fantasy play (P<0/05). According to the results of the research, using creative drama in the field of education increases spiritual ability and social attitude.

The purpose of the present study was to investigate the effect of internal and external characteristics of web-based pedagogical agents on Quran reading skill of fourth grade elementary students. The study was conducted in two qualitative and quantitative sections. In the qualitative part, using content analysis method, the internal and external characteristics of web-based pedagogical agents were extracted from relevant research and resources, and were approved by experts in the form of a model. Then, to investigate the effect of these characteristics on students' learning, a quasi-experimental method was used with one experimental (36) and two control groups (control 1: 34 and control 2: 35 students). The population of the study consisted of all fourth-grade elementary students of Tehran, from which 105 students out of four schools were selected using convenience sampling procedure and randomly assigned to experimental and control groups. The research instrument and materials consisted of instructional multimedia of Quran recitation with the same content but with different patterns of pedagogical agents as well as learning tests. Data analysis was done using ANOVA.  Results of the study indicated that the experimental group had higher mean scores than the control group(1) and the control group(1) was more knowledgeable than the control group(2) (p <0.05). Therefore, using pedagogical agents with internal (instructional methods, the role of the instructional agent) and the external (verbal, visual) characteristics in the content of web-based multimedia content coruse increases in learning.

The purpose of this study was The effect of Flipped learning method on motivational strategies in students’ learning physics course. The research method was quasi-experimental with pretest-posttest design with test group and control group. The statistical population of the study consisted of all 10th grade female students in Tehran during the academic year of 2017-2018. The sample of the study consisted of 50 10th grade math students who were selected through cluster sampling. The research instrument was the standard questionnaire of motivational strategies for learning (1990) developed by Pintrich and DeGroot.The reliability questionnaire of motivational strategies for learning by Cronbach's alpha was 0.81. Covariance analysis was used to analyze the data. The findings showed that the Flipped Classroom increased the motivational belief and self-regulation strategies Than the control group (P

The use of integrated interventions in autistic children is expanding. Autistic childrenchr('39')s interest in music and their ability to understand it can be effective in therapeutic interventions. This study aimed to determine the effect of a music-based integrated environment on motor development skills in autistic children.

This quasi-experimental study was of pretest-posttest control group design. Subjects were selected by convenience sampling method from among children with autism at Rozaneh Autism Center in Hamadan in 2019 and were randomly assigned to experimental and control groups. A total of 15 autistic children formed the intervention group, while 15 autistic children formed the control group. The experimental group performed a 12-week exercise program with music and the control group performed only a 12-week exercise program. Data were collected using a demographic form, a Lincoln-Oseretsky developmental motor scale. Independent t-test and ANCOVA test were used to measure the effect of music intervention.

It was found that the Lincoln-Oseretsky mean score in the intervention group in post-test was significantly higher than the pre-test (p<0.05).

Overall, it was concluded that the music-based blended environment can be effective in the development of motor skills in children with autism. Therefore, blended intervention including music along with other therapies can lead to useful results in improving the performance of children with autism.

The aim of this study was to determine the effect of Learning through Virtual Social Networks Based on the 5E Instructional Design Model on the Creativity and Social Participation of Mentally Retarded Children in the Experimental Sciences.

The research method was experimental and the experimental design was quasi-experimental with pretest-posttest and control group.  The statistical population of the study consisted of all mentally retarded students of Karaj who were 225 students and by using random sampling  34 individuals (17 control group and 17 experimental group) were selected as statistical sample. The data collection tools was  Torrance Creativity Questionnaire (1992) and Yazdanpanah Social Participation Questionnaire (2007) That reliability was confirmed by Cronbach's alpha (0.70) and (0.92), respectively. Data were analyzed using independent t-test and Paired-Samples T Test.  

The results showed that using E5 based on E5 educational design Model  increased creativity and social participation of mentally retarded children in experimental science (P <0.05).

 Using the E5 educational design Model  that is tailored to the needs of the mentally retarded  children  can impact their creativity and active participation in virtual social networks.

The primary purpose of this study was to introduce the cognitive load theory in multimedia learning, review its historical evolution, and present a critique of its theoretical framework. In this paper, we articulated the following three primary stages of development in cognitive load theory;   extraneous cognitive load in problem-solving, intrinsic cognitive load and the first additivity hypothesis, and germane cognitive load and the second additivity hypothesis. Besides, we argued that the germane cognitive load does not play the explanatory and predictive role in cognitive load theory as much as the intrinsic and the extraneous load types. Therefore, a dual framework including intrinsic and extraneous cognitive loads can clarify and simplify the framework of this theory and prevent irregular extension of its boundaries, as well as the inadequate development of instruments for measuring triple cognitive loads.

Today, the proper and effective use of multimedia learning environments requires the design, compilation, and integration of the components of the field of science education. One of the main components that has been overlooked in these softwares is the critical thinking component. The purpose of this study was to develop and validate the curriculum of the sixth elementary school curriculum based on the constructivist approach (Van Morinbour's multimedia model) and its impact on critical thinking skills in two interpretive and inferential areas. This research was carried out in two phases. In the first phase, the curriculum was designed and prepared with the emphasis on interpretive and inferential skills based on the Van Mearburn multimedia model. In the second stage, the effect of the application of the educational package prepared on the basis of interpretive and inferential skills was assessed by semi-experimental and based on pre-test and post-test design. The results showed that the teaching of thinking and research based on the educational package prepared on experimental and experimental inferential skills had a significant effect (P <0.05). According to the results of the research, the application of the curriculum of thinking and research with constructivist approach increases the skills of critical thinking in two areas of interpretive skill and inferential skills of learners

In economic growth and development literature, the role of human capital and its development is always considered with great importance. One of the most important types of education in human capital creation is primary (elementary and secondary) education, which is invested by public sector and since primary education has comprehensive role for society, it is also referred to as general education. Therefore, the role and contribution of public education on GDP and economic growth is one of the fundamental questions for economists in the field of education. There are always many questions about general education. For example, given the budgetary constraints, how much investment should be made in the field of public education? What is the impact of investment and budget allocation to this sector on economic growth? Does spending in public education has led to development of human capital? Do the educational conditions i.e. economies of scale in education and society conditions i.e. risk-taking of individuals affect the impact of general education on human development? These questions are addressed in this paper, with the focus on the effects of different risk-taking scenarios and economies of scale in education on human capital development and economic growth. In this research, we have further developed Teles and Andrade (2008) model to examines the contribution of government public expenditure on primary and secondary education (Ministry of Education) on economic growth in Iran based on various risk-taking and economies of scale in educational scenarios for year 2016. Based on our results, the average contribution of general education on economic growth was 1.141 percentage points with different exact values in different risk-aversion scenarios. But with decreasing risk aversion, primary education contribution on economic growth will increase. In different situations, the effect of general education on economic growth has always been positive but when there is a decreeing return on human capital in national production, there is a negative contribution for risky people. A 1.141 percentage point of primary education contribution to economic growth indicate that 13.7 percent of economic growth in year 2016 (3.8 percent) was the result of investing in primary (elementary and secondary) education.

In recent decades, every day we are facing new achievements in the applications of information and communication technology in the field of education and research. These new achievements have changed the expectations of education and research audiences from the level of services provided. Today, students and professors want easy and fast access to new scientific and research resources, interaction with each other in absentia, use of technology for better teaching and understanding, and in general, access to information and communication technology and its use for effect. Most of it is teaching and learning. To meet these expectations, universities and higher education institutions must continuously evaluate and equip themselves to achieve the desired level of access to and use of information and communication technology. The purpose of this research was to study the evolutionary trend of e-readiness assessment models with the approach of e-learning.

For this purpose, the studies were examined by both qualitative and quantitative approaches. In the qualitative approach, by studying the articles in this field, the observed trends in these articles are compared with each other.

In the quantitative approach, the latest articles are investigated based on important parameters such as the scope of application, the type of model used, the methods of data collection and analysis, the type of transaction reviewed in the article, evaluation indicators, sources used to publish the article, geographical concentration, the outputs of the study, the types of data used. Based on the results of the qualitative approach, 4 evolutionary periods, from national and one size fits all model with top-down approach to bottom-up approach with special purpose models, are identified. In addition, results of quantitative approach indicate that infrastructure, people and service are the most important factors in electronic readiness; and national scope has been investigated more than other areas. Most studies have quantitative approach with public service orientation for citizen transactions. Also, assessment, maturity and adoption models have been the most used fundamental models in the studies.

Comparison of the three main parameters studied in most studies, namely infrastructure, people and services, shows that the rate of infrastructure review has been decreasing and the rate of reviewing people has been increasing, and services have maintained an almost balanced rate during this period. In terms of the geographical focus of the study, the readiness assessment is in the first place in the country and then the readiness assessment is in the province or state. The basic model used for evaluation also has several approaches, the first category is related to the use of preparation models and the next category is related to maturity models. Studies have generated different outputs and have about 18 types of outputs, among which the evaluation model, evaluation framework, effective parameters, current situation, relationship of indicators, strategies and guidelines have the most frequency. In terms of the type of data collected, quantitative data had the highest multiplicity, followed by historical data and finally qualitative data. In terms of data collection methods, the questionnaire is in the first place and the interview and evaluation of the existing documents are in the next rows. In terms of data analysis, categorization, descriptive analysis and strategic analysis have the highest number 

New technologies, which are resulted by human thinking and have ‎suddenly changed the level and quality of human life and have caused ‎yesterday's impossibilities to be not only possible but also obvious, has brought ‎the education system into a new era, which is called lifelong learning era. The ‎existence of appropriate opportunities in the lifelong learning era that provides ‎possibility of learning at any time and place a well as increasing information ‎growth has created a serious challenge to traditional ethical education in the ‎education process so that founders of educational system must find a solution ‎for the growth of ethical education. Thinking is the highest level of education. By integrating the components of critical thinking in lifelong learning ‎environments, the context of the growth of ethics education is being provided ‎more than ever.‎ Lifelong learning era has provided a challenge and an opportunity ‎for ethical education.‎‏ ‏The challenge is that traditional education approaches ‎cannot grow up audiences of educational system in terms of ethical education, ‎and the opportunity is that the ethical education goals can be realized through ‎integrating critical thinking elements in a lifelong educational system ‎considering the potential that the lifelong educational system has in terms of ‎critical thinking. The lifelong learning system in the lifelong learning era lies ‎in the components of critical thinking, and these ‎components can be brought from the hidden and potential levels to the actual ‎level by designing and integrating them.‎

The present study aimed to examine the effectiveness of creative drama on the social adjustment of children with attention-deficit/ hyperactivity disorder (ADHD) by expanding the zone of proximal development.
This controlled quasi-experimental study used the pretest-posttest design. The sample included 30 participants selected through convenience sampling and based on medical conditions (whether they took medications or not) with their parents’ permission and then randomly assigned to experimental and control groups (n=15 each). The experimental group was taught using creative drama and the control group was instructed using lectures. The data collection instrument was a researcher-made 28-item social adjustment questionnaire scored on a Likert scale. The questionnaire measured four areas of social adjustment in children, including a) participating in group work, b) respecting the rights of others, c) belief in the values and ethics of the group or community, and d) commitment to and respect for family and friends. ANCOVA was applied for data analysis.
Results indicated that there is a significant difference between the effects of lecture and creative drama in favor of creative drama on all four areas of social adjustment in children with ADHD (p It is better to use creative drama compared to lectures in order to improve the social adjustment of children with ADHD.

Business intelligence as a management philosophy and a tool to help organizations manage and refine their information is one of the important innovations in the field of information technology that organizations need to adapt to their benefits. Accordingly, designing a model for adapting educational organizations to the business intelligence phenomenon is the motive and purpose of this research. In order to achieve the goal, descriptive-survey method and case of Asadabad city have been used in this paper. Regarding the focus of this research on educational organizations, the statistical population consisted of 145 faculty and staff members from 5 universities in Asadabad. The sample size was 106 randomly selected based on Cochran’s formula and a questionnaire was used to collect the data. By studying the research background and literature review, 42 distinct indicators for organizational adaptation with business intelligence was determined which are presented in the form of a three-level conceptual model. A confirmatory factor analysis has been used to verify the model. During the first order factor analysis, 27 effective indicators were confirmed. Then, using these 27 indicators and determining hidden variables, second order factor analysis was performed and 6 factors were identified.

considering cognitive load theory and using techniques for optimizing different kinds of cognitive load in designing instructional multimedia content is very important. The present study aimed to investigate the effect of pre-training on Nursing students’ intrinsic cognitive load, learning, and instructional efficiency in Physiology course.
The is a quasi-experimental study with pre-test and post-test design and a control group. The population research consisted of all undergraduate Nursing students of Asadabad College of Medical Sciences in the academic year of 2016-2017. Of these, 32 students were selected through a convenience sampling procedure and were randomly assigned to experimental (n=17) and control (n=15) groups. The materials and instruments included instructional multimedia contents with pre-training effect (experimental group) and without pre-training effect (control group), learning tests (pretest and posttest) and the scale of students’ perceived cognitive load. Data were analysed by Independent T- test and analysis of covarience (ANCOVA) through SPSS
results showed that the experimental group experienced less cognitive load (M=3.41, SD=1.86) compared to the control group (M=5.03, SD=1.77), (p=0.017) but had more learning (M=14.71, SD=3.42) than the control group (M=11.60, SD=3.04), p=0.008; also enjoy more instructional efficiency (M= 0.55, SD=0.99) than the control group (M=-0.63, SD=0/98),( p=0.002).
Do pre-training in instructional multimedia content leads to reducing the intrinsic cognitive load experienced by learners, increasing their learning and instructional efficiency. Therefore, it is recommended to designers of instructional multimedia to use techniques for reducing intrinsic cognitive load, enhancing learning and instructional efficiency.

This study aimed at comparing the effectiveness of computer-based and computer-assisted instruction on the interaction of the elements of Teaching-Learning process in the second grade of the first secondary school science class in Asadabad. The study is part of the quasi-experimental projects that uses pre-test and post-test experimental groups 1 and 2. The statistical population of the study included all the male students in second grade of high school in the school year 2013-14 in Asadabad- Hamedan, with the volume of 852 students. Multi-stage cluster sampling was used to select the sample. The sample size was 100 students that were placed in pre-test and post- test groups 1 and 2. The first group studied the instructional CD with teacher guidance and the second group studied the instructional CD without teacher guidance. Both groups received their instruction in the network environment with the NSS software support. The research instrument included students’ interaction levels based on six interaction elements with 60 questions in Likert scale (very high, high, medium, low, very low). The multivariate analysis of covariance was used to test the hypotheses. The results suggest that in Teaching-Learning elements’ interaction that include six dimensions, there is no significant difference between computer-based and computer-assisted instruction in five dimensions except in content-content dimension in significance level %5. The findings show that computer-assisted instruction, the training and simulation activities with the guidance provided by the network and teacher is more effective compared to computer-based instruction.

Interaction element is one of the elements influencing the learning in e-learning environments. This study aimed to compare the effects of computer-based and web-enhanced learning environments on six elements of interaction (student-student, student-teacher, student-content, teacher-teacher, teacher-content and content-content) in the process of Occupational Health course.The study was quasi-experimental with pretest-posttest design with a control group. The population of the study included all students of Public Health at Asadabad Faculty of Medical Sciences in the academic year 2015-2016. Of these, 60 students were selected through a random sampling procedure and were randomly assigned to experimental and control groups (30 per group). The first group (control) was taught in a computer-  based and the second one (experimental) was taught in a web-enhanced learning environment. The materials and instruments included instructional multimedia and the questionnaire of assessing six levels of interaction with 60 questions in likert scale. Analysis of covariance (ANCOVA) was used to analyze the gathered data. The results showed that there were significant differences between computer-based and web-enhanced learning environments on six elements of interaction (p<0.05). In other words, web-enhanced learning environment is more effective on the six interaction elements in comparison to computer-based learning environment.