فهرست مطالب محمد علی رستمی نژاد

Recent advances in computer technology, artificial intelligence, and virtual reality technology have enabled instructional designers to create on-screen pedagogical agents in multimedia learning environments. But what is needed is research on how to make pedagogical agents more effective in improving learning at the highest possible level for learners. Therefore, what is currently important in the field of research on animated pedagogical agents is increasing the efficiency of pedagogical agents by using supporting strategies. The important point in the priority of choosing among the types of supporting strategies is to pay attention to the individual differences of learners, which determines the necessity of using different types of strategies. Among the individual differences that can affect the learning and processing of learners and need to be considered by designers in educational design is the difference in the cognitive style of learners considering the importance of individual differences in the design of educational content; also, considering the importance of visual attention in the process of receiving and processing educational content, the present research was conducted with the aim of investigating the effect of visual signaling by the animated pedagogical agent on the attention of students with field-dependent cognitive style in a multimedia learning environment.

The current study was applied research and a single-subject quasi-experimental design, and A-B-A design with follow-up was used in it. First, grouped embedded figure test (GEFT) was conducted and three students with field-dependent cognitive style who had the conditions to participate in the experiment were selected. Then, in the baseline stage, the participants were exposed to English grammar training during 8 sessions using multimedia with animated pedagogical agent, and the eye tracking data of the participants were collected at the same time. Afterwards, the participants were exposed to English grammar training for 8 sessions in the test stage using multimedia with animated pedagogical agent along with visual signaling and the desired data were collected according to the previous phase. The stage of returning to the baseline was also done for 8 sessions, like the baseline stage. Descriptive and inferential statistical methods were used for data analysis using SPSS software and visual chart analysis.

The findings of the research showed that, with the addition of visual signaling to the animated pedagogical agent, the attention of the learner with field-dependent cognitive style increased to the educational content (F=42.09, p=0.001). Also, the examination of the visual diagrams in the present study showed, the back and forth of the learners' attention between the content and the pedagogical agent in the intervention situation was effective and targeted.

Considering the positive effect of accompanying visual signaling with animated pedagogical agent on the attention of learners with a field-dependent cognitive style, the design of educational multimedia together with animated pedagogical agent with visual signaling can be used as useful educational content for learners with this cognitive style. Also, considering the positive effect of simultaneous visual signaling with verbal and non-verbal cues of the pedagogical agent, on the targeting of the selection process, in learners with cognitive style dependent on the field, it is recommended to use the sum of verbal and non-verbal cues of the pedagogical agent in the design and compilation of multimedia educational contents.

The present study was conducted to measure the effect of digital gamification on reducing external cognitive load and academic performance of students with context-dependent cognitive style. The quasi-experimental method was a single subject with an A-B-A design . The population of all undergraduate students of the Faculty of Educational Sciences and Psychology of Birjand University in 1400-1401 was a sample of one person and a purposeful non-probability sampling method. Tools: group latent form test (GEFT) by Oltman et al in 1971, one-question external cognitive load questionnaire by Pas et al in 1994, researcher-made test of academic performance and eye tracking device. After conducting a group test of latent forms and identifying the sample, English grammar was taught to the subject in the baseline stage with multimedia without game elements, the test stage using digital gamification and in the return to baseline stage, with multimedia without game elements. Each stage was implemented in 8 sessions and in each eye tracking data was collected, cognitive load test and pre-test and post-test were performed. In order to analyze the data, descriptive and inferential statistics methods and visual chart analysis were used. The findings showed that teaching English with digital gamification increased external cognitive load and academic performance. It was concluded that gamification has created motivation and attracted attention and comprehensive engagement with the content and increased the external cognitive load and learning has been achieved and academic performance has increased.

Job motivation is one of the most important criteria that should always be at a high level in the teacher community because it leads to the improvement of their professional performance and efficiency. Therefore, recognizing the factors affecting teachers' job motivation is of particular importance. In virtual education, due to the nature of this type of education, this issue is doubled. The present study was conducted with the aim of investigating the factors affecting the reduction of the job motivation of second year primary school teachers in virtual education.

The approach of this research was qualitative and its method was thematic analysis. The statistical population included all teachers of the second year of elementary school in Sabzevar city, which was achieved by using the purposive sampling method and after conducting interviews with 10 people.

In the current research, from the analysis of interviews, six main themes of educational issues, social and cultural issues, network and hardware issues, personal and family issues, administrative and organizational issues, and economic issues were identified as issues affecting teachers' job motivation. Each of these themes also had several sub-themes that show the differences in teachers' attitudes and perceptions regarding the causes affecting their job motivation.

According to the findings of the research, education administrators should be sensitive to the factors affecting teachers' job motivation and provide the basis for increasing their job motivation.

The aim of the research was to investigate the role of perception of curriculum elements in self-directed learning, based on the virtual trainings of Farhangian University among students of Sistan and Baluchistan province, considering curriculum elements as goal, content, method and evaluation. This research was an applied study in terms of its purpose and a descriptive and correlational one.

The statistical population of the research included all the skilled students of Farhangian University of Sistan and Baluchistan province, numbering one thousand people during the academic year 2020-2021. The number of samples was determined based on Cochran's sampling formula, 278 skilled learners, and then questionnaires were distributed among them electronically. The data collection tools were the perception questionnaires of Tatar curriculum elements (2013) and self-directed learning by Fisher et al. (2001). Descriptive statistics indicators such as mean, standard deviation and Pearson correlation and multiple regression tests were used for inferential statistics.

The findings showed a positive and significant correlation between the perception of curriculum elements and the subscales of perception of the teaching method, and perception of evaluation with the variable of self-directed learning and the sub-component of self-management; Among the elements of the curriculum, only the element of perception of the teaching method had the ability to predict self-directed learning and its different dimensions; Also, the results indicated that self-directed learning and self-control component were more favorable among female skill learners than males.

Readiness for self-directed learning was an important characteristic of individual learning in learners, which in order to plan and teach more efficiently in electronic learning environments, due to its sensitivities, should be given more attention by policy makers of educational systems and teachers.

Acquiring lifelong learning competencies is a necessity in the age where changes are accelerating so it is expected that ICT play an effective role in achieving this goal. The purpose of this study was to investigate the effect of blended-learning on the students΄ lifelong learning competencies. Quasi-experimental research method was used with pre-test, post-test design with control group. The research community consisted of all undergraduate students in the faculty of education and psychology in university of Birjand in 2017-2018 academic year numbering 214 people. The research sample was selected using available sampling method. The sample size was 30 people who were randomly assigned into experimental and control groups, 30 respectively. Blended method was provided for the experimental group and for the control group in the usual way. Uzunboylu and Hursen’s lifelong learning competence scale was used for collecting data on lifelong learning competencies. The results of covariance analysis also showed that the blended method did not make a significant difference in the lifelong learning competencies of the experimental group compared to the control group. Its’ reasons can be found in academic culture, resources, facilities and the used model.

Multi-grade classes are one of the realities of our educational system. Academic motivation is known as a challenge for educational systems in developing countries. According to the rapid advances in science and technology, the utilization of blended learning seems to solve this challenge. This study aimed to investigate the effectiveness of blended learning on students' academic motivation in multi-grade classes. The study was quasi-experimental with a pre-test-post-test design with the control group. The statistical population was all students of primary multi-grade classes in Ghaen (n=2200 with 160 classes). The statistical sample was 28 multi-grade students selected using the two-stage cluster sampling method. Also, to collect data, Harter's academic motivation questionnaire was used with Cronbach's alpha of 0.92. The SPSS application and covariance test used to analyze the data. The results showed that academic motivation scores in the experimental group were more than the control group (p≤0.05, f (25.1) = 4.23). According to ETA squares, the blended approach explains 37% of the variance of academic motivation post-test scores (p<0.05, ŋ2=37%). According to the findings and the challenges of teaching in multi-grade classes, this method is not just one option but seems to be the best solution for resolving multi-grade problems.

Considering the influence of social media in the lives of today's people, the investigation of students' information-seeking behavior in these media regarding Covid-19 was the focus of this study.

This descriptive survey used a Researcher-made questionnaire on a sample of students of University of Birjand (386 participants). For questionnaire’s validity, the experts’ (specialists in medicine and knowledge and information) opinions was used, and Cronbach's alpha was used for questionnaire’s reliability (0.897).

The main purpose of this research is to study University of Birjand students' health information seeking behavior in social media during the pandemic of Covid 19.

The studied community mostly used public search engines, social networks (especially Telegram and Instagram) and news media to get information about Covid-19. In the meantime, more women than men used reliable specialized medical sources to obtain information on this matter.

According to the researcher's review, any research at the national level has not studied this research subject.

The aim of the present study was to investigate the current model of ‘Nishat (vibrant) curriculum’ in primary school. This qualitative study used the grounded theory approach. The statistical participants of the study included all the agents involved in the development of Nishat curriculum for primary education. Purposeful criterion sampling was used to select participants. Data were collected through semi-structured interviews with 14 teachers, five school administrators, and eight parents of students. In order to analyze the data, open, axial, and selective coding was used. The criteria proposed by Lincoln and Guba (1985) were used to assess transferability and dependability. The results led to the identification of 21 core concepts and eight categories, which were put together in the form of a paradigm model. The model included the neglect of vitality in school curricula as the core category. It also comprised causal conditions (weakness in school management, weakness in educational culture schools, weakness in students’ social relations), contextual factors (sociocultural factors, organizational factors, and educational factors), facilitating conditions (personality and individual factors, content attractiveness of textbooks, attention to individual differences, and qualitative evaluation), intervening conditions (individual challenges, cultural challenges, and school challenges), strategies (interactions and communication among students, creation of a friendly classroom atmosphere by teachers, attention to active teaching methods, dynamization of the physical space), and consequences (increased depression and academic frustration). Therefore, it can be concluded that it is necessary for all education stakeholders to pay attention to sociocultural, organizational, and educational factors in the integration of Nishat (vitality) into the curriculum.

The purpose of this study is to construct and validate a questionnaire of professional competencies of teachers of media thinking and literacy. The research method is survey research and its statistical population also includes 100 teachers who have experience in teaching thinking and media literacy in Birjand. In the present study, the sample size based on Morgan table is 80 people and simple random sampling method has been used for sampling. The data collection tool was a questionnaire and the data were analyzed with the help of SPSS software and using construct validity with exploratory factor analysis by principal components method and orthogonal rotation by Varimax method. 16 factors have been identified in the questionnaire that has a specific value higher than one. Items with a subscription rate of less than 0.5 were removed from the questionnaire and exploratory analysis was performed twice more on the remaining items, which were eventually reduced to 7 components, which were obtained as components of the final questionnaire. They had both theoretical and logical justifications. The reliability of the questionnaire was also calculated using Cronbach's alpha coefficient (0.94); which indicates the acceptable consistency of the questionnaire. The results of these analyzes showed that this questionnaire had seven factors 1) Behavioral competencies; 2) Media knowledge; 3) Teaching skills; 4) Thinking skills; 5) Media skills; 6) Emerging media literacy; and 7) Pedagogical competence It has good reliability and validity.

The aim of this study was to identify the features of electronic curriculum from the perspective of cognitive neuroscience theory by deductive qualitative content analysis. The articles published in the scientific databases of the Humanities Portal, scientific information database(SID, Magiran, Irandoc and Normagz were selected as the Persian articles community and the Eric database was selected from among the valid scientific databases for the English language. Articles had full-text access, keyword usage in the title or abstract, and placement within the 2010-2021 time frame were the criteria for including articles. Klein\'s nine elements were used to analyze the deductive content. Findings on the teaching method element showed that the e-curriculum should pay attention to 1) individual differences; 2) personal feelings; 3) activity of learners; 4) types of educational templates; 5) Appropriate time interval and 6) Clear explanation of the homework method were identified. Regarding the evaluation element, 1) the learner\'s reaction to the learner\'s response should be accompanied by warning feedback; 2) Cognitive tests replace memory tests; 3) Questions should reinforce the learner\'s inference and lead him / her to provide more creative answers.

In today's world and in competitive business environments, the capacities, competencies and capabilities of human resources and their identification, development and updating play a very decisive role in the survival and continuation of the life of the organization and organizations can, by no means, pass by them without having a systematic plan. Manpower is recognized as a strategic resource and knowledge capital of organizations, and certainly any disregard for their capabilities and competencies will deprive organizations of competitive advantage and make them victims of change and serious rivalries. Advances in technology and the digitalization of human life in recent years have created new needs in the labor market and even in people's lives as a result of which the job market has changed day by day and different types of jobs have been created. The widespread presence of businesses on the web and social networks and the use of sites and blogs to promote and sell products has created the need to produce content and, therefore, the need for specialists in electronic content production is felt more than ever. In this regard, the aim of the present study is to identify the professional competencies of specialists in electronic content production.

The research was conducted with a qualitative approach and qualitative content analysis method. The data required to achieve the research goal were collected by reviewing internal and external documents and interviews with experts, professors and postgraduate and doctoral students in educational technology, information technology, computer and curriculum planning with expertise in the field of e-learning who had experience in producing electronic content. First, in order to identify the competencies of  specialist in electronic content production, articles, books, publications, and reputable domestic and foreign scientific sites related to the electronic content production curriculum were reviewed by using the review method of descriptive studies to select scientific sources from reputable sites, such as ScienceDirect, SAGE, Elsevier, Scopus, Eric. The selection criteria for the articles and resources of these sites were that the selected articles had to have been published in the period of 2000 to 2021 and also, they had to be related to the production of electronic content and competency criteria in the curriculum. After identifying the elements and indicators with experts, professors and postgraduate and doctoral students in educational technology, information technology, computer and curriculum planning, with expertise in the field of e-learning who had experience in producing electronic content, an interview with a semi-structured format was conducted regarding these criteria and the amount of their importance and adequacy. se the purpose of these interviews was to identify the hidden dimensions and components or indicators that may not have been mentioned in the previous theoretical foundations and research. The field of research included all professors and postgraduate and doctoral students in educational technology, information technology, computer and curriculum planning who were experienced in the research field of e-learning and e-content production. The research sample was determined purposefully based on the principle of data adequacy.

The research findings categorized the professional competencies of the experts in  the production of electronic content in three categories of cognitive competencies (with two categories of specialized knowledge in the field of electronic content production and general knowledge), skill competencies (with four categories of training skills, design skills, production skills and soft skills) and attitudinal competencies (with three categories of attitude principles related to the field of electronic content production, ethical principles and cultural and social principles).

The findings of this study can be used in different stages of designing a competency-based electronic content production curriculum.

Family and school are two complementary educational spaces and parents have a decisive role in the executive mechanisms of formal education, so it is necessary to have a continuous relationship with the teacher as the key element of school and education. Due to the spread of the Corona virus and the virtualization of education, virtual parent-teacher interaction has become part of the home-school relationship. The present article aims to examine the interactions between parents and teachers in the happy network space as a formal space in virtual education. Using virtual ethnography method, this study has studied 10 happy network subjects in the first and second grades of elementary school from the perspective of examining the typology of virtual interactions between parents and teachers over a period of approximately six months. During the field work, offline and online interviews were conducted with the teachers of these ten classes at different intervals. After collecting data from two methods of observation and semi-structured interviews, they were analyzed in maxQda software. Findings showed that virtual interactions between parents and teachers were in two types of academic and non-academic interactions that extracurricular interactions have increased compared to previous years.

The aim of the current research was to identify the ethics of education in virtuall space. This research was applied in terms of purpose and qualitative in terms of method and virtual ethnography. The research community included elementary teachers of Khash city who were engaged in virtuall education of students in the academic year of 1399- 1400 With the consent of the teachers, the researcher became a member of their virtual class group and observed the educational training for three months. Purposive sampling method was available and data collection was through observation and semi-structured interview. The data was analyzed by inductive content analysis. According to the findings of the study, the ethical components of virtual education were classified into three dimensions and seven factors, which include: preserving privacy and human dignity, preserving peace of mind, and respecting the culture of honesty and trustworthiness. The results can be used by the policy makers and beneficiary of the country's education system to plan and adjust the macro strategies of the ethics of virtual education.

An educational setting is a creative and unique place in which students’ development and proper orientation take place. Faculty members’ daily lives include constant decisionmaking, which is a complex process of contemplation, evaluation, and analysis. Every instructional action is the outcome of a decision made, either consciously or unconsciously, by teachers following extensive processing of available information. Faculty members make decisions about lesson content, class motivation, resource use, incentives or disincentives, and numerous other issues involved in the daily routine of classrooms. These decisions can, but not necessarily, have far-reaching and profound consequences for the success or failure of the faculty’s daily work and future activities. As a result, the attempt to improve the faculty’s decision-making in curriculum planning is aimed at offering crucial solutions to improve educational outcomes, student performance, and the higher education system. A complex and interconnected set of internal and external forces, such as historical, ideological, cultural, social, political, economic, individual, and organizational factors, affect the faculty members’ curriculum planning decisions. Thus, a deep understanding of these factors can lead to the identification of needs, limitations, and opportunities, which, in turn, can affect faculty members’ curriculum development and innovation. As a result, the current study sought to develop a model of the processes involved in Birjand University faculty members’ decision-making in curriculum development. This study used a qualitative approach based on Strauss and Corbin’s reformulated grounded theory. Grounded theory, which is based on a set of empirical relevant data, is a method used to gain knowledge about a subject that has not been thoroughly researched before and for which the existing knowledge is limited. In implementing the grounded theory, the researcher must use a specific technique for analysis, use phased coding (open, axial, and selective), and present the results in the same paradigm model. The statistical population of this study included all Birjand University faculty members, of which 21 were chosen through purposeful sampling. The inclusion criteria were having more than 5 years of experience and teaching at undergraduate and graduate levels. Sampling continued until theoretical saturation was reached. Data were collected through semistructured interviews with 21 faculty members from various fields (i.e., educational sciences and psychology, basic sciences, literature, and engineering) that had sufficient experience to provide researchers with expert opinions pertinent to the research topic. Four criteria introduced by Lincoln and Guba (1985) were used to ensure the trustworthiness of the findings. These included credibility, transferability, dependability, and confirmability. Member-checking, or participant validation, was used to ensure credibility. The findings were shared with experts to make them transferable. Concerning dependability, the inter-coder agreement was used. Finally, peer review and feedback were used to enhance the confirmability of the results. The results revealed 32 core concepts and 13 categories, which were collated to develop a paradigm model. The following themes constituted the model: lack of scientific rigor in classroom decision-making (as the core category), causal conditions (extraorganizational, environmental, and motivational factors), contextual factors (behavioral factors, programmatic factors, and support factors), facilitating intervention conditions (managerial, structural, and behavioral factors), limiting intervention conditions (organizational-environmental challenges and implementation obstacles), strategies (decision-making based on previous structures, situational decision-making, conservative decision-making, and interactive decision-making), and the consequence (decreased effectiveness and efficiency) of the organization. Based on the findings of this study and the significance of faculty members’ decisionmaking, it is necessary for universities to improve the faculty’s level of knowledge and their “scientific” decision-making skills by implementing an educational program and providing them with the necessary support. In this regard, since faculty members’ decisions can influence students’ educational and business future, it is suggested that the faculty members’ decisions concerning curriculum development be considered and analyzed from a cultural, psychological, economic, and sociological standpoint. Furthermore, due to limited research on the intuitive and logical factors driving the faculty members’ decision-making, more research is needed to focus on faculty members’ curriculum development decisions in relation to students’ characteristics, class dynamics, and organizational context. Also, the nature of these decisions, the factors affecting them, and their effect should be examined. The findings of this study can deepen understanding of and shed light on faculty members’ and teachers’ decision-making in the classroom.

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.

Media education is an educational opportunity in which students acquire media literacy. Acquiring media literacy competencies by students requires capable teachers; therefore, these competencies should be considered in their pre-service programs. The aim of this study is investigating the current status of media education among teacher- students. Grounded theory from Qualitative research method used for this purpose. The participants selected from faculty members and teacher- students of Farhangian University in Birjand, who were selected through purposive sampling method. Data were collected by semi-structured interviews with seventeen teacher- students and eight faculty members. Data analysis was performed using open, axial and selective coding. Lincoln and Cuba's approach were used to evaluate the research. The results showed forty-eight concepts and twenty-one categories, while the paradigm model includes contradictory perceptions of media education” as a central category and causal conditions (planned,  Unplanned  activities, educational content and teaching-learning process); Background factors (educational environments and organizational factors); intervening conditions (human, educational, social and cultural, economic factors, facilities and equipment, time limitation, motivation and organizational support); strategies (The actions taken and  felt actions Feeling needed). Finally outcomes include improvement of mental and physical health, development of teacher profession, development of knowledge and development of citizenship skills.

At the end of 2019, with the emergence of a new type of corona virus called Covid 19, the world underwent extensive changes. One of the aspects that has been strongly affected by this phenomenon is the field of education and learning; With the spread of the Covid pandemic, e-learning became one of the most important methods of education. A situation in which, for the first time in the history of the world, almost all teachers were taught virtually and all learners were taught virtually. Meanwhile, the beginning and continuation of e-learning due to the conflict of countries with this sudden and widespread phenomenon that involved all sectors of a country from industry to education, faced many challenges. Lack of infrastructure, economic, technical problems, etc. are among them. In the field of education and in particular, one of the challenges of online teaching is not seeing students and their distraction, which is called digital distraction. E-learning has given rise to digital distraction as a pervasive phenomenon as learning environments evolve. The implementation of all traditional classrooms virtually, which has naturally been accompanied by a reduction in the supervision of professors and teachers, has exacerbated this problem. Unintentional use of electronic devices can be a source of digital distraction. On the other hand, studies have shown that people who use electronic devices and are not satisfied with their education are more likely to have multifunctional and divided attention in the classroom. This group of learners is more distracted. Sometimes digital distraction leads to personal injury; All of the above can be mentioned in the discussion of personal injuries. But sometimes this phenomenon damages the learning of other students. For example, open and closed laptops, doing extracurricular activities, changing background photos, etc. are some of the things that distract other students more and this is done by subconsciously changing their attention to electronic devices and damaging their learning. Therefore, electronic devices such as laptops, etc. cause disorders in students 'senses and are considered a factor in reducing their accuracy, and as a result, reduce their comprehension and, consequently, their learning rate, and significantly affect students' academic performance. . In fact, it can be added that students use laptops and mobile phones to check emails, browse and browse social networks, update personal pages, read news, watch movies, shop online and play games while teaching professors. It has a negative effect on students' learning, and impairs their understanding of the curriculum and their classroom performance in general. Therefore, identifying students' digital distractions and the factors affecting it is important. The aim of this study was to design and validate tools for measuring the factors affecting students' digital distraction in e-learning. The main research method was a combination of sequential exploratory design; The focus of this article is on the report of the quantitative research section. These types of projects start with qualitative data with the aim of recognizing the phenomenon and then continue with the secondary or quantitative stage. In other words, the purpose of this type of design is that the results of the first (qualitative) method cause the formation and clarification of the second (quantitative) method. Because no tools or measurements were available in this type of design, the variables were also unknown and there was no guiding framework or theory; Therefore, first the researcher used a qualitative format to process the data collection. At this stage, after compiling the interview questions, a semi-structured interview was conducted with 30 students of Birjand Faculty of Educational Sciences and Psychology, and after theoretical saturation of the data, qualitative data were analyzed. Then, in the quantitative part, using the extracted categories, the items of the digital distraction questionnaire of the students in the electronic classroom were compiled. After making the questionnaire, the online questionnaire link was provided to the students. In the quantitative part, the research method was descriptive correlation and applied. 160 students of the Faculty of Educational Sciences and Psychology of Birjand University were selected by convenience sampling method and sampling was continued until the sample adequacy was estimated by KMO test. The data collection method was a researcher-made digital distraction questionnaire with 46 items. In this study, SPSS 24 software was used to analyze the data. To measure psychometric properties, validity methods (face, content and structure) and reliability (Cronbach's alpha coefficient) were used. In order to assess the face and content validity, this questionnaire was reviewed and approved by several faculty members of the Faculty of Educational Sciences and Psychology of Birjand University. Exploratory factor analysis with varimax rotation was used to assess the validity of the structure. The results of exploratory factor analysis identified seven components for digital distraction, which explained 62% of the structural variance of "digital distraction". 1) digital distraction; 2) Lesson and teacher; 3) Attitudes towards e-learning in the Quaid days; 4) teaching method; 5) Common distractions; 6) distraction management techniques; 7) interactive teaching; Factors were identified. The reliability of the instrument was 88% using the Cronbach's alpha coefficient for the whole instrument and between 0.69 and 0.81 for its subscales.Also, the results of calculating the correlation coefficients between the subscales of the questionnaire and the total score showed a coefficient between 0.27 to 0.73. Thus, all subscales except "Attitude to e-learning in the Covid period (0.27)" have a positive and high correlation with the total score of the scale (p <0.01). The results showed that routine distraction is estimated as the most important predictor, so that by increasing a standard deviation in the variable score of digital distraction, students' digital distraction score in e / learning will increase by 0.33 standard deviation. According to the research results, the present scale can be used to assess the factors affecting In short, it can be said that this tool can help researchers in planning and conducting various researches on Iranian university students and has a desirable capability in Iranian culture. Therefore, it is expected that researchers will conduct numerous studies in this field in the future and evaluate the effectiveness of the results of the present study.

The feeling of presence is an influential and decisive component in the learner's participation in distance learning. The present study was conducted to investigate the level of students' presence in distance learning in the second semester of the 99-98 academic year. The research method is descriptive and causal-comparative. The statistical population is all primary school students in Birjand in the academic year 1399-1398 who have experienced distance learning since March. Among them, 380 students participated in the research by available sampling method. Igrob's presence questionnaire was used to assess students' sense of presence. The results showed that students have a higher than average sense of presence in distance education. In addition, the mean of presence in all three components of presence, location and participation of the group using the happy application was higher than the average of the group using the education network, and this difference in the component of participation was statistically significant ( p <0.05). In the end, it is suggested the necessary infrastructure to create a happy program be created and special attention be paid to the components of the feeling of presence in training and program design.

Social networks are considered as the most effective mass communication space in the world today, which despite the epidemic of Quayd-19 disease and the reduction of real communication and the closure of schools, their role has become more colorful and despite its limited life has a relatively high penetration rate among youth and children. One of these platforms is Shad Network. The structure of the Shad educational network is the same as the structure of a real school, and students enter the virtual classroom and follow the process of teaching and learning that is, in this space, teacher and students interact with each other, but the type of interaction with real space is different. The teaching and learning process can be considered as the result of the interaction of components such as teacher, student and content (and materials). If we accept that interaction plays a fundamental and important role in the teaching and learning process, e-learning, using emerging technologies, provides extensive interactions for accessing extensive information as well as communication. Information and communication technologies make modern education more accessible learning. Information and communication technologies make modern education more accessible learning. Social networks have changed the way people communicate, the way they interact, and the ability to create and share information with the rest of the world, and have become a daily occurrence. Social networks maintain, develop, and build interpersonal relationships based on the creation of personal profile in which accessible information is disseminated and shared by everyone on the social network. Social networks have gradually emerged as a new way of communicating between teachers and students, mainly in education, and have become an important means of communication. One of the undiscovered aspects of open learning is the ongoing interaction within the student body using social media. The use of social networks provides an opportunity for teachers and students to be in constant contact in interacting with regular classrooms and creating new teaching and learning spaces. However, this new reality has sparked debate over whether teachers and students should interact in this way, and has led some officials to restrict or even ban such communication. Proponents of teacher-student interaction through social media argue for the freedom of expression of teachers and students, the inevitability of the phenomenon, and the educational potential of social media. As the number of teachers with social media profiles increases, the possibility of teacher-student interaction increases; therefore, if teachers want to take advantage of social media learning opportunities, every teacher and student must interact with them. Therefore, the present study was conducted to identify and analyze teacher-student interactions in the social network of (Shad) students in Ilam. The research method was ethnographic and descriptive. The literal meaning of ethnography is a description of people and cultures. Culture is a central concept in ethnographic research. Scientific ethnographic research, based on the existing methodologies in the humanities, can be done in a wider range, in which there is a quantitative idea on one side and a qualitative idea on the other. The initial framework for identifying teacher-student interactions was designed. The study population was the elementary students of Ilam city in Shad network, which among them 32 students were observed through purposeful sampling method based on the saturation rule of participatory type and semi-structured in-depth interviews. This research led to the identification and explanation of teacher-student interactions in the student social network (Shad). Analysis of how to create interaction between teacher and students in Shad Network showed that most of the interviewees stated that interaction in Shad Network is in the form of lectures. In this method, the researcher has categorized the code of participatory interaction method. This method is more useful than the previous method in socializing students, but it is not complete. Some of the interviewees also stated that in the third method, the interaction in the online classroom is friendly. In this way, in addition to interactive engagement, students are even allowed to joke and talk with each other, allowing students to engage in extracurricular interactions. In this way, the class is held in a friendly way. According to researchers, this method is the best interactive method, but in analyzing the necessary skills to create interaction between teacher and students in a Shad network; Some of the interviewees stated that the essential interactive and communication skills in online classes only include listening correctly, paying full and accurate attention to the teacher, typing, asking the right questions, and getting the purpose right. Codifies the core skills of lesson interaction (teaching and learning). But some have also believed that in addition to the above skills; Must have the skills to be able to communicate friendly with the teacher and classmates, self-confidence, speaking skills and the ability to communicate sincerely with classmates and the teacher and other skills that the student has in the classroom and school. Generally; Findings showed that according to the observations and expression of media, creating interaction between teacher and students in the Shad network is done in three ways: interaction by preacher and listener, interaction by participatory method and interaction by friendly method. Also essential communication and interaction skills in a Shad network; The main skills are interaction (teaching and learning) and communication and friendship skills; But in terms of media, the platforms that teachers use to create interaction for technology students are incentives and open spaces and give students the opportunity to interact. In the end, it is suggested: 1- Teachers and students should be encouraged through participatory and friendly interactions to expand and strengthen the interactive spirit in the context of online networks with the dual function of teaching and learning and strengthening interaction. 2- Providing the necessary bases for students to interact and take advantage of the prevalence of coronary heart disease to change the traditional teaching method and enter the new and participatory teaching. 3- Establishing training workshops for teachers to get acquainted with the teaching method in virtual networks and empower them in the methods of interaction in social networks is recommended.

The purpose of this study is to design a model for informal learning based on social networks. This study was performed by synthesis research method. Articles were searched using the keywords informal learning, informal online learning, formal learning, and a combination of formal and informal learning in relation to social networks. To search for Persian articles, the databases of Jihad Daneshgahi, the comprehensive database of humanities, the database of national journals and the database of Noor specialized journals were used, and to search for English articles, the databases of Google Scholar, ProQuest, Science Direct and Elsevier were used. Based on inclusion and exclusion criteria, 24 articles were included in the study. The analysis of the findings showed the characteristics, consequences, outcomes and implications of the combination of formal and informal learning as well as the characteristics of the model. The use of informal learning leads to the support of self-directed and lifelong learning. The combination of formal and informal learning requires an interest in learning, a perception of the need for learning, and the use of a participatory learning model. The elements of this pattern have certain properties; For example, the learner is self-directed and the director of his personal knowledge. The learning environment is flexible, personalized, and conducive to the development of creative and critical thinking. Multimedia learning content is accessible and tailored to the learner's interests. Learning activities are unpredictable and based on real interactions. Network communication is based on internal and external motivations and is based on problem solving. Qualitative evaluation is a process based on discussion. In general, the learner is the communication link of other elements.The purpose of this study is to design a model for informal learning based on social networks. This study was performed by synthesis research method. Articles were searched using the keywords informal learning, informal online learning, formal learning, and a combination of formal and informal learning in relation to social networks. To search for Persian articles, the databases of Jihad Daneshgahi, the comprehensive database of humanities, the database of national journals and the database of Noor specialized journals were used, and to search for English articles, the databases of Google Scholar, ProQuest, Science Direct and Elsevier were used. Based on inclusion and exclusion criteria, 24 articles were included in the study. The analysis of the findings showed the characteristics, consequences, outcomes and implications of the combination of formal and informal learning as well as the characteristics of the model. The use of informal learning leads to the support of self-directed and lifelong learning. The combination of formal and informal learning requires an interest in learning, a perception of the need for learning, and the use of a participatory learning model. The elements of this pattern have certain properties; For example, the learner is self-directed and the director of his personal knowledge. The learning environment is flexible, personalized, and conducive to the development of creative and critical thinking. Multimedia learning content is accessible and tailored to the learner's interests. Learning activities are unpredictable and based on real interactions. Network communication is based on internal and external motivations and is based on problem solving. Qualitative evaluation is a process based on discussion. In general, the learner is the communication link of other elements.The purpose of this study is to design a model for informal learning based on social networks. This study was performed by synthesis research method. Articles were searched using the keywords informal learning, informal online learning, formal learning, and a combination of formal and informal learning in relation to social networks. To search for Persian articles, the databases of Jihad Daneshgahi, the comprehensive database of humanities, the database of national journals and the database of Noor specialized journals were used, and to search for English articles, the databases of Google Scholar, ProQuest, Science Direct and Elsevier were used. Based on inclusion and exclusion criteria, 24 articles were included in the study. The analysis of the findings showed the characteristics, consequences, outcomes and implications of the combination of formal and informal learning as well as the characteristics of the model. The use of informal learning leads to the support of self-directed and lifelong learning. The combination of formal and informal learning requires an interest in learning, a perception of the need for learning, and the use of a participatory learning model. The elements of this pattern have certain properties; For example, the learner is self-directed and the director of his personal knowledge. The learning environment is flexible, personalized, and conducive to the development of creative and critical thinking. Multimedia learning content is accessible and tailored to the learner's interests. Learning activities are unpredictable and based on real interactions. Network communication is based on internal and external motivations and is based on problem solving. Qualitative evaluation is a process based on discussion. In general, the learner is the communication link of other elements.The purpose of this study is to design a model for informal learning based on social networks. This study was performed by synthesis research method. Articles were searched using the keywords informal learning, informal online learning, formal learning, and a combination of formal and informal learning in relation to social networks. To search for Persian articles, the databases of Jihad Daneshgahi, the comprehensive database of humanities, the database of national journals and the database of Noor specialized journals were used, and to search for English articles, the databases of Google Scholar, ProQuest, Science Direct and Elsevier were used. Based on inclusion and exclusion criteria, 24 articles were included in the study. The analysis of the findings showed the characteristics, consequences, outcomes and implications of the combination of formal and informal learning as well as the characteristics of the model. The use of informal learning leads to the support of self-directed and lifelong learning. The combination of formal and informal learning requires an interest in learning, a perception of the need for learning, and the use of a participatory learning model. The elements of this pattern have certain properties; For example, the learner is self-directed and the director of his personal knowledge. The learning environment is flexible, personalized, and conducive to the development of creative and critical thinking. Multimedia learning content is accessible and tailored to the learner's interests. Learning activities are unpredictable and based on real interactions. Network communication is based on internal and external motivations and is based on problem solving. Qualitative evaluation is a process based on discussion. In general, the learner is the communication link of other elements.

Media literacy does not mean that the learner simply learns to define the media; the learner must learn how the media can affect us. Media literacy means equipping media students with the ability and skills to analyze, critique and evaluate media content. Considering the importance of educating media literacy and the novelty of thinking and media literacy course, recognizing the teachers' professional competencies for this course is important. This research aims to examine the professional competencies of teachers in the field of thinking and media literacy. This research is a qualitative study with a case study method. The statistical population included the teachers of thinking and media literacy in Birjand city and education specialists in Iran. Using purposive sampling method based on theoretical saturation, 12 teachers and 3 experts were interviewed. The obtained data were analyzed using qualitative content analysis. The findings showed that 1) media knowledge; 2) media skills; 3) media attitudes; 4) thinking skills training; 5) media education; and 6) supporting knowledge were the six types of teachers' professional competencies in the media literacy course which were identified in the main topic of the present study.

The aim of this study was to compare the professors and new teachers’ perception of Farhangian University’s role in promoting the professional development of student-teachers.

The research method is descriptive and comparative causal. The statistical population included all internship professors and graduates of Farhangian University, and 27 professors and 125 new teachers were selected by using stratified random sampling method. For data collection, Qaroneh Professional Development Questionnaire (2014) with a reliability of 0.92 was used. In addition to descriptive statistics, one-sample t-test and independent t-test were used to analyze the data.

According to the research findings, there is no significant difference between the professors and new teachers’ perception of Farhangian university’s role in promoting the professional development of student-teacher’s (P >0.05). Also, Farhangian University has acted above average in promoting the educational, individual and organizational maturity of student-teachers, but below average in promoting the development of research and specialized services.

Promoting the development of research and specialized services of student-teachers is one of the challenges of the students of Farhangian university, and requires a good planning.

In recent years, social networking sites and software have become one of the most influential phenomena among new technologies. Student-teacher learning and their professional development also take place in this context, both formally and informally. In this regard, the purpose of the present study is to design a curriculum model for the use of informal learning based on Authorized social networks to develop the student-teacher profession.

The method of this research was done with a multi-method approach. To design the above model, the grounded theory method was first used. Participants in this study were all primary school teachers in Farhan Gian University of South Khorasan in 2018-2019. Based on purposive sampling with semi-structured interviews, until the theoretical saturation of the data, 15 of these students were interviewed. To analyze the data, using the dimension analysis approach and during the open, pivotal and selective coding steps, the existing model of informal learning based on student-teacher social networks was extracted for their professional development. To obtain the validity and verifiability of the data, two methods of reviewing the participants and reviewing the non-participating experts in the research were used. In the end, with the theoretical research method and based on previous findings, at first, the nine elements of Klein were the basis of the work and based on it, the desired model was designed. In the next step, the basic concepts or the same characteristics of the curriculum elements and structural concepts, which are in fact the same as identifying the relationship between these elements, were identified. Finally, the model presented by the experts was validated.

Findings showed that goals in unpredictable social networks are flexible and continuous, which have the property of snowballs and should be validated. Content on social media requires features such as; be in tune with the audience, pave the way for critical thinking, action and screening. Learning activities; They create self-sufficiency and belonging, satisfy desires, motivate and lay the groundwork for individual and group education. Materials and resources; Diverse, easy to access, fluid and interactive. Learner grouping; It is non-linear, optional and based on extensive collaboration and online responsiveness. Also, on social media; Enough time to reflect on the answer, the possibility of communicating with communication nodes at any time, the possibility of wasting useful time with attractive content and achieving a large amount of information in a short time. In addition, access to information and educational resources is available everywhere, and the place of learning is the creator of opportunities and is based on ecology and interactive communication. Teaching strategies; Problem-oriented, interactive, based on inclusive buoyancy and with flexible instructor guidance. Evaluation methods; It is quality-oriented, process-oriented, self-assessing, continuous and based on instant feedback. The findings also showed that most experts confirmed the validity of the model in the criteria of validity, coherence, perceptibility, innovation, usability, acceptability and comprehensiveness.

Due to the characteristics of social network-based curriculum elements, curriculum planners are suggested to use the coordinates of these elements to design a curriculum based on social networks in order to achieve the development of student-teacher careers. It is also suggested that Farhangian University provides the necessary infrastructure for the purposeful use of social networks for the development of student-teacher professions.

STEAM incorporates the idea of interdisciplinary learning that students learn through a real combination of disciplines and can solve problems in a real context. Therefore, the purpose of this article is to take a step towards introducing this new educational approach as much as possible and to provide a clear picture for the implementation of this framework in the educational system. The method of this research is systematic review. The population of this study consists of 567 articles on Steam education that have been published in prestigious scientific journals between 2000 and 2020. The research sample consisted of 10 articles that were purposefully studied and analyzed in a targeted manner based on screening at different stages. The results of systematic review and qualitative analysis of the content of the 10 articles studied indicate that the STEAM educational approach includes scientific research and engineering design process, problem-based learning (PBL), project-based learning, constructive movement approach, collaborative approach And the sequence approach. Using each of the identified approaches, the STEAM teaching method can be implemented in the classroom and the benefits of this teaching method can be used.