فهرست مطالب مرجان معصومی فرد

 The speed of growth and change of knowledge in engineering fields, has led to the need for new approaches. Connectivism theory has solved this problem by placing the learner at the center of learning and providing a new definition of learning. MOOCs have been a successful experience based on this theory. Recently, researchers have introduced hybrid MOOCs by combining the distributive property of xMOOCs and the network property of cMOOCs to earn diverse skills and presented positive results. In order to achieve the goal of the research, which is to identify the components of the personalized learning environment in engineering education with hybrid MOOC technology, the components in cMOOCs and xMOOCs were investigated with the method of qualitative content analysis. For this purpose, 41 domestic and foreign researches were selected from the statistical population of related electronic researches by purposeful sampling method. Then, the data reached theoretical saturation by interviewing 7 experts in this field. Then, the data were qualitatively analyzed and the related themes of coding and the categories of self-learning, self-motivation, self-leadership, personalization, evaluation of communication, creation of strengthening and elimination of communication and social network platform were obtained in two groups of individual independence and networking.

The designers of philosophy for children and many other thinkers in this field are of the opinion that philosophy for children is a program to increase critical and creative thinking skills in understanding philosophical issues among children. This program aims to teach children how to ask and philosophize. Using the descriptive and analytical method, this research analyzes and criticizes philosophy for children and examines why and how it is used in Iran's educational system. To reach the answer of each of the research questions, a method should be used according to the requirements of each question and answer. The method used in this research to answer the first question (investigating the basics of philosophy education for children) and the second question (investigating the criticisms of philosophy education for children) is a descriptive method. In fact, we have described philosophy education for children first. Then, in response to the third question, why and how to use philosophy education for children in Iran's educational system, we have used the analytical method. In this way, we have analyzed the implications of philosophy education for children in Iran's educational system. The sources that are used in this research are the works of Lippman, which are considered as primary sources, and the works and researches of others, more than 20 articles in this field, which are considered as secondary sources.

The purpose of this study is to identify MOOC ethical features of Courses & Online MOOC courses in higher education.

This study was designed as embedded mixed model research to provide a better understanding of the research problem. Throughout this research, both the heuristic inquiry method and the questionnaire method were applied to obtain and analyze the data. At the primary stage, ethical features of Courses & Online MOOC courses were identified. The content analysis method was used for qualitative data, and for quantitative data, both weighted mean and Friedman test were used. The statistical population in the qualitative section of the study includes the electronic resources related to the research subject and, in the quantitative section, 60 distance education experts in the field of planning in virtual learning environments and virtual universities so that 36 of these experts were voluntarily selected as the study sample.

Content analysis results showed 4 dimensions and 16 criteria. The evaluation results of the experts also showed that interacting with the global network, the ease of online interactions with learners and other organizations, and the possibility of receiving electronic assignments or workbooks during the course, are regarded as the most important ethical characteristics of Courses online MOOC courses; security and privacy of individuals ought to be considered in their interactions, observance of the principles related to confidentiality with regards to the files or marks, with other participants through emails, chats, forums, etc.

In these courses, the features of online courses and openness for enrollment are emphasized and predominant. Therefore, there is no need to get involved in new ethical features. Since the maximum current size of online classes is 60 students, various factors of these indicators such as learner agents, instructive organization, content, and teaching and learning environment ought to be accurately studied. Given that the capacity of learners may reach the limit of hundreds and thousands, the kind of considered ethics should be beyond the procedure implemented for online classes.

The purpose of this study was to evaluate the quality of e-teaching of teachers and their information literacy and to predict the academic discouragement of female first cycle secondary school students in Ābdānān. It was a descriptive survey research. The research population included all teachers and female first cycle secondary school students in Ābdānān. The research sample consisted of 65 teachers, who were selected by census sampling. Also, 278 students were selected by the convenience sampling method based on the Morgan table. The research tools included a reliable researcher-made questionnaire evaluating the quality of e-teaching (α = 0.81). The content validity of this questionnaire was checked using the views of educational departments, experienced teachers, and professors of the curriculum group. Also, the content validity of the information literacy questionnaire was approved by the education experts and its reliability was also verified (α =0.83). Furthermore, the education experts approved the content validity of the academic discouragement questionnaire, and its reliability was also verified (0.81). Data were analyzed using SPSS software. Pearson correlation coefficient and regression analysis were used to analyze the data. Findings showed that there is a negative and significant relationship between the total score of the quality of e-teaching and the level of academic discouragement of the sample group (r=0.632). The highest amount of correlation among the mentioned components are as follows, respectively: student satisfaction, teacher satisfaction, learning effectiveness and finally the opportunity to access the learning environment. In contrast, no significant relationship was observed among the cost efficiency and organizational commitment components with academic discouragement (p>0.05). Also, among the five components, the most amount of explanation is related to the component of the ability to understand the legal cases of the use of information. After that, there were the components of the ability to critically evaluate information, the component of the ability to use information purposefully, and the component of the ability to effectively access the information, respectively, all of which were of significant values (p<0.01).

This study aimed to examine the effect of educational software on 3rd-grade elementary-school students’ mathematical problem-solving skill. This was a quasi-experimental, pretest-posttest, controlled study. The statistical population comprised all 3rd-grade elementary-school male students in District 4 of Karaj (Iran) in the academic year 2018-2019. A sample was selected via convenience sampling, and the participants were randomly assigned to two experimental and control groups (20 each). On pretest, two tests of “numerical analysis” and “attention and concentration” (Wechsler test) and a researcher-made problem-solving skill test were administered. Then, the experimental group received eight 40-minute sessions of software training, while the control group received the class’s routine education. Finally, both groups took the posttest. The data were analyzed via univariate analysis of covariance and independent samples t-test. After the experimental intervention, the two groups demonstrated a significant difference (p < 0.001) at three levels of “problem-solving speed”, “attention and concentration”, and “numerical analysis”. The two groups also showed a significant difference at the level of “problem-solving strategy identification” (p < 0.05). Accordingly, the role of educational media, and especially educational software, can be highlighted in promoting students’ learning and mathematical problem-solving skill.

Electronic education is an activity using electronic tools, including audio, video, computer and virtual tools. This study aims to explain the dimensions and components of command and staff university of AJA (Dafoos) E-learning with the content analysis approach, in order to provide E-learning environments and equal educational opportunities for the students. In this mixed (qualitative-quantitative) research the method is applied in terms of purpose and descriptive- survey in nature. The statistical population includes Dafoos professors, experts and specialists in distance education. Data collected through an exploratory-analytical semi-structured interviews with distance education experts who were selected by purposeful snowball sampling. To analyze the data, the coding method derived from content analysis and the MAXQDA software were used. The results show that the E-learning model of Dafoos consists of ten components and twenty-six indicators. The ten components are: organization, pedagogy, technology, application interface design, evaluation, management, support services, ethical and legal considerations, improving the productivity of Dafoos and security considerations. Also, there is a significant relationship between virtual education and academic performance, so that with increasing stress, the effect of virtual education on academic performance decreased and with the reduction of stress, this effect increased.

According to the purpose of the research, this article analyzes educational systems based on open education: challenges and opportunities in the field of learning. This method of teaching and learning is one of the new educational methods used in open university. Due to the use of electronic tools, higher education is moving away from its traditional form and moving towards distance learning and education. This research was descriptive and qualitative method was used to collect information. In this research, the researcher introduces educational systems based on open education, and the search and collection of information was done by studying documents, libraries, and searching for various written and digital sources. It was analyzed by software. The obtained results show that this education started under the name of correspondence education in the first decade of 1700 AD and has passed through five generations until today. In addition to its advantages, open education has many challenges. These challenges were summarized in eight and 80 features. Undoubtedly, in order to achieve an open and favorable higher education system, one should try to examine the challenges in this field and then by removing the limitations and turning them into opportunities, he took a big step in the direction of the higher development of open education.

The present research was done to conceptualize the open pedagogy in the thought of Michel Foucault and Jacques Derrida and its progression in the distance education system. In terms of the type of research, the present research is theoretical, the statistical population includes all sources and documents related to open pedagogy, the educational perspective of Michel Foucault and Jacques Derrida, and distance education, which contains all electronic and written books, articles, magazines, sites and reliable databases, theses, and doctoral theses. The statistical sample is all available sources and documents related to the subject. The method of data collection is the library and the researchers studied and analyzed all electronic and written books, articles, magazines, sites, and reliable databases, theses, and doctoral theses to the extent of sufficiency. To answer the research question, the collected information was classified, analyzed, and interpreted. Education experts’ opinions have been used to determine validity and reliability. Nine key categories were extracted from the collected information: 1. Aim, 2. Teacher, 3. Student, 4. Teaching method, 5. Content and topic, 6. Planning, 7. School, 8. Evaluation, and 9. Resources. The results of the research reveal that the concept of open pedagogy existed in most of the main subcategories, except for the two categories of planning and resources. Open pedagogy is the most suitable pedagogy for distance education.

The purpose of this study was to investigate the effect of philosophic mindedness training on the effectiveness of students’ virtual training components. The present study was a quasi-experimental with a pre-test and post-test design with a control group. The statistical population of this study includes all student’s master’s degree of curriculum in Payame Noor University, south Tehran branch in 1399-1400 academic year. The sample consisted of 32 students who were selected by goal-based random sampling method and randomly assigned into two experimental (n=16) and control (n=16) groups. After conducting pre-test on both groups, the experimental group received Smith's philosophical mentality dimensions (Comprehensiveness, Penetration, Flexibility) (1956) in six sessions of sixty minutes and within six consecutive weeks by e-learning method, but the control group received no intervention. The research tool was a 34-item researcher-made questionnaire. The content validity confirmed by judgment of experts and professors, and its reliability was calculated and at an acceptable level. Data were analyzed using univariate analysis of covariance (Ancova). The results showed that there is a significant difference between the two groups of experimental and control in the effect of philosophic mindedness training on the effectiveness of virtual training. Therefore, it can be concluded that by training and enhancing the dimensions of philosophic mindedness of students of the target community, it can be increased the effectiveness of virtual training courses.

The new changes and approaches created by Covid 19 and the rapid movement into the digital world in education have led to the development of technological skills and self-directed learning for students. This has led to the use of new learning models using technologies such as MOOCs (massive open online courses). Optimal utilization of MOOC facilities requires review of the latest research conducted inside and outside the country. Given the dispersion of these studies, their integration and aggregation in a comprehensive framework and the study of research priorities of each group seems necessary. A review of the research literature indicates that the number of meta-analyses conducted in the field of MOOC is limited and the studies were mostly conducted several years ago. Therefore, considering the speed of growth of this technology, especially in recent years, this research tries to collect and present useful information from new studies in this field in Iran and the world for the development of researchers' perspectives. Therefore, the purpose of this research is to outline the image of MOOC field research at the local and global scale.

This research is applied in terms of purpose, descriptive in terms of data collection method and qualitative/quantitative in terms of nature of the data. The method of data collection is to examine documentary studies by electronic search of articles available on the Internet and extracting their files. The research method was meta-analysis in accordance with the Rathe and Schell model and the statistical population of the research is all local and foreign doctoral dissertations and scientific research articles in the field of MOOC, which were indexed in Irandoc, Gigalib, Magiran, SID, Springer and Science Direct site, and also, the articles to which access was provided through the Google Scholar search engine. The statistical sample included 6 doctoral dissertations and 42 foreign papers in English and 5 doctoral dissertations and 18 local papers, a total of 69 local and foreign studies that were selected via purposive sampling. The input criteria of the studies were related to the subject of MOOC, electronic publication, publication in the last five years and publication in databases and authoritative journals, which among them, the studies that were carried out from a technical point of view in the field of MOOC or have been not scientifically valid or access to their full text was not possible, were excluded from the statistical sample. The selected studies were entered into Max QDA software for content analysis and were divided into two groups of internal and external categories, and then were categorized based on the year of publication to remove duplicate articles and to compare and review articles more closely. After that, the content of each article was carefully reviewed and the important contents of each article such as title, keywords, type of MOOC were discussed. The educational level of MOOC content in these researches was coded using descriptive statistics and comparison of data in two categories of local and foreign research were conducted.  

The findings of this study indicate that in general, the literature of MOOC in Iran and the world is mainly concerned with the following themes: the effectiveness of MOOC, Developing an educational design model for MOOCs, Challenges and solutions in MOOCs, Factors influencing the focus and analysis of research. In addition, in Iranian studies, in comparison with the international ones, the issues of interaction in MOOCs, hybrid MOOCs and student MOOCs have been very limited and insignificant.

The lack of technical preparation and internet infrastructure and the lack of technological literacy among the students and the lack of attention to the necessity of interaction can be the possible reasons underlying lack of sufficient attention to hybrid and student MOOCs, but with the restrictions of Corona virus and forced shift of education to virtual space, they have relatively improved and their necessity has been highlighted. Therefore, with regard to the findings of the current research, regarding the importance of interaction, hybrid MOOCs and student MOOCs in foreign research, in order to make more use of the possibilities of MOOCs, it is necessary to pay attention to these topics in Iran as well.

Nowadays, the discussion of virtual education, especiallybased on the constructivist approach has received double attentionfrom experts and planners of educational systems. As a result, theaim of this study was to presenting the optimal pattern of virtualeducation based on the constructivist approach.

In a qualitative research from among thevirtual education specialists number of 10 people were selected as asample with the purposeful and snowball sampling methods andaccording to the principle of theoretical saturation. The research toolwas a semi-structured interview, which its validity was confirmedby the triangulation method and its reliability was obtained by theCohen's kappa coefficient method 0.83. Data were analyzed byopen, axial and selective coding method in lisrel software version2020.

The findings showed that 136 indicators, 20 componentsand 8 dimensions were identified for the optimal pattern of virtualeducation based on the constructivist approach. In this pattern, thedimensions include organizational (with 2 components ofadministrative affairs and educational service affairs), pedagogical(with 6 components of educational goals, educational content,learner characteristics, teacher characteristics, teaching and learningstrategies and interaction), technology (with 2 components ofhardware and software), user interface design (with 2 componentsof personalization and accessibility), evaluation (with 2 componentsof institution and program evaluation and learner evaluation),managerial (with 1 component of management team), supportservices (with 3 components of student support, teacher support andresource support) and ethical and legal considerations (with 2components of learning rules and regulations and legal issues).Finally, the optimal pattern of virtual education based on theconstructivist approach was designed.

The optimal pattern of virtual education based on theconstructivist approach designed in this study can help specialistsand planners of educational systems in improving the quality ofeducation.

Technological teaching methods in today's world, such as flipped teaching, as an important and integral part of the set of teaching-learning activities, have created unique opportunities for teachers to teach better and use different teaching approaches according to the needs of each student to help them learn more. The purpose of this study was to compare the effect of flipped approach and traditional teaching method on the learning rate and the academic self-efficacy of Persian lessons for the second-grade elementary students.

This is applied research in terms of purpose and a quasi-experimental design with pre-test and post-test in terms of nature. The statistical population included all female students in the second grade of elementary school in district 4 of Tehran in the academic year of 2018-2019. Sampling was done randomly in multi-stage clusters. Two classes were selected as the research sample of the study with 25 students in one class and 35 students in the other. All students were pre-tested and then distributed homogeneously in both classes. In one of the classes, the Persian lessons were taught using flipped instruction (an advanced teaching approach based on information and communication technology), and in the other class, the same lessons were taught utilizing the traditional teaching method (a conventional way of teaching including lectures, questions and answers) and then the post-test was taken. It should be noted that all students who received flipped method had at least one electronic device such as a tablet, cell phone, DVD or CD player and computer at home in order to watch the videos and have classroom feedback the next day.  Data collection instruments to assess the level of learning Persian lessons included the researcher-made Academic Achievement Questionnaire for the Persian lessons of the second-grade elementary school. Also, the data collection instrument to measure the students' self-efficacy was the Standard Academic Self-Efficacy Questionnaire (MJSES), the content validity of which was confirmed by twelve educational experts while the reliability of both scales was evaluated and confirmed by the statistical tests.

The results of the analysis of covariance showed that the flipped instruction had a positive effect on the learning rate and self-efficacy of the second grade elementary students in the experimental group; that is the rate of learning and self-efficacy of the students who have learned the Persian lessons of second grade elementary school by the flipped approach, has been higher than the students who have learned the Persian lessons by the traditional teaching method including questions and answers.

Using the flipped instruction as a new technological teaching method can strengthen individual learning and increase students' sense of self-efficacy more than the traditional teaching method. Since the learner actively learns by engaging with the content of the lessons before attending the classroom, she/he can participate in the class with more readiness. It means that his or her previous preparation leads to deeper learning and a sense of efficiency. Therefore, using this technological teaching method especially during the corona pandemic while attending the classes is limited is recommended and it should be included at the top of the education agenda in order to deepen students' learning experiences in Persian lessons.

Virtual education will be an effective educational system in students' effective learning during the corona and post-corona outbreaks, So the research method is quantitative, applied and descriptive-survey. The study population was all teachers of exceptional schools in Guilan province with a population of 690 people who were selected as a sample using systematic random sampling method. Data were collected through a researcher-made questionnaire. The validity of the questionnaire was confirmed by consulting experts from exceptional education in Guilan province and some university professors. To evaluate the reliability, a pretest was performed and a Cronbach's alpha of 0.92 indicated the reliability of the questionnaire. Virtual education challenges were analyzed through R-type exploratory factor analysis technique. Findings showed that the four infrastructural-technical and economic challenges, content and evaluation, cultural-social and organizational-managerial challenges explained 64.93% of the total variance and the main effective challenges in education Virtual schools in exceptional schools of Guilan province are from the perspective of teachers. Given the importance of overcoming these challenges, more interaction with knowledge-based companies, upgrading a SHAD educational network, effective interaction with telecommunication networks to strengthen the speed and bandwidth of the Internet, design and operation of the system Counseling, experience sharing webinars, parent briefings, and student support charities are recommended.

The purpose of this study is offering a blended learning model for Persian language to foreigners. First, the existing models of bleanded learning were studied and teaching-learning activities in blended learning language were studied, then the characteristics of learners, teachers, content, educational media and evaluation were considered. Then the challenges of bleande learning education were introduced and finally the proposed model of bleanded learning Persian language was introduced to foreigners and the validity of the model was confirmed by using the opinions of experts in the fields of linguistics and distance education.The purpose of this study is offering a blended learning model for Persian language to foreigners. First, the existing models of bleanded learning were studied and teaching-learning activities in blended learning language were studied, then the characteristics of learners, teachers, content, educational media and evaluation were considered. Then the challenges of bleande learning education were introduced and finally the proposed model of bleanded learning Persian language was introduced to foreigners and the validity of the model was confirmed by using the opinions of experts in the fields of linguistics and distance education.

Considering the importance of the curriculum elementsand attention to the postmodernism movement, the present researchwas conducted with the aim of identifying and criticizing theeducational trauma of the curriculum elements of thepostmodernism movement based on the fundamental reformdocument.

This study in terms of purpose wasapplied and in terms of implementation method was qualitative fromtype of analytical-critical. The research population was all thewritten sources about the curriculum of the postmodernismmovement and fundamental reform document, and to select thesamples was used from the census sampling method. The researchtool was taking notes from the texts and the data obtained from themwere analyzed by content analysis method.

In this study, the educational trauma of the curriculumelements of the postmodernism movement based on Klein's 9elements including goals, content, learning and teaching strategies,educational materials and resources, learning activities, teachingtime, teaching space, grouping and evaluation are identified andthen these items based on the fundamental reform document werereviewed and criticized.

The findings of this study indicate the existence ofpractical implications for education specialists and planners todesign and implement programs to improve the curriculumelements.

The present study aimed to identify the components of professional ethics in the context of e-learning and distance education and design a model of professional ethics. To achieve this goal, the exploratory mixed method was used with a focus on the qualitative-quantitative method. In the qualitative section, in order to collect data, the semi-structured exploratory interview method and the focus group were used, and then in the second stage, the descriptive-analytical method was used quantitatively and a researcher-made questionnaire was used to collect quantitative data. In order to assess the current situation of professional ethics in Alborz Higher Education Institute, the identified components were surveyed as a researcher-made questionnaire. A one-sample t-test with a test value of 3.5 was used to analyze the questionnaire. The results showed that the factors and components of professional ethics with t visible in the table were significantly higher than the expected average. In terms of desirability, behavioral and process components at the desired level and only the component of ethics-oriented interaction in the e-learning environment related to educational assistants at a relatively desirable level have been evaluated by students. By presenting the initial model of professional ethics based on the background of research and interviews with e-learning experts, qualitative and quantitative results, the conceptual model of professional ethics was obtained.

The purpose of this study is to design and validate a mobile learning (ML) school student education service model. The research method is integrated and qualitative and quantitative. The statistical population in the qualitative section included university professors, experts in the field of transportation, and Rahvar police, numbering 30 people. Purposeful sampling was done through the interview process and the data collection tool, in addition to the interview, was a researcher-made questionnaire consisting of 57 questions according to Khan e-learning model, which was finally confirmed after validity (judgment of experts and professors) and reliability (alpha calculation). Cronbach (0.92) entered the quantitative section in which the statistical population was determined by Morgan (1972) table 389 people (out of 560 participants) who were selected as the sample size by simple random sampling.The collection tool in the quantitative section was a 29-item researcher-made questionnaire based on Khan model for taxi and school service drivers, which was distributed among school and taxi drivers after verifying the validity. Descriptive and inferential statistical methods were used to analyze the data. In descriptive statistics, the central index and dispersion such as mean, standard deviation and in the inferential part of exploratory and confirmatory factor analysis at 95% confidence level with SPSS software. S18 and PLS version 3 were performed

This study was conducted with the aim of conceptualizing open pedagogy in the thought and lifestyle of ancient philosophers and examining how it developed in the lives of societies of that time.

In terms of type of research is theoretical and qualitative research method is descriptiveanalytical. The statistical population, by the nature of the subject, includes all sources and documents related to open pedagogy and the educational perspective of ancient philosophers, including all electronic and written books, articles, magazines, sites and valid databases, dissertations and doctoral dissertations. The statistical sample is all available sources and documents related to the subject. The method of data collection is a library in which researchers have sufficiently studied and analyzed and filed all electronic and written books, articles, journals, sites and databases, dissertations and doctoral dissertations.

To answer the research question, the collected information was classified, analyzed and interpreted. From the collected information, 9 main categories: 1. Objective 2. Teacher 3. Student 4. Teaching method 5. Content and topic 6. Planning 7. School 8. Evaluation 9. Resources were extracted.

The results show that more of the sub-categories of purpose and teacher and a small number of sub-categories of student, teaching method, planning and school were in the educational perspectives and lifestyle of ancient philosophers and almost none of the sub-categories of subject and content were evaluation. And the sources were not in the educational views and lifestyles of the ancient philosophers.

Diabetes is the most common chronic metabolic disease, and diabetic patients are one of the main groups at risk for Corona disease. Health concern, psychological hardiness, and positive meta-worry are among anxiety-related factors. Therefore, the present study aimed to predict Coronavirus anxiety in diabetic patients based on health concern, psychological hardiness, and positive meta-worry.

The current study had a cross-sectional correlational design. The research population included diabetic patients in Ahvaz in 2020 among whom 500 cases were selected by voluntary sampling. Data collection tools were Coronavirus anxiety scale, Health Concern Questionnaire, psychological hardiness scale, and positive meta-worry scale. The obtained data were analyzed in SPSS software (version 24) using Pearson correlation coefficients and multiple regression.

As evidenced by the obtained results health concern (r=0/398) had a positive and significant relationship with Coronavirus anxiety in diabetic patients. On the other hand, psychological hardiness (r=-0/276) and positive meta-worry (r=-0/311) had a negative and significant relationship with their Coronavirus anxiety. Moreover, the variables of health concern, psychological hardiness, and positive meta-worry significantly could predict 26.5% of Coronavirus anxiety variance in diabetic patients, and health concern had a higher odds ratio (P<0.01).

Due to the ability of health concern, psychological hardiness, and positive meta-worry in predicting Coronavirus anxiety of diabetic patients, it is recommended to design some programs to reduce health concern and increase psychological hardiness and positive meta-worry and implement them using virtual and electronic workshops.

Autism Spectrum Disorder (ASD) is among the most prevalent disorders in the group of developmental conditions. ASD causes disabilities in various aspects, including the occurrence of patterned behaviors. In many cases, children with ASDs, for several reasons, such as distance travel to medical centers, employing family members, including the mother, with other family responsibilities, job, or taking care of other children, treatment costs, improper timing of treatment courses, etc., refrain from participating in medical activities; subsequently, they fail to receive the necessary interventions in time to improve themselves. Accordingly, information and communication technology, i.e., affected all aspects of human life, can be accessed by children. Besides, their families can be effective in providing timely interventions. Therefore, the present study aimed to investigate the effects of physical and motor exercise training by mobile social networks to the mothers of children with ASD on improving children's patterned behaviors.

This was a quasi–experimental study with a pretest–posttest and a control group design. The statistical population of this study consisted of all mothers of children with ASD in Robat Karim and Parand Cities, Iran, in 2018 (N=35). The research sample consisted of 30 mothers of children with ASD who were eligible candidates and selected by convenience sampling approach according to the inclusion criteria. The study samples were randomly assigned to the experimental and control groups. The inclusion criteria were having a child with ASD with the ability to perform movement and instruction to perform motor activities, having a child in the age range of 4 to 7 years, having a mobile phone with the possibility to connect to the social networks by the mothers, the absence of other diseases, and conscious satisfaction for contributing to the research. Besides, the exclusion criteria of the study included mothers' dissatisfaction with attending the study, the inability of a child with ASD to perform movement and orderliness, and the lack of having a child in the considered age range of the study. Next, performing the pretest with the Revised Scale of Repetitive Behaviors (Budfish et al., 2000). Then, the experimental group was trained through the WhatsApp social network using videos and images related to physical activity and regular motor activity over 6 months; the videos were designed by an ASD treatment center, became short–lived files of about 3 to 5 minutes, and along with the photos of physical exercises and regular movement activities and related explanations. Accordingly, it was provided to the investigated mothers through WhatsApp and they were requested to practice with their children at home after observing how they move; however, the control group received no intervention. To analyze the obtained data, the Kolmogorov–Smirnov, Levene's, Box's M, and Wilks Lambda tests, as well as Multivariate Analysis of Covariance (MANCOVA) were used at a significance level of 0.05 in SPSS.

The present research results revealed that most of the mothers in both groups aged between 28 and 38 years, were married, had a diploma, and were housewives. Furthermore, a small number of them aged between 17 and 27 years, were single and employed, and their education level was between the ninth grade and less than a diploma. The MANCOVA results indicated that interventions based on motor training were effective in improving stereotypy behaviors (p=0.002), self–harm behaviors (p=0.002), obsessive behaviors (p=0.002), restricted behaviors (p=0.002), ritualistic behaviors (p=0.004), and sameness behaviors (p=0.001). The effect size for the stereotype behavior variable was equal to 0.31; the effect size for the self–harming behavior variable was calculated as 0.293; the effect size for the obsessive behavior was obtained as 0.307; the effect size for the ritual behavior equaled 0.313; the effect size for the uniformity behavior was obtained equal to 0.305; finally, the effect size for finite behavior was equal to 0.303.

It seems that educating the family of children with ASD is effective in reducing some of the child's patterned behaviors, such as self–harm, obsessive, ritualistic, and sameness.

Nurses due to rotational shifts and job stress face to health problem and relationship with spouse, and of the ways to improve health and psychological characteristics is positive thinking training method. Therefore, this research aimed to determine the effect of positive thinking group training on psychological well-being, positive meta-emotion and couple relationship quality in nurses.

Present study was semi-experimental with a pre-test and post-test design with control group. The research population was female nurses of Shahid Mofatteh and 15 Khordad hospitals of Varamin city in the spring of 2019 year. The research sample was 30 persons who were selected by purposive sampling method and randomly assigned into two equal groups. The experimental group received 8 sessions of 90 minutes the positive thinking group training and the control group no received training. Data were collected by the questionnaires of psychological well-being, positive meta-emotion and couple relationship quality and in SPSS version 19 analyzed by multivariate analysis of covariance method.

The findings showed that in pre-test stage there was no significant difference between the groups in terms of psychological well-being, positive meta-emotion and couple relationship quality (P>0.05), but in post-test stage there was a significant difference between the groups in all three variables (P<0.001). In the other words, positive thinking group training led to significant increase the psychological well-being (F=129.645, P<0.001), positive meta-emotion (F=118.679, P<0.001) and couple relationship quality (F=112.320, P<0.001) in nurses.

The results indicated the effect of positive thinking group training on improving the psychological well-being, positive meta-emotion and couple relationship quality in nurses. Therefore, it is recommended to use positive thinking group training to improve the health-related characteristics, especially the psychological well-being, positive meta-emotion and couple relationship quality.

The purpose of this study is to investigate the epistemological critiques of school-buildingism based on Islamic epistemology in the distance education system and its educational implications.

This research uses descriptiveanalytical method to collect library information, including identifying, studying, classifying information, analyzing them and summarizing information on the subject under study and examining knowledge in Islamic philosophy and constructivism, and then Examines critiques of constructivist epistemology based on the epistemology of Islamic philosophy in the distance education system.

The results of this study showed that constructivist epistemology in matters such as relativism, cognitionsituational, differences in sources of knowledge and reliable knowledge is fundamentally different from the epistemology of Islamic philosophy, then it was emphasized that Islam Karim has been revealed and through more complete tools, he enables the most authentic knowledge or factual knowledge in the distance education system.

It is suggested that educators from around our country, based on the knowledge obtained from the Quranic teachings, plan in such a way that in addition to harmonizing educational programs with Islamic teachings, it is dynamic and causes the learner to work to acquire more true knowledge.

Lack of providing optimal and timely use of new technologies in the field of literacy has changed into a belief in the countrywide illiteracy eradication programs in the Islamic Republic of Iran.This reality reflects the significant impact of new technologies on learning and requires strategic changes in the planning system (such as changes in the EdTechtools from unimedium to multimedia) and changes in the teaching methods in general (from traditional approaches to new approaches, which are usually technology-based ones). Literacy education is offered in the ages rangingfrom 10to 49 years in Iran in the form of three courses : literacy, maintenance and transferwhich havetheir own goals and contents. The transition period is considered as a period providing the opportunity for those who have completed the literacy coursesand also for those who do not qualify for further education in the formal education system. A two-hundred-hour teaching program has to be designed and implemented through virtual education or self-teachingprogramsduring the transition time based on the article 10 of the Educational Structure of the Literacy Movement, approved in the 833rd session of the Higher Education Council. This is considered as an opportunity for the planners and educators to take advantage of e-learning and virtual education to help them achieve the goals of the transition period. Although various virtual education models have been used to explain and plan educational activities to achieve success in virtual education programs in recent years, there has been no observed patterns of education and learning for low-educated adults. Therefore, the present study is an attempt to present and validate the virtual education model of adult learners in the transition period. To achieve these goals, three questions were raised: 1. What are the components of the adult virtual education? 2. What are the components of the initialdesigned model? 3.What are the experts’ points of view regarding the validity of the designed model?

The present surveyhas been conductedthrough anexplanatory sequentialwhich is basically considered as a kind of mixed-method. Sample size and sampling procedurecriterion, data collection and analysiswere different in different levels and stages of the survey because of the use of the theoretical sampling method. Thematic analysis was used to analyze and interpret the qualitative data. The collected data were analyzed, categorized, organized, and classified using this analytical method. Major categories were extracted and presented in a conceptual model. At first 12 components and 34 sub-components were extracted from the qualitative data based on the documentary and library studies, then the virtual teaching model was developed and presented to the experts for the validation process. In the quantitative part of the survey, the experts validated the model using an electronic questionnaire.

The findings of the analysis of the first question results led to the extraction of the components of the virtual education for the transition students. These components include the virtual literacy teaching, adult literacy features, learning position and teaching elements, learning principles, learning culture, learning environment, learning experiences, objectives, content, teaching methods and assessment. The findings of the second question led to the formulation of a conceptual framework from the initial model of the survey. The initial model consisted of three main components :literacy characteristics, learning status and teaching elements. Regarding the importance of the role of the individuals involved in the teaching and learning process as well as his major role as the most influential factor in his own learning, a component called adult learnerhas beenconsidered at the top of the model. On the other hand, in a new definition, the ability to make change is the criterion of literacy. Accordingly, although learning is often considered as a cognitive activity that happens in mind, it also has cultural origins which is the basis for the formation of interaction between learners, the interaction between the learner and the teacher, and also the changes in the learner's view of the content of learning. These factors represent the formation of a learning culture. The findings of the third question were plotted in a conceptual model. The adult learner in this literacy model is placed in the center of the model and the other factors are considered as the subsidiary ones located around this important and crucial factor. Compared to the existing models, this model has advantages such as consideringthe adult learner at the center of the model, paying more attention to the time andspace of learning, considering planning principles, as well as focusing on the psychology and philosophy of adult education. In the present model, due to the nature of the virtual education and distance education and the central role of the learner, with his literacy at the center of the model, special attention has been paid to his self-direction which actually leads him to an effective teaching-learning environment. Considering the occupational and family limitations, the adult learner has no limitation on learning time in virtual education and can learn at any time during his leisure or free time. Based on the pedagogical approach and in the age of concepts, the leaning space has removed the limitations of the classroom, school, and any physical dimensions of teaching space. In addition, in virtual education, space is a concept rather than being a place. There is more freedom and more domination in the learning environment. As the concept of learning space evolves, new types of interactions, such as the interaction of content with content, also emerge which enhances the learner's interaction with the content and motivates the learner resulting in removing the traditional teaching and learning gaps. The learning space also allows teachers to play a facilitating role in the learning process for learners and to push education towards new ways of learning. The validity of the present model was evaluated by experts. Expert responses with an average of 4.40 of the responses indicate that the model is appropriate. The t-test results were also significant at 95% confidence level for all the questions. Based on the findings of this study, the designed model is valid enough to be used for adult learners in the transition period of the virtual education. In future surveys, the validity and effectiveness of this model can be evaluated from the perspectives of literacy students as the most important learning factor and also from the points of view of literacy teachers.This model is the first model developed for adult virtual education; therefore, more surveys have to be conducted to address its potential drawbacks.

The purpose of this study is to study and compare cultural, educational and emotional literacy among students and professors of Quran and Hadith.

In terms of applied purpose, this research is causal-comparative in nature and was conducted in a survey manner. The statistical population also includes all professors and students of the Department of Quranic and Hadith Sciences of the Virtual College of Quranic and Hadith Sciences in the academic year of 1998-99, in which 334 students and 42 faculty members were selected by stratified random sampling.

After studying the literature and background, a researcher-made questionnaire on cultural, educational and emotional literacy, the validity and reliability of which was confirmed, was distributed among the statistical sample. The results of Friedman test showed that the group of professors chose educational literacy, cultural literacy and emotional literacy as their first to third priorities, respectively, while students chose emotional literacy, cultural literacy and educational literacy as their first to third priorities, respectively. They chose.

The results of independent t-test to compare the studied literacy from the perspective of professors and students showed that in terms of educational and emotional literacy, there is a difference in the perspective of students and professors, while in terms of cultural literacy, no difference was observed; Finally, a conceptual model was proposed to prioritize literacy among students and faculty. It was also recommended that side courses be offered to students and faculty to provide lifelong learning, especially in the discussion of emotional, cultural, and educational literacy.