دکتر حامد عباسی کسانی

In recent decades, the focus on improving entrepreneurial skills, attitudes, and behaviors as key factors in societies' economic and social development has increased. According to reports from the Global Entrepreneurship Monitor, these skills and attitudes are acquired and teachable. Therefore, entrepreneurship education from childhood is considered an essential stage in forming and strengthening these skills and attitudes. This study aims to conceptualize the role of job education and employment opportunities in enhancing the entrepreneurial attitudes of sixth-grade students in the Farg region of Darab County. This research is applied in nature and was conducted using a quasi-experimental method of pre-test and post-test with a control group. The statistical population includes sixth-grade female students in the mentioned region. Two classes of 30 students were purposefully selected for the experimental and control groups as samples. Data were collected using a researcher-made questionnaire to assess entrepreneurial attitudes. Data analysis was performed using descriptive and inferential statistical methods, including univariate covariance analysis, paired and independent t-tests, and repeated measures analysis of variance. The homogeneity of within-group variances was checked using Levene's test, and the normal distribution of data was verified using the Shapiro-Wilk test. The results showed that job education and employment opportunities effectively led to enhancing and growing students' entrepreneurial attitudes. Employing diverse teaching methods and integrating sixth-grade subjects for job education significantly impacted the components of students' entrepreneurial attitudes, namely creativity and innovation, risk-taking, and opportunity exploitation. This research provides practical recommendations for improving and institutionalizing the culture of entrepreneurship with an emphasis on entrepreneurship education during elementary school.

One of the most important processes in any type of educational system, especially e-learning system, is the assessment process, the purpose of which is to determine if educational goals have been achieved. Assessment is important in that it has a huge impact on learning (Buyukkarci & Sahinkarakas, 2021) and requires feedback for continuous improvement. Assessment in e-learning can be both formative and summative, or combined (Kear et al., 2016; Dlab, Katic & Candrlic, 2015; Snae, Brueckner, & Hirata, 2008). Marriott (2009) uses the terms "assessment of learning" and "assessment for learning " to distinguish between these two types of e-assessment. While the former emphasizes assessment at the end of the learning process (summative assessment) which aims to determine the amount of learning by the learner (Torres, 2019; Kear et al., 2016; Azmi & Kankarej, 2015), while the latter, being gradual and ongoing, refers to the continuous process of assessment (formative assessment) (Yan et al, 2021; Azmi & Kankarej, 2015). Formative assessment is one of the measures to promote learning (Ferreira, Martinsone & Talić, 2020; Elson, 2016; Bijol, Byrne-Dugan, & Hoenig, 2015) and to ensure the quality of distance learning and e-learning (Ming-Li & Dan, 2010). Through providing feedback on performance, it can also dramatically affect motivation, interest, commitment, intellectual challenge, and autonomy, and responsibility as well (Buyukkarci & Sahinkarakas, 2021; Bhattacharya & Coombs, 2017; Townsend & Mulvey, 2016).According to the above, in order to ensure the students' learning and achieve the desired goals, measurement and assessment are necessary, and what is important in the assessment of learners in e-learning is to have the approach of "assessment for learning" or formative assessment. Because the purpose of formative assessment is to correct and improve the existing situation. This means that in the process of formative assessment, one can recognize the weak and strong points and make decisions based on them. E-learning in the field of assessment, especially formative assessment, has not progressed as expected and little attention has been paid to the importance of assessment in this field, and this has caused damage in this field that may affect the quality of learning. The purpose of this study was to investigate the pathology of formative assessment in the Iranian e-learning system. The method of this research was applied in terms of purpose and qualitative in terms of how to collect information. The research paradigm was also interpretive. According to this paradigm, reality is conditioned by human experience and interpretation. The research methods in this perspective include case study, phenomenology, ethnography and historical research (Bazargan, 2015). In this study, the phenomenological method was used. The phenomenology method is one of the qualitative research methods that investigates the views, feelings, and experiences of the sample group in relation to a certain phenomenon or phenomena (Creswell, 2014). Since the professors of e-learning centers have the most connection with the learning management system and use it continuously, these people have more and better knowledge about the learning management system. Therefore, participants in the study included professors of e-learning centers, 13 of whom were selected as the research sample using the available purposive sampling method. In purposive sampling, the researcher continues the work until reaches theoretical saturation. Semi-structured interviews were used to collect data. According to Guba & Lincoln (1982), validity and reliability verification in qualitative research includes four criteria of credibility, dependability, confirmability and transferability. In the current research, validity and reliability were checked based on these four criteria. Content analysis was also used to analyze the data.Findings showed that according to the professors of e-learning centers, formative assessment in the Iranian e-learning system has 8 main weaknesses, which are: Non-use of different formative assessment tools (Consist of: Limitation of assessment methods and tools, Time consuming questions and answers, Limiting the assessment to the final assessment), Weakness in feedback (Consist of: Failure to provide appropriate feedback by professors, Failure to provide appropriate feedback by students, Failure to provide timely feedback, Not allocating enough time by professors for feedback, Lengthening the feedback process), Impossibility of student authentication (Consist of: Not knowing the participants), Weakness in class presentations (Consist of: Time limit in reviewing class presentations, Lack of two-way interactions in class presentations), Poor design of exercises and projects (Consist of: Buy projects and articles, Failure to provide enough exercises by professors), Weakness in online exams (Consist of: Little use of online tests, The possibility of cheating in online tests, Lack of control over online tests, Failure to measure all levels of learning, Failure to use the facilities of the learning management system in the field of online exams, The lack of different online test design software in the learning management system), Weakness in discussion and exchange (Consist of: Non-participation of all students in discussions, Non-continuous participation of professors in discussions, Lack of discussion management, Not summarizing the discussions, Not using different media in discussions, Failure to measure students' participation in discussions), Weak reporting (Consist of: Failure to report properly, Impossibility of recording and reporting all assessments). Therefore, in order to improve the quality of formative assessment and student learning, these weaknesses should be considered and steps should be taken to improve the current situation.In this regard, the following suggestions have been made to improve the state of formative assessment in the electronic learning management systems of the country:Considering the technological advances and also conducting such researches that are carried out in the country, it is suggested that e-learning centers and universities always pay attention to updating their learning management systems, especially in the field of formative assessment.Some of the weaknesses of learning management systems in the field of formative assessment are related to professors. Therefore, for the correct implementation of formative assessment in electronic environments, the necessary training in the form of seminars, workshops, etc. should be provided to the professors.It is suggested that universities and e-learning centers pay attention to formative assessment as an important factor in the development of learners and professors and provide the necessary grounds for its establishment as best as possible.

Assessment and especially formative assessment in e-learning has weaknesses and disadvantages that need to provide solutions to improve it. Therefore, the present study aimed to provide solutions to improve formative assessment in the e-learning environments.

The method of this research was applied in terms of purpose and qualitative in terms of how to collect information. Participants in the study also included professors of e-learning centers of Tehran universities, 13 of whom were selected as the research sample using the available purposive sampling method. Data collection tool was also semi-structured interview. The content analysis coding method was also used to analyze the data.

Findings showed that the professors of e-learning centers provided 10 main solutions to improve formative assessment in the e-learning system, which are: "Using different tools of Formative Assessment", "Appropriate Feedback", "Student Authentication", "Effective use of Class Presentations", "Management of Assignments and Activities", "Effective implementation of Online Tests", "Management of Class Discussions", "Preparation of Student Assessment Program", "Management of Exercises and Projects", and "Analytical and Comparative Reporting".

Improving formative assessment in the e-learning system requires constant attention and review, and identifying such solutions while identifying strengths and weaknesses provides the opportunity to modify and improve learning, which is the main goal of formative assessment.

The purpose of this study is to identify the role of e-learning on the transfer of education to the workplace among the staff of Shahid Sattari Aviation University. The research method is applied in terms of purpose and descriptive in terms of how to collect information. The statistical population of the study consisted of all employees of Shahid Sattari Aviation University, whose number was 700 people. The statistical sample of the study was estimated to be 248 people based on Krejcie and Morgan table and were selected using simple random sampling method. The research instruments were two standard questionnaires of e-learning Whitkins (2004) with a reliability of 0.87 and Shams Morkani and Abbasi Kesi (2016) education transfer questionnaire with a reliability of 0.91. Descriptive and inferential statistics (one-sample t-test, independent t-test, Pearson correlation coefficient, structural equation modeling (SEM) and one-way analysis of variance) were used to analyze the data. The results showed that the dimensions of e-learning have an impact on all three factors of individual, educational and organizational transfer of education to the workplace among the staff of Shahid Sattari Aviation University.

There are various factors influencing the use of blended learning, and not paying attention to any of them can lead to the failure of this type of teaching and learning. Therefore, the present study was conducted to identify the factors affecting the application of blended learning in higher education.

The present study was a qualitative research that was performed by Metasynthsis method. The statistical population of the study consisted of internal (1390 to 1400) and foreign (2007 to 2021) researches and studies conducted in the field of factors affecting the application of blended learning in higher education which were collected with specific keywords in internal and external databases and a total of 186 studies were extracted.

By analyzing the data, it was found that the effective factors in applying blended learning in higher education include "learner", "instructor", "educational factors", "environmental factors", "institutional and organizational factors", "support", "rules and regulations", "interactions", and "technology".

According to the research findings, it can be said that the higher education system for the simultaneous use of e-learning and face-to-face learning opportunities should pay special attention to these factors; because it directly affects the application of blended learning

The aim of this study was to predict the lifestyle of students based on the level of media literacy. In this research, a descriptive correlational research method has been used. The target population is undergraduate students of Bu Ali Sina University. By relative stratified sampling and using Krejcie and Morgan table, the number of samples was 400. To collect the required data, two questionnaires (researcher-made media literacy questionnaire and standard lifestyle questionnaire of Lali et al., 2012) were used to determine the validity of content validity and to calculate their reliability, Cronbach's alpha coefficient was used. They were calculated in the mentioned questionnaires as 0.91 and 0.88, respectively. Findings showed that there is a positive and significant correlation between media literacy and its components (media access, media use, media critical thinking and media message production) with students' lifestyle but between media literacy and the type of coverage of the study group. There is an inverse relationship and significance, which means that the higher the youth literacy of the youth, the less anti-normative coverage will be. It was also found that all components of media literacy have the ability to predict the lifestyle of students.

Users enter social networks with different motives and their participation in social networks is also different from each other. Having different goals and motives, teachers as users of social networks choose various ways to participate in these networks. So, laying emphasis on the role of motivation in the ways teachers use social networks, the present study aims at identifying teachers’ motivation and the ways they use social networks. The specific objectives of this research are: 1. determining how virtual social networks are used by teachers who are actively using them. 2. Identifying the feedback of teachers in virtual social networks. 

The present research is done using qualitative research approach. The field of this research includes groups and forums of Iranian teachers’ social networks. In this research, 30 teachers who were active in social networks participated among whom 14 teachers were male and 16 teachers were female. All of these participants were managers of virtual channels and Various supergroups in social networks. They were selected using the logic of purposeful sampling and criterion-based method.  The selection criterion was the record or history of the group or channel, the number of the followers and the number of the visitors. Also, the teachers who were selected for the interview in addition to this criterion, were selected in the field of e- content generation in virtual social networks by the Roshd center site as an active content generator. Every interviewee mentioned their views in answer to the interview questions for 40 to 45 minutes. To analyze data, the theme analysis method was used. In this method, first the concepts and codes are extracted from the interview text and then the status of each theme from the type of inclusive, organizing, and basic is determined in the network of themes. In this research, in order to perform this process, the following steps were taken: 1. Frist, with the frequent screening and active reading of the data, the search for the meaning and discovery of patterns began by using  note-taking and punctuating the data (familiarity with the data). 2. After reading the data, the codes and concepts introducing the data were established (generating basic codes). 3. The identified codes were organized and transferred to certain themes (generating themes). 4. At this stage, the themes were named and reviewed as needed 5. The network of themes were generated to identify the basic, organizing and inclusive themes and the final report of the data was set. 

The findings showed that teachers benefit from social networks for personal purposes such as entertainment, access to the news and communication with friends, and for occupational purposes, such as professional development and interaction with colleagues. The teachers’ motives affect how they provide feedback and how they participate in the social networks. Teachers show various feedbacks and participation in the social media which can be classified into six levels of reasonable diffusing, liking, controlling, counselling, criticizing, and commenting.

Levels of teachers’ participation in the social networks in terms of their professional development and occupational learning is of significance from the perspective that the more the participation of the teachers in social networks can be organized by using specific projects and programs, so that they can move away from weak interactions, such as diffusing, liking, and controlling towards counselling, criticizing, and reasoning, they can be more profoundly involved with their own occupational themes in the social networks and can benefit from any time, any place, and interactive potentials of this environment for their own professional development.    

Evaluation is an integral part of the educational process and itchr('39')s very important. Also, the advancement of modern technologies has led to a shift in learning and education, and according to that, the evaluation has changed. The purpose of this study was to review the evaluation in e-learning.

The present study was a qualitative research which carried out with respect to the principles of qualitative paradigm. The method of data collection was the study of documents and the search for scientific information from written and digital sources. The collected data were analyzed by descriptive-interpretive approach.

The findings of the study showed that in e-learning, evaluation of learners and the course is carried out as initial, formative, and summative evaluation. Also, the research findings also showed that the reason for evaluation in e-learning is evaluation as an integral part of any educational system, helping the learner, and helping the educator. And used from various methods such as online quizzes, webinar, portfolio, discussion forums, telephone appraisal, project, self-assessment, peer review, article, and ... for evaluation in e-learning.

Indeed, Evaluation in any kind of educational system (both traditional and electronic) is of particular importance and should always be considered. Because it brings about different situations and through it, you can improve and improve yourself.

Education is the most essential human need. Without education, no society can survive; but effective and useful education cannot be done by trial and error, it requires a plan. A review of previous research shows that little attention is paid to the issue of external cognitive load and higher-level learning, especially problem solving in the educational design in the country. Therefore, the present study was conducted with regard to the importance and impact of educational design patterns, especially Gagne's design pattern in the field of educational activities and its purpose was to investigate the effect of applying the Gagne's pattern on the external cognitive load and problem solving ability.

With respect to purpose, this was an applied study and with respect to methodology, this was considered as a quasi-experimental study (of the type of pretest-posttest with experimental and control groups). The population of the study consisted of male high school students in West Islamabad. To conduct the research, a high school from West Islamabad was randomly selected, using multistage cluster sampling method. From among the classes of this high school, two were selected as the experimental group and the control group. Then, based on their midterm scores, 15 students from each class were randomly divided into the two control and experimental groups. The experimental group was exposed to the independent variable and the control group was trained by the conventional method. Data were collected using a scale of Pass, Van Merrienboer and Adam. Another instrument was the researcher-made problem solving skill test whose validity was determined by experts and its reliability was 0.84 using retest method. Finally, the collected data were analyzed by using independent t-test and analysis of covariance.

For both groups in this study, homogeneity problem solving pre-test and post-test were performed first. After the experiment (Gagne's educational design pattern) was applied with the experimental group, the results showed  the relative superiority of the experimental group in a way that the average score obtained for this group in their problem solving skill (that is, 16.533) was higher than that of the control group (that is, 13.000). Also, there was a significant difference between the average of external cognitive load in the experimental group (6.600) and the control group (3.333). The results of the study showed that in terms of the external cognitive load, there is a statistically significant difference between the two control and experimental groups (t: 6.767, p < /em>: 0.01). In addition, the findings of the study revealed that Gargano’s educational design pattern had a significant effect on the reduction of the external cognitive load in the experimental group as compared to that of the control group. The findings also showed a significant increase in the problem solving skills in the experimental group as compared to those of the control group (p < /em>: 0.05, df: 1, F: 46.234).

Based on research findings, it can be concluded that the application of Gagne's pattern in the educational system can have a positive effect on achieving high levels of learning, and it is recommended that teachers and administrators of the educational system pay attention to this point. According to their authority on how to use different teaching methods, teachers can use the results of this research, and use this design method in preparing their lesson plans and applying it to their teaching.
 

Today, the Internet and Internet addiction are among the most important issues involving the young generation. Regarding the spread of coronavirus disease-2019 (Covid-19) as a destructive factor, this problem has caused mood disorders, anxiety, and aggression, which need proper identification. Therefore, the present study aimed to predict the computer voyeurism and stigma of the first wave of the Covid-19 pandemic based on the dimensions of Internet addiction among young people.

This study was conducted based on a practical, descriptive, and correlational design. The study population included all undergraduate students in Tabriz Branch, Islamic Azad University, Tabriz, Iran. Out of all students, 252 cases were selected to participate in this study through an online voluntarily call due to traffic restrictions. The data were collected using the Yang Internet Addiction Assessment Questionnaire, a researcher-made computer voyeurism questionnaire, and a researcher-made corona stigma questionnaire. The data were then analyzed using Pearson statistical methods and multivariate regression.

According to the results, all dimensions of Internet addiction correlated significantly with the rate of computer voyeurism and Covid-19 stigma. Out of the dimensions of Internet addiction, lack of control, and negligence of professional and educational tasks can predict the extent of changes in computer voyeurism and Covid-19 stigma among young people.

There is a significant relationship between the increased level of Internet addiction and the power of direct prediction of computer voyeurism and youth stigma. With an increase in each of the dimensions of the mentioned variables, the amount of Covid-19 stigma increases, thereby promoting the mood-anxiety disorders among young people.

The purpose of this study was to explain the creation of electronic content by teachers in social networks. Phenomenological method used in this qualitative research. In this study, conducted a semi-structured interview with 30 teachers active in social networks who all jointly managed different channels and super groups in social networks using the method of Purpose-based sampling was selected. Then, with two focus group sessions, teachers with active content creation groups selected, after 10 discussions, and interviews started. Data analysis presented using content analysis method in the form of universal themes, organizers and basic themes. Research findings show that teachers create four types of content in virtual social networks: written, visual, interactive, and digital content. Teachers' motivation for creating content in virtual networks also includes skills such as training, communicating and meeting user needs, and targeted self-improvement. On the other hand, the results showed that teachers needed intellectual, artistic, and computer skills to create electronic content in virtual social networks.

With the development of electronic learning, Assessment has become a major challenge in this area. Assessment is a critical element in the Teaching - Learning Process and it can affect teaching and learning. Actually Assessment is an integral part of any education system; therefore, Assessment tools are also very important. The focus of this research is on the synthesis of Learners Assessment tools in electronic learning Environments. The research approach is qualitative and its method is synthesis research. In this regard, the statistical population of the study included documents and research related to assessment tools in electronic learning environments that 21 study units were studied by available sampling method. The findings of the research show that 24 tools for assessing learners in electronic learning environment are used, which were placed in two categories of assessment tools: 1. Synchronous Communication and 2. Asynchronous Communication, and in the meantime, assessment tools with Synchronous Communication such as tests, chat and online discussion groups, and joint group assignments, and Asynchronous Communication Assessment tools such as self-assessment, projects, electronic work folders, peer assessment, and articles have the most use for assessing learners in e-learning Environments. Also tests and joint group assignments were common in both synchronous and asynchronous tools. In the end, it is suggested that used several Assessment methods to Assessment learners in the electronic learning environment, which increases the credibility of the Assessment.

The present study aims to design and implement training outcome evaluation program using ROE logic in Tehran Regional Electric Company. The study is applied-developmental in nature and a mixed-method (qualitative and quantitative) approach was used with regard to data collection procedure. The study adopted an evaluative approach based on the Kirkpatrick Four-Level Training Evaluation Model (2016) using ROE logic. In order to analyze the organizational results of selected training courses (namely principle of maneuvering in electricity grid, counterpoise (ground system), power station equipments, and Sheykh Bahaee power station), the researchers conducted group and individual interviews with participants and supervisors of the courses besides assessing the course syllabuses. After drawing assessment indicators pertaining to the expected organizational outcomes, the researchers asked supervisors to comment on and assess the efficiency of the courses. Therefore, effectiveness of courses was premised on the opinions of the supervisors. The results of the study (organizational results obtained from training courses using ROE) indicated that the training courses had a positive effect on improving organizational results. Accordingly, Training courses held at Tehran Regional Electric Company improved organizational results in terms of indicators of creativity and innovation (0/42), working atmosphere(0/38), attitudes and emotions (0/46), work habits(0/43), as soft indicators, and reducing work duplication(0/38), detecting vulnerable points(0/46), declining error rates of employees (0/47), enhancing time management skills (0/46), decreasing reports of delays in carrying out assigned tasks(0/37), reducing the idle time of employees and machineries and (0/39)averting power outage in the electricity grid (0/47) as hard indicators.

learning processes has become an important issue in the field of education around the world. According to the announced statistics, this is spreading rapidly and widely. e-learning, as the most prominent application of ICT, has added a new dimension to the primary and higher education, and the use of online resources has been successfully combined with education to facilitate teaching-learning activities. That is why in recent years, many organizations, universities and companies have started offering e-learning courses. e-learning is a wide range of application software and teaching methods including computer-based education, web-based education, virtual classrooms, etc. The present study aimed at investigating and identifying critical success factors of e-Learning to develop a comprehensive model for success of e-learning.

The research approach was qualitative and the method was synthesis. The research population was all of the articles (85 articles) related to Critical Success Factors of e-Learning since 2007 to 2017 in accredited journals using specific keywords. The sample included 41 articles selected purposefully based on the theoretical saturation of data. The data were collected from the qualitative analysis of documents.  

Using analyzing data, Critical Success Factors of e-learning were classified in 3 dimensions, 8 factors and 52 indicators including structural dimension (organizational, support, system quality, content, and educational factors); behavioral dimension (learner, instructor), and environmental dimension (technology). The results of the data analysis led to the identification of Critical Success Factors of e-learning as a model.

In this study, an attempt was made to analyze the documents and studies conducted on the key factors of e-learning success and identify the key factors of e-learning success, to provide a model for e-learning success. As the results of the analysis show, e-learning success factors include three structural dimensions (including: organizational, educational, content, support, and system quality); Content or behavioral dimension (including factors: learner and teacher); and the contextual or environmental dimension (including factor: technology). With a clear view, it can be said that examining and considering all the factors of e-learning success is necessary for its growth and development. Most of the studies have emphasized the importance of structural dimension in e-learning success, although behavioral and contextual dimensions are also essential for e-learning success. Therefore, e-learning centers should also try to identify the factors that may affect their success and, given these factors, ensure the success of e-learning. The findings of this study to some extent is capable of informing them of these factors.

Information and communication technology has led to emergence of new ways of teaching and learning. E-learning is one of the new ways of learning in the present era. For the e-learning system to be effective, the current e-learning system should be assessed and. The aim of the present study was to investigate the pathology of e-Learning system in Tehran University of Medical Sciences based on Khan Model.
This is a qualitative research with a content analysis approach. The population of the study was the e-learning experts and professors of Tehran Universities of Medical Sciences who sampled purposefully, after eight interviews, saturation was achieved. A semi-structured questionnaire was used to interview. To analyze the interviews and field notes, content analysis by means of codification was used.
According to the Khan model, the damage to the electronic learning system of universities was categorized in the following dimensions, including: "Educational dimension" including components of educational planning, human resources, organizational structure, teaching method, and educational content; The "technical dimension" includes the components of the infrastructure, quality, and security; the "dimensional design interface" includes basic knowledge components, transparency, content reorganization; the "evaluation dimension" including the standard components of the evaluation, and the implementation of the evaluation ; The "dimension of management" includes planning components, organizational structure, and manager's view; the "ethical dimension" includes the components of Amo According to the Khan model, the damage to the electronic learning system of universities was categorized in the following dimensions, including: "Educational dimension" including components of educational planning, human resources, organizational structure, teaching method, and educational content; The "technical dimension" includes the components of the infrastructure, quality, and security; the "dimensional design interface" includes basic knowledge components, transparency, content reorganization; the "evaluation dimension" including the standard components of the evaluation, and the implementation of the evaluation ; The "dimension of management" includes planning components, organizational structure, and manager's view; the "ethical dimension" includes the components of Amon’s position Electronic ethics, professional ethics, and law and regulation; from the "organizational dimension" includes components of change, policy, attitude, and targeting, and from the support dimension, including investment components, and scientific resources’ position Electronic ethics, professional ethics, and law and regulation; from the "organizational dimension" includes components of change, policy, attitude, and targeting, and from the support dimension, including investment components, and scientific resources.
According to the findings, the electronic learning system of medical universities has been affected by. Decision makers should identify each affected sections of the electronic learning system in order to eliminate the pitfalls and provide the ground for advancement of this type of education in medical sciences.

This study aimed at investigating the pathology and effectiveness of the transfer of raining to workplace. Research method was applied and developmental in terms of purpose, and was mixed (quantitative and qualitative) one in terms of data collection. The review documents and semi-structured interviews were used as data collection tools. In order to analyze the data, the content analysis for classifying method was used. 13 documents were investigated and interviews were conducted with 23 counselors, teachers and principals, who were selected purposefully. The results showed that there were 36 damages in the Individual, Educational and Organizational Areas of the Transfer of Training to Workplace. Then, evaluated the effectiveness of the transfer of training to workplace, through a questionnaire with 0.93 reliability administered on counselors, teachers and principals. To do so, 297 counselors, teachers and principals in Field of Humanities of Tehran secondary schools were selected through stratified random sampling technique. To evaluate the effectiveness of the Transfer of Training to Workplace, one-sample t test, t independent groups and ANOVA were applied. Finally, it was found that secondary factors, motivational elements, environmental factors and the ability factors of the transfer of training to workplace among teachers of Field of Humanities in Tehran secondary schools in Tehran were desirable.

Strategic plans are a roadmap for the future of the university. Identifying the differences and similarities between Universities affiliated to the Ministry of Science and Medical Sciences Universities in terms of viewpoints, missions, and values.
This was a qualitative research. Four strategic programs from Universities affiliated to the Ministry of Science and four from medical sciences universities were selected through convenience sampling. To analyze the strategic programs the content analysis by means of codification was applied.
The results indicated that in terms of viewpoint, Universities affiliated to the Ministry of Science and medical sciences Universities were simillar in 4 components and different in four other components; in terms of mission, in 4 components they were similar and in 6 components were different, and ultimately in terms of values in 5 components were similar and in 7 components were different.
There are similarities and differences between Universities affiliated to the Ministry of Science and medical sciences universities in terms of viewpoint, mission and values. By examining the differences and similarities, these universities can come to an integration regarding viewpoint, mission and values.

The aim of this study is to investigate and redefine the role of the teacher in new environments and rich in technology in accordance with the view of the Connectivism theorists. The research approach is qualitative and the research method is based on Mayring’s qualitative content analysis. The Research community is all of the relationship articles about the Connectivism theory since 2003 to 2015 and learning in accredited journals in the field of education which are sorted with specific keywords. There were 98 articles. The sample was 13 articles which were selected purposefully based on the theoretical saturation of data. The data were been collected from the qualitative-analogous analysis of documents of the sample. By analyzing data the answers to the research question were identified in 29 sub-categories and were classified in 6 main subscales based on the open coding method. The results of the analysis led to the recognition of teacher’s important roles as a model in training environment based on technology in accordance with the learning-oriented Connectivism theory.