فهرست مطالب gholamreza shams mourkani

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.

Higher education system is considered to be one of the most important factors in development and progress of a society. The present research aims to conduct a pathological study of staffing system in higher education and, thereby, proceed to codify and validate a model for it. The methodology was practical and developmental. A combined sequential exploratory (heuristic) method of the modelling type was utilized for data collection. Drawing from multiple data synchronization in three stages, a primary theoretical framework was codified and, accordingly, it was validated in the form of a model. For the pathology of the staffing system, the first stage used a Scoping review and 15 studies conducted in this area in authentic databases were analyzed and investigated based on a purposeful approach according to Arksey and O’Malley’s five-stage framework. At the second stage, qualitative case study was used according to which the perspectives and experiences of 12 experts, managers and specialists were taken into account with a purposeful approach through theoretical saturation criterion. It should be noted that semi-structured interview was utilized at this stage and the gathered data were analyzed by drawing from Thematic Content Analysis technique. The third stage applied a survey method and the components extracted from an ascertained questionnaire given to 98 staffing managers and experts in public universities under supervision of Tehran Ministry of Science, Research and Technology were analyzed based on a relative class sampling method. In order to analyze the gathered data and validate the codified framework, partial least squares analysis was utilized by drawing from Smart PLS software. After coding the data derived from analysis of documents and interviews, 213 codes were defined and categorized as 33 components and 14 perspectives as follows: job design and analysis, human resource planning, employment, selection, appointment, orientation and awareness, technology, systematic, structure and resources, Rules and Regulations, university autonomy, cultural, political and economic. According to identified defects, the pathological model for staffing system in universities was codified and validated. Human resource planning, human resource selection and job design and analysis as variables played the highest role (coefficient of determination calculated to be 0.83, 0.79 and 0.79 respectively) while economic, political and cultural factors (coefficient of determination calculated to be 0.41, 0.49 and0.51 respectively) had the lowest role in determining the pathological model of the staffing system. Therefore, the codified model in the present research can be considered as an appropriate framework to investigate, conduct pathological study and improve the staffing system of universities by higher education policy-maker institutions.

Digital revolution has fundamentally changed the nature of work, organizational boundaries, and the responsibilities of business leaders. In this regard, having leaders who are able to explain the need for digital change, define its scope and direction for employees, and provide a clear vision and roadmap for their employees, seems an undisputable necessity. However, one of the fundamental requirements for giving an effective role to digital leaders is to identify and define a set of competencies for this role on which they may design and develop their competency profiles. Hence, this study intends to identify the competencies of digital leaders using the meta-synthesis method, and provide a conceptual framework for explaining them. Accordingly, the research population consists of databases and sound international journals in this field. 40 subjects were selected based on pre-determined criteria related to the research question through criterion-oriented purposive sampling method. In the next steps, while analyzing, interpreting and combining the findings, the competency framework of digital leaders was formed by identifying 8 dimensions, 21 categories, 86 concepts (open codes) and 259 references. The related identified dimensions included emotional intelligence, social intelligence, coordination of socio-technical resources, competitive insight, organizational learning leadership and innovation, technological intelligence, user-orientation and cultural insight. The findings of this study can help organizational managers and researchers in this field understand the different aspects of the competencies of digital leaders, and provide a situation for cultivating and improving and equipping them with new competencies.

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.

Assessment is one of the most important elements of any educational system, including the e-learning. Formative assessment is also a significant type of assessment, which plays a very important role in identifying students’ strengths and weaknesses and helping to improve learning in the e-learning system.

The purpose of this study was to identify weaknesses of formative assessment in the e-learning management system of Iran (case study: Shahid Beheshti University).

The present study was qualitative research. The participants of the study consisted of the students of the e-learning Center of Shahid Beheshti University of Iran, 15 of whom were selected using a purposive sampling method. Semi-structured interviews were used to collect data. Content analysis was also used to analyze the data.

Formative assessment in the e-learning management system of Shahid Beheshti University suffers from eleven substantial weaknesses: weakness in technology infrastructure resources, not using other formative assessment tools, weakness in giving and receiving feedback, inability to authenticate, weakness in class presentations, weakness in exercises and projects, weakness in online tests, weakness in discussions, inattention to formative assessment, restrictions on uploading assignments and activities, and observance of the ratio of teachers to students.

The above weaknesses should be taken into consideration for the improvement of formative assessment, student learning, and the status quo.

The purpose of this study was to identify the impact indicators in designing MobileMooc system for virtual teaching of employees. Twenty-six papers were selected from ProQuest, Google Scholar, ScienceDirect, Emerald, Scopus and Springer's databases were analyzed using constant comparative and qualitative content analysis to extract the findings of previous studies. As a result, 27 concepts and 4 main categories (indicators) were extracted through content, open coding, axial coding and selective coding. The findings showed that in MobileMooc design, we should focus on the categories of mobile interactions, educational support system, technology acceptance and technical support system. According to research findings, mooc format combination and mobile learning have potential for informal and lifelong learning, and it is recommended that employees through interaction or being as researchers take a step in fulfilling professional competence through MobileMooc technology. Understanding the important indicators in the design of MobileMooc Technology is important in increasing the professional competence and organizational innovation since we can use it through synergy of experts for the benefit of promoting employee performance and organizational innovation.

The present study is aimed to designing the excellence model of the university system in Tehran's comprehensive universities with an emphasis on European Quality Management Foundation.This study is fundamental research, , and in terms of data collection method is mixed method (qualitative-quantitative) was used research. In the qualitative part of the research, by examining the documents, using snowball sampling, with interviewing 11 university professors with the grounded theory method, the components of the excellence of the academic system were investigated. The data were analyzed using the method of subject analysis. The five main themes (production of spirituality-based knowledge, training productive human resource, action in the global community, university identity, social and cultural characteristics of the university) were extracted. In the quantitative part based on the qualitative section, 287 university administrators and faculty members of the comprehensive universities of Tehran city, using a questionnaire, examined the status quo and tested the designed model. The research-based model consists of 5 main components and 11 sub-components in the form of empowerment, processes and outcomes that have been evaluated using a descriptive-analytical method for validating the model. The results indicate that the empowerments of the developed model on the processes of this process and the designed processes on the possible outcomes of the implementation of this model and model empowerments on the outcomes has a significant effect. It can be said that the variables in general (R = 0.42) directly affect the organizational excellence model of the comprehensive universities in Tehran.. Finally, there are some ways to improve the academic system.

Evaluation is an inherent element of the teaching-learning process and is influenced by several factors.

The present study aimed to identify the influential factors in the effective implementation of evaluation in the teaching-learning process in the Iranian higher education system.

This study was conducted using the synthesis method and a qualitative approach. The sample population included all the national studies focused on the influential factors in the evaluation of the teaching-learning process during 2000 - 2018. In total, 36 studies were selected, and after several screening stages, 10 studies that were more relevant to the subject matter were selected as the research sample based on the review of the titles, abstracts, and research content. The database search was performed using keywords such as ‘factors/indicators affecting the evaluation of students’ and ‘teachers/implementation of evaluation’. The databases included CIVILICA, Magiran, Elmnet, Noormags, and SID. The research data were extracted and analyzed using the content analysis method.

After data analysis, the influential factors in the implementation of evaluation were classified into two dimensions, five factors, and 29 indicators, including the structural dimension (conditions and environment of evaluation, educational system, and evaluation system) and behavioral dimension (teachers and students).

The results of the data analysis led to the identification of the influential factors in the effective implementation of the teaching-learning process evaluation in the Iranian higher education system as a model.

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.

This study aimed at identifying and ranking human resource deficiencies in training and development activities at Fajr Electronic Industries, based on three branches model (process, structure and environment dimensions). Concerning methodology, it has been adapted the complex method which is a combination of qualitative and quantitative methods. In qualitative phase, according to information-rich sampling method, all related documents and researches were reviewed and interview framework was developed after categorizing the identified deficiencies based on three branches model,. According to purposeful sampling method, 10people were selected to be interviewed in order to identify more deficiencies. In quantitative part, the questionnaire was developed through converting identified deficiencies to questionnaire items and then distributed among 126 of employees. They were selected from all employees (including managers) of Fajr Electronic Industries (N=250) based on stratified random sampling method. Since the content of questionnaire was based on the results of reviewing documents and interviews, its content related validity is admitted. Descriptive and inferential statistical methods (including one sample t-test, two independent sample t-test, estimation of mean, and Friedman test) were used to analyze the quantitative data. Results indicated that education office of Fajr Electronic Industries - in all studied dimensions- is at quiet defected or almost defected statues.

The current study aimed at effectiveness evaluation of the MBA training courses in Iranian National Gas Company, with descriptive–Survey methods. The study population consists of all participants in the courses. The data collection tools were semi-constructed interviews and researcher-made questionnaires which their reliability and validity were confirmed. In order to analyze the data, one-sample t-test, chi-square test and Friedman test (for quantitative data) and content analysis method (for qualitative data) have been applied. Findings show that a high proportion of respondents satisfied with the design, content, teacher and organization training courses and learning through "informal discussions" are almost used in the workplace. Also Findings show a correlation between the results of the holding period, with results expected from predetermined exists. Therefore it can be concluded that MBA course has been effective.

The present research aims to study the effect of Organizational Intelligence (OI) on Organizational Performance (OP) of high school principals in 19 districts of Tehran. Using cluster sampling method, 223 subjects were selected from among all high school principals of Tehran. In terms of data collection, the study was a descriptive (non-experimental) one. The data was gathered through a survey instrument incorporating the Karl Albrecht's OI Scale and a researcher-made OP scale. The data was analyzed using descriptive and inferential statistics, including One-Sample T Test, Simple Linear Regression, and Stepwise Regression. The results showed that OI and OP of high school principals in 19 districts of Tehran were at relatively desirable levels. Moreover, OI proved to be a good predictor of OP, since it explained 87.4% of the variance change in the OP. Also, all dimensions of OI, except knowledge deployment, had multiple correlations with OP.

The present research was carried out with the aim of examining and analysing the human rights’ components in the primary school textbooks. The components were selected based on the mentioned lists in the Universal Declaration of Human Rights and with reference to the sources and literature in this field. The units of analysis were words, pictures, phrases, and activities and the content analysis was done using Shannon Entropy Method. The research population comprised all the primary school textbooks of 36 volumes in1389-1390 academic year in eight titles: Let's read Persian, Let's write Persian, science, divine gifts, divine gifts (workbook), Quran, mathematics and social studies textbooks. The research sample of this study included five titles: Let's read Persian, Let's write Persian, divine gifts, social studies, and Quran. The results indicated that in the Quran textbook, the highest importance is devoted to the elements of the right for education and freedom of religion. In the social studies textbook, the highest importance is attached to the element of the right for a job and fair payment. In the divine gifts textbook, the highest importance is devoted to freedom of religion, contemplation and conscience. In the Let's read Persian and let's write Persian textbooks, the highest importance is attached to the elements of the right for a job and fair payment.The results have shown that although these components have been considered in the related textbooks, but they are not considered more or less equally in the mentioned textbooks.

This paper aimed to clarify the relationship between organizational factors (structure, technology, and staff) and knowledge management strategies (knowledge creation and transmission). Data were collected from a sample composed of 141 managers, staff, and faculty members from the Islamic Azad University, Shahr-e-Kord, selected based on Morgan table. The method of research was descriptive (correlational) and the dimensions were measured by a researcher-made questionnaire, consisted of 60 items. Validity of the questionnaire was authenticated by specialists’ approval and its reliability (87%) was calculated by Cronbach Alpha Coefficient. The data was analyzed with SPSS software using descriptive and inferential (Regression,Analysis of Variance, and Pearson Correlational Coefficient) statistics. The results showed a significant and positive relationship between organizational structure factors (formalization,centralization, and communication flow) and knowledge management strategies. The results supported the proposition that there is a significant and positive relationship between organizational staff skills (technical, humanistic, and conceptual), and knowledge management strategies. Furthermore, results seem to provide some evidence that there is a significant and positive relationship between technology used in organization (ICT supporting and ICT understanding), and knowledge management strategies.

This study was aimed at investigating the relationship between organizational climate of schools and empowerment of teachers. A sample of 89 teachers was selected from high schools of in the city of Bojnoord through simple random sampling technique. Organizational Climate – (four dimension developed by Hoy and Sibo)، and Empowerment of Teachers- (eight dimension developed by Jof and Scott) were used in the for data collection. Both questionnaires had satisfactory content validity and their reliabilities were 0. 78 and 0. 88 respectively، using Cronbach Alpha coefficient. Data were analyzed with SPSS using analysis of variance، Pearson correlation coefficient، t-test، and chisquare. Findings indicated that there was a significant relationship between school organizational climate and empowerment of teachers. A significant relationship was found between open and engaged climates and empowerment of teachers. There was no significant relationship between disengaged climate of schools and empowerment of the teachers. Finally، a significant relationship was found between closed climate of schools and empowerment of the teachers.

This paper examined relationship between knowledge management strategies and organizational performance relying on a theory borrowed from economics. The empirical part of the study is based on data on KM strategies and organizational performance collected from a sample of 131 Iranian firms. Results suggested three types of relationship among KM strategies: noncomplementary and non-critical symmetric complementary and asymmetrical complementary. Integrating explicit and tacit KM strategies results in a non-complementary one leading to a higher level of organizational performance. Analysis of KM strategies based on KM source showed that companies could benefit from both inward and outward KM strategies. Combining tacit and explicit KM strategies leads to a complementary relationship، which reflects synergistic effects of KM strategies on performance.