hossein dehganzadeh

Since nowadays public libraries are considered lifelong learning centers, these centers must have the required standards and conditions to support lifelong learning in order that they could help society members to achieve their personal and professional learning more effectively. Accordingly, it is necessary to develop and provide a mechanism to support lifelong learning in public libraries. Due to the lack of practical guidelines for supporting lifelong learning in Iranian public libraries, the present study addresses the existing gap.

In the present research, the mixed method was used. To do so, an inductive content analysis was first used to present a framework for supporting lifelong learning in Iran public libraries. The statistical population of this section of research included all related articles indexed in the databases of Proquest, Springer, Science Direct, Emerald, Wiley, Ebsco, Sage, Eric, LISA, and Google Scholar, as well as documents, strategic plans, and websites of public libraries all around the world. At this stage, 71 sources were purposefully selected and analyzed in order to identify the dimensions and components of lifelong learning support through the world public libraries. In the second section of the research, the internet survey research method was used to validate the proposed framework. The statistical population of this section consisted of all specialists in Educational Science/Knowledge and Information Science who had academic or professional experience in the area of lifelong learning.18 individuals of this population were selected purposefully as the sample of the study. A researcher-made evaluation questionnaire was used for data collection. The validity of the evaluation questionnaire was verified by 5 persons who were expert in Educational Sciences/Knowledge and Information Science. Furthermore, the inter-rater consistency was used to measure the reliability of the questionnaire, which yielded the acceptable value of 0.86. Finally, Data were analyzed using the median and sign test.

Using the findings resulting from global experiences and considering the Iranian Public Librarychr('39')s vision, a framework including vision, mission, values, and strategies was presented in order to support lifelong learning in Iranian public libraries. This framework was evaluated by experts, and the results of the evaluation showed that the proposed framework is comprehensive as well as suitable for implementation of lifelong learning in Iranian public libraries.

Originality/value: 

Despite the emphasis of the Iranchr('39')s high-level policy documents on the role of public libraries in lifelong learning, no serious efforts thus far have been made to support lifelong learning in Iranian public libraries. The framework proposed in this research can help Iranian public libraries to play a more effective role in building a lifelong learning community. Furthermore, this framework and the resulting executive actions can change the future of public librarieschr('39') business and services and impact on its current mechanisms and structure.

The purpose of this study is to investigate and synthesize the trends and key findings of the studies related to gamification as a new method in the field of learning a Foreign language (LFL) over the past 11 years. Databases including Web of Science, ERIC, and Scopus were searched for this purpose, analyzing a total of 28 articles. The research methodology of this study was a systematic review. A content analysis method was used for analyzing the selected articles. Our findings found that after 2015, the use of gamification in LFL became popular among researchers, and the number of field studies increased rapidly over the past two years (2017–2018). Additionally, quantitative methods were found to be the most frequently used research methods regarding gamification in LFL studies. In the analyzed studies, vocabulary and grammar abilities were the most commonly investigated basic language skills. In addition, English language, Duolingo, high school, and feedback were the most commonly investigated Foreign language, gamified platform, education level, and gamification element for learning a new language in the reviewed articles. More analysis disclosed challenges, as well as advantages associated with using gamification in LFL. Furthermore, in studies examined concerning the effectiveness of using gamification in LFL, the results mainly pointed to the benefits of gamification based learning. The systematic review also provides valuable recommendations for future researches and practitioners.

The present study was designed to clarify the status of a anchoring model of the main approaches to instructional design and how to apply it in practice. Methods In this study, qualitative content analysis: inductive approach to the study of specialized information in a anchoring instruction, relevant data to answer the research questions were provided. approach is constructive. Despite similarities, anchoring instruction with problem-based learning, in the kind of problem solving process, the tools used to collect data is together different. The anchored instruction approach is an attempt to help students become more actively engaged in learning by situating or anchoring instruction around an interesting topic. Anchored instruction emphasizes the need to provide students with opportunities to think about and work on problems, which is an emphasis of cognitive constructivists. Anchored instruction also emphasizes group or collaborative problem solving, which is an emphasis of social constructivists. anchoring model based on constructive principles presented in this study, can be a good practice guide for instructional designers and teachers.

Students differ in terms of mental abilities, learning style and rate, fitness, intelligence and aptitude, personality, interest in and motivation for learning, and academic activities as a means of assessing their learning. The present paper aims to discover some of such differences. This study seeks to investigate the relationship that exists between personality and learning approaches in predicting students’ preferences based on six different methods of assessment. The present research is based on a descriptive-survey method and is of a correlative type. Sample: Using cluster sampling method, 410 participants were selected. Instrument: The instruments used in this study included NEO Five-Factor Personality Inventory, study skills questionnaire, and assessment methods questionnaire. Data analysis with a correlation coefficient showed that the five personality traits and two learning approaches had a relationship with assessment methods. Moreover, results of multiple regression were indicative of the fact that students with low openness personality trait preferred multiple choice method; whereas students with openness personality traits and deep approaches to learning, preferred descriptive examinations and practical projects. In addition, students with deep approaches to learning, conscientious personality traits and low neuroticism preferred oral tests. As for continuous measurement method, regressions lacked any significance. Students with deep learning approaches and low openness personality trait preferred team work assessment method. Discussion and Students who possess openness and conscientiousness traits and adopt deep learning approach mostly select descriptive examinations, oral tests, teamwork, and practical projects as the assessment method.