فهرست مطالب nasim soleimani

The main goal of this research is to design and compile standards for the quality of the teaching process in electronic technical and professional courses. The statistical population of this research consists of all professors who are experts in technical and professional fields, educational technology and e-learning, and 20 of them were selected by purposeful sampling. To achieve the purpose of the research, the interview tool has been used. Data analysis was done by Delphi analysis method. The obtained results have categorized the criteria of the teaching-learning process in three areas of content, teaching methods and presentation and preservation of moral and cultural values during teaching and introduced 53 indicators for the quality of the teaching process in electronic technical professional courses. are With the growth of e-learning around the world, these indicators can help educational planners, professors, learners, and e-course administrators and evaluators to create quality e-technical and professional courses.

Despite the experience of offering specialized courses on the virtual platform in the era of Corona, there are still doubts about the delivery of specialized courses on the virtual platform. This study endeavors to investigate the views of the professors and students of the Faculty of Medical Sciences of Najaf Abad Azad University regarding delivering specialized courses on the virtual platform and the reasons for holding and not holding these courses virtually.

This is qualitative study conducted through the content analysis method. The statistical population included professors and students of health, nursing, midwifery, and medicine of the Faculty of Medical Sciences of Najafabad Azad University. Thirty students and 14 professors from different disciplines were selected by purposeful sampling to conduct semi-structured interviews. The interview lasted 15 to 20 minutes for students and 50 to 90 minutes for professors. Interviewing continued until data saturation. Data analysis was done by thematic content analysis method based on Krippendorff's approach. The accuracy and correctness of the data were confirmed by experts and checking by the members. 

Professors and students believed that all basic and theoretical specialized courses can be delivered on a virtual platform. As to the analysis of qualitative data, the reasons of professors and students for gettig and not holding specialized courses on a virtual platform were divided into 23 sub-categories and two general categories: Attitude (optimal use of time, cost reduction, escape from poor professors' teaching) and technical skills (better management of classes with large population, use of new technologies in teaching).

Examining the views and opinions of professors and students indicated that the arguments for and against delivering specialized courses on a virtual platform. Inferences are drawn from these views that help to improve the process of holding and delivering courses on the virtual platform.

The main purpose of this study was a comparative study of the level of attention to process skills in the first to third grade science textbooks of Iran and Russia in 1399-1400. It is a descriptive research of content analysis. The statistical population of the study consists of all the books "Experimental Sciences" of Iran and "The World Around Us" in Russia in the first, second and third grades. The tool of book content analysis was a researcher-made checklist of process skills and the results were analyzed based on George Brady's model in four stages of description, interpretation, proximity and comparison. The results showed that in the Iranian elementary science textbooks, the components of comparison and classification, skill of using tools and communication skills are more emphasized. In Russian science textbooks, more attention has been paid to the components of observation, prediction, estimation, interpretation of findings and conclusions. The results also show that the components of discovering and establishing numerical relationships, hypothesizing, measuring skills and conducting research in both countries have received less attention. Analysis showed that the level of attention to process skills is low compared to the volume of book content in the elementary science textbooks of both countries. Thus, it is necessary to pay more attention to the components of process skills in compiling textbooks in the two countries. It is suggested that in Iran, lesson topics be related to daily life activities. Also, in Russia, the topic of conversation and communication should be considered.

Historical drama has always been one of the important fields in dramatic literature. Focusing on that in contemporary Iran has led to the emergence of “Qajarism” in which contemporary dramatic literature deals with life during the Qajar period in the context of its historical events. This study tries to address the social contexts of the emergence and spread of this type of drama in the mid-seventies to mid-eighties in Iran. In this research, Georg Lukacs views have been used to analyze this emerging phenomenon. According to Georg Lukacs, and within the framework of his theory of reflection on art, historical dramas are dynamic reflections of concrete historical contrasts that provide the audience with the ground for understanding contemporary social concepts. This contrast has been reflected in the case of contemporary plays centered on the Qajar period and especially the constitutional era in the context of the confrontation between tradition and modernity and the process that has taken place in contemporary Iran. In this research, after examining Georg Lukacs views on historical drama and its characteristics, new historical contexts that have led to the emergence of this type of drama will be examined and the manner of this social reflection in the researched works will be examined.

Hard educational technologies received more attention today while soft educational technology has been considered as one of the keys and effective technologies in teaching and learning. The main purpose of this study was to investigate the use of soft educational technologies in teaching environmental issues in the first to the third grade of elementary science textbooks of Iran and Russia. This study is a descriptive analysis of the content. The statistical population of the study is all the first, second, and third-grade textbooks of sciences in Iran and the world around us in Russia. The statistical sample included environmental issues in the first, second, and third-grade elementary science textbooks of Iran and Russia. The research tool was a researcher-made checklist made by soft educational technology and an environmental health checklist from Yale University. The results showed that allegory and role-playing hadn't used at all to teach environmental issues in Iran. Questions and answers Iran 31.95, Russia 31.64)and comparisons of objects, the discovery of similarities and differences, and conclusions )Iran  20.61, Russia  17.72) have been widely used in both countries. In Iran, more emphasis has been placed on solving problems and carrying out projects(13.40), and more emphasis has been placed on the use of daily life activities(16.45) in teaching in Russia. The results also showed that the use of soft educational technology to teach environmental issues was given more significance in the third grade of an elementary school in both of the countries. Soft technology has been used less in the first grade of the elementary school of Iran but in the second grade of the elementary school of Russia.

investigating the quality of assessment of students’ performance in virtual education from the viewpoint of students in Iran and Russia.
The population of the study was virtual universities students of Iran and Russia, among them, 221 students have participated in the study. To achieve this aim, a researcher was used questionnaire with 0.97 reliability. Results showed that there was a significant difference at the 0.05 level of the quality of assessment system of students’ performance in the virtual education of Iran and Russia.
There are significant differences in assessment quality of students’ performance in the virtual education of Iran and Russia at the level 05/0. Results indicated that three factors of "providing sufficient information about the final exam conditions, the type of scoring, time and place of exam", "diversity in methods of assessing and supervising the work of the students" and "offering regular feedback to the learner with the aim of solving the learning problems " were considered for assessment quality by Iranian students. In addition, Russian students selected three factors such as "fight against fraud and plagiarism, the quality of pre-test to assess students’ pre-knowledge and consistent of evaluation methods with educational content " for assessment quality.
In comparing assessment system of Iran by Russia', there has been less attention to the plagiarism, pre-testing and conformity of assessment procedures with educational content. Using the approach of Russia in this field could have a significant effect on the assessment quality of Iran.

The purpose of this study was to investigate the relation between teachers’ concern toward information and communication technology and their usage levels according to Hall and Hord’s Concern Based Adoption Model. Research population was high school teachers in Isfahan city. The sample included 110 teachers selected by clustering random sampling method. The research method was correlation and descriptive. Research instruments were two questionnaires: A) Hall and Hord’s Concern Based Adoption Model, and B) Griffens’ and Cristinesen’s questionnaire for measuring usage levels. Data was analyzed by using correlation coefficient and regression analysis. Results indicated that there were positive relationships between information and communication technologies levels of use (non-use, orientation, preparation, mechanical use, routine, refinement, integration, and renewal) and stages of concern (awareness, informational, personal, management, consequence, collaboration, and refocusing). There was not a meaningful relationship between levels of use and management stage of concern.

The main purpose of the present article was to study the levels of using IT (information technology) by faculty members of governmental universities of Isfahan province according to the Concerned Based Adoption Model (CBAM). Another purpose of this study was comparing the levels of faculty member's computer usage by demographic information such as gender, academic majors, and the kind of university. The research was descriptive and correlation one. The research sample included 132 faculty members of Isfahan universities that were chosen randomly according to proportional categorizing method from Medicine and Industrial universities. The standardized questionnaire for measuring levels of computer usage in ducation was used to collect data. The analysis of data collected was done by using “t-test", "ANOVA" correlation, and correspondence tables. Results ndicated usage according to the CBAM (from readiness to normal level); 2) faculty members of Isfahan university compared to Medicine and Industrial universities, Humanities compared to other majors, and female compared to male faculty members were in the lower level of usage; 3) faculty members ge did not have significant relationship with the level of their IT usage.