فهرست مطالب rouhollah khodabandelou

Some people expect that the quality of teaching and learning will be improved by using technology, while empirical evidence has proven the opposite. But education is too complicated to improve its quality simply by employing new technologies. The purpose of this study is to investigate the barriers to the use of ICT in primary school in North Khorasan province in early 2021 academic years.

To do so, we used a mixed method. In the qualitative part of the study, interview questions were identified using scientific resources and focal group. Then, 14 primary teachers and experts, who had experience of working in a school with minimal ICT equipment were selected using purposeful sampling. The exclusion criterion was the subjects’ unwillingness to continue cooperation. The qualitative data were analyzed using Colaizzi method. Based on qualitative findings, a researcher-made questionnaire with 22 items and 6 subscales was developed. The validity of the questionnaire was confirmed by experts, and its reliability was obtained from 0.61 to 0.92 for its various parts. To ensure the accuracy of the questionnaire, we performed exploratory factor analysis and confirmatory factor analysis on the questionnaire. In the quantitative part of the study, the sample was randomly selected according to the size and access to technology in the classroom.

Quantitative analyses revealed that there was a negative association (r=-0.182; P=0.021) between the teaching-learning quality and the use of emerging technology. Regression test showed that the most important barrier to the ICT use in school was “Equipment and infrastructure” (β=-0.256; P<0.001) and then the “Budget and monetary resources” (β=-0.148; P=0.053), “Teachers’ self-confidence” (β=-0.119; P=0.137), and “Teachers’ knowledge and skill” (β=-0.058; P=0.473).

The quality of teaching and learning is not improved by the mere presence of ICT equipment. Based on the findings of the current study, if the managers intend to remove the obstacles related to the integration of ICT in education, they have to provide sufficient “Equipment and infrastructure” and “Budget and monetary resources”, and plan for improving “Teachers’ selfconfidence” and “Teachers’ knowledge and skill”.

The purpose is to provide a comprehensive overview of the current state of research in the field of flipped learning and classroom. It is a science metrics attempt to extract and analyze bibliographic networks based on the international scientific indexing (ISI)

Systematic search technique was applied: A set of scientific productions indexed in the field of flipped learning and classroom between 1990 and 2018 extracted from the Web of Science Database (3259 records). VOS viewer software was used to analyze bibliographic networks using data mining technique. Text mining techniques were implemented on keywords, titles, and abstracts in order to network scientific graphs.

Analyzes of published scientific product collections by year, Universities and institutions of higher education and countries are revealed in tables. Bibliographic networking techniques have been applied to countries and Universities to identify the extent of their contribution to science production. The findings of this study were also used to evaluate the quality of scientific output through the number of citations.

Flipped learning is a new educational topic which its significance to other subjects has not been explored nor its various dimensions have been sufficiently and effectively researched.

Strategy development has traditionally been an exclusive and secretive matter. However, some organizations have recently used IT to enable openness for making a strategy. The aim of this paper was to research the trends of open strategy by applying bibliometric mapping. The method involves identifying open strategy-related documents, including a sample of 1717 existing documents from 2000 to 2016. Major trends in open strategy research literature including variations across publication years, identifying active research areas, co-authorship collaboration, and contribution of different countries were explored. The results indicated that the use of open strategy concept is growing in strategic management, despite the initial nature of strategy making. Based on the results and according to the amount of published documents, the most productive year has been 2015.

Preschool education is one of the basic foundations of any system and educational system. In all educational systems, this section has raised serious questions and challenges from public education. The question of goals, type and quality of training programs is one of these challenges. The importance and necessity of professional development to such an extent that it improves the performance of the teacher and the child's learning. In this article, research has been conducted over the past 36 years (from 1980 to 2016) on the development of vocational education in preschool and adolescent education indexed in the ISI database. A total of 917 articles and records were analyzed using a social network analysis and bibliographic review to identify existing trends and provide guidance for future research. Also, trends such as the countries with the most articles, universities and institutes producing articles in this area, covered areas and other trends were examined. An analysis of social networks was done using Wizard software. The research findings showed that five of the top five universities in the field of interaction in online learning environments, four of which are in Asia, and the first university in the United States is the University of Indiana, ranked sixth in the largest universities Science production. But in sum, the United States has the largest share in science production in most disciplines.

This article highlights the significance and implementation mechanism of instructional games as one of the educational tools and an active and effective teaching method. It also investigates theoretical framework of instructional games in order to use in educational settings. Moreover, this study reviews different domains of learning (cognitive, affective and psychomotor) and highlights the importance of using theses aspects by giving examples in Accounting Education. This study reviewed the background of using game as a simulation in accounting education. The results of the study showed that the first instructional game used in the academic setting was an accounting game. In addition, the findings showed that instructional games and simulations, affect on the students learning and performance in the all accounting education disciplines including Introductory Accounting, Industrial & Managerial Accounting, Governmental Accounting, Accounting Information Systems, Auditing and Ethics in Accounting. The findings also showed the Gap of using instructional games and simulations in teaching accounting in Iran.

Educational research is one of the fundamental infrastructure factors that improve sustainable development of a country. The aim of this mixed method study was to explore research trends by employing scintiometric approach in order to visualize and structure Iranian educational research litrature. Based on the bibliometric technique, all 3,812 existing documents from 2000 to 2018 are investigated. Additionally, we employ bibliometric analyses on a sample of 100 most cited papers to identify articles of higher quality or impact. Major trends in Iranian educational research literature which have been investigated including variations across publication years, identifying active research areas, and the most prolific authors. The results of the thematic analysis showed that educational psychology in the schools, technology based research in higher education, improvement in language learning and micro view to teaching and learning are valuable Iranian educational research themes. Implications for research institutions, education policy makers, and educational researchers are discussed

The initial proposed the Community of Inquiry (COI) framework suggests social presence, teaching presence, and cognitive presence are essential dimensions to promote successful learning experiences in higher education blended learning environments. As educational model the community of inquiry and its dimensions help educators to apply the findings of the research in practice. The objective of this quantitative study was to explore the relationship between three dimensions of community of inquiry and perceived learning among higher education students in a blended learning environment of Malaysian university. Descriptive method was the nature of this study. 150 blended learning higher education students were chosen through convenience sampling and surveyed. Two questionnaires were used to test the degree of students’ perceived learning and the components of the community of inquiry model. The results of the study showed that there is statistically significant relationship between three dimension of community of inquiry and perceived learning. Moreover, the cognitive component is more predict the students’ perceived learning.