فهرست مطالب seyyed kazem banihashem

Research shows that learning design and learning analytics together have a synergistic potential to promote learning. However, it is controversial how this synergy works. In this qualitative study, content analysis method was used to develop a constructivist learning design and learning analytics (CLDLA) model. For this purpose, 14 subject experts were selected through purposeful sampling method and were interviewed. The logic for selecting this number of experts was the theoretical saturation rule, which refers to the adequacy of collected data. The validity of the model was assessed by a survey of 20 subject experts. Research tools include an unstructured interview and the Model Validity Assessment Questionnaire. Data analysis was performed in three stages inlcudig open coding, axial coding, and selective coding. The results of data analysis led to the identification of components and the proposition of the CLDLA model. According to the results of this study, it is suggested to use the CLDLA model in the application of learning analytics in constructivist learning environments.

This study was conducted to study the effect of 5e teaching method on academic performance in two groups of students with high and low emotional intelligence. In this study, semi-experimental method was used with two experimental groups (high and low emotional intelligence) and two control groups (high and low emotional intelligence). Statistical population of this study consisted of all female students of the sixth grade in Sari, who was studying in 2017-2018 academic year. In this study, cluster sampling method was used to select samples. First, academic performance test was given to 307 students and among these students, 129 students who had low grade in academic performance were selected and emotional intelligence tests were performed for them. Then, 60 students who had received high and low scores in emotional intelligence were selected as a sample of research. 30 students in the experimental groups (15 students in high emotional intelligence group and 15 students in low emotional intelligence group) were trained by 5e teaching method, and 30 students in control groups (15 students in high emotional intelligence group and 15 students in low emotional intelligence group) were trained in the traditional way. Bar-An emotional intelligence questionnaire (1980) and Fam & Taylor academic performance (1999) were used in this study. The results showed that 5e teaching method was effective on academic performance of students with high emotional intelligence while, the results were not significant for the experimental group with low emotional intelligence. Based on the results, it is concluded that emotional intelligence plays a moderator role in terms of relationship between 5e teaching method and academic performance. So, it is recommended to teachers in order to improve the educational performance, consider emotional intelligence when they apply 5e teaching method in the class.

Studies have shown that there is a gap between theory and practice in the use of learning analytics in educational settings. Some researchers attribute this gap to not taking learning theories into consideration in the use of learning analytics in educational contexts. This study was conducted to address the role of learning theory in applying learning analytics in educational contexts. This is a qualitative study and the study design is content analysis. Thematic analysis was used as the research method. Data for this study was collected through an interview with 14 experts in the fields of learning analytics and learning theory who were selected purposefully. Theoretical saturation method was used to determine the sample size. Content analysis techniques were used to analyze data and content validity index (CVI) and Cohen’s kappa coefficient were performed to measure the validity and reliability of the findings. Data analysis was performed to identify three main roles for learning theory in learning analytics including underpinning role, guiding role, and sense-making role. The results suggest that first, learning theory should underlie learning analytics (where to begin). Second, application of learning analytics in educational settings should be guided by learning theory (what and how to do), and third, learning analytics’ reports should be interpreted based on the learning theory implications for education (answer to question why).

Context: Learning analytics is considered as the third wave in educational technology and it is a new and promising field of study. This study was conducted to clarify benefits and challenges of learning analytics in education.
Cooper’s systematic literature review was used as the research method. This method has five steps as follows: a) formulation of the problem, b) collection of data, c) evaluation of the appropriateness of the data, d) analysis and interpretation of relevant data, and e) organization and presentation of the results. Based on the study selection process, 36 articles were finally selected to be analyzed.
The results showed that ethics and privacy were one of the most important challenges of learning analytics in education along with the lack of attention to theoretical foundations and scope and quality of data. The results also showed that learning analytics could bring remarkable benefits for education, such as increased engagement of students, improvement of learning outcomes, identification of students at risk, providing real - time feedback, and personalization of learning.
Based on the results, it can be concluded that learning analytics offer new insights in education, however, there are ethical, educational, and technical issues in the use of learning analytics in education.

According to the UNESCO’s report, medial literacy and information literacy should be considered as the two main rights of human. UNESCO also pointed out that media literacy and information literacy play have the great importance in the twentieth century. Therefore, the aim of the current study was to Comparison and study of media literacy and information literacy among male and female students of Ardebil’s medical Science University. Survey-analytical method was used as the research method. Research tool included Ashrafirizi& et.al Questionnaire (2013). Validity was confirmed by experts in information science and knowledge science by 79/0 percent. Reliability of the questionnaire was achieved by Cronbach's alpha with 89/0 percent. The study population consisted of students of Ardebil’s medical Science University. In this study, stratified random sampling method was used and the sample size was 322 people, according to Cochran formula. Collected data was analyzed by descriptive statistics (frequency, percentage, mean and standard deviation) and inferential statistics of Tukey test and ANOVA. Result showed that the mean of media and information literacy among students of Ardebil’s Medical Sciences University was 3/45 ± 0/54 which is above average and relatively high. The results also showed that there was no significant relationship between degree usage of media literacy and information literacy with gender.

According to the connectivism learning theory, learning has a different form in the digital age compared to the industrial age, where traditional learning theories were applied. Thus, this study aimed at identifying and discovering implications of connectivism learning theory for distance education.
The present study was a qualitative research. Population of this study was all the documents that were published in Iran during 2007 and 2015. Based on this search, about 100 valid published academic materials including papers, books, websites, conferences, and other academic materials were recognized. Because of the large overlap of these materials, by using purposive sampling, 10 cases were selected as the research sample. In this study, Mayring’s deductive qualitative content analysis method was used to extract implications of connectivism learning theory for distance education. According to the deductive model of qualitative content analysis, research question was identified in the first step. In the second step, valid and relevant publications and texts were determined. In the third step, aspects of theoretical analysis and categories were defined. In the fourth step, encoding of analysis units was done to infer the subcategories. In the fifth step, the main categories were extracted based on their most consistency with the subcategories; and in the final step, results were interpreted and quantitative assessment (e.g., frequencies) was done.
The results of this study referred to 9 connectivism implications as follow: networked teacher, networked students, networked learning, ecosystem, information and knowledge stream, connection and interaction, pluralism, and value measuring.
Findings of this study may be useful and helpful for instructional and learning designers in e-learning environments.

Educational system has an important role in educating future community makers. One of the most important components of educational system which should be considered in the twenty-first century among future community makers is deep learning and creative thinking.
This paper aimed to design and implement a blending of problem solving instructional model with constructivist principles and the study of its effect on learning and creative thinking.
In this research, a quasi-experimental method (pretest and posttest design with control group) was used. Sample of this research was 30 students that were selected by using cluster sampling method. Data collection tools were included researcher-made learning test and Abedi creativity questionnaire, were used as a pretest and posttest. Experimental group was taught in 11 sessions, during 6 weeks by using combined problem solving instructional model with Constructivist principles and control group was taught by using traditional method. In order to analyze obtained data, descriptive statistics, consisting of mean and standard deviation, was used. Furthermore, inferential statistics, multivariable covariance plan and LSD follow up test was used.
The results showed that blending of problem solving instructional model with constructivist principles has a significant effect on learning (F=286.5, P=0.0001), fluency aspect of creative thinking (F=143.91, P=0.0001 ), flexibility aspect (F=15.59, P=0.001) and elaboration aspect of creative thinking (F=35.64, P=0.0001), but there was no meaningful effect on originality aspect of creative thinking.
According to the results, it could be said that by blending problem solving instructional model with constructivist principles, one can take advantage of both these approaches. Founding of this research was showed that this blending has a meaningful effect on learning and aspects of creative thinking (fluency, flexibility and elaboration) and there was no effect on originality aspect. Thus, this method can be used in classroom and school as an effective method.

Blended learning is a new paradigm of educational and learning system which has made an effective learning by integrating face to face learning with information and communication technologies. This study intended to investigate the effects of blended learning on students’ creativity. In this study, the quasi-experimental method with a control group was used. At the beginning of the term, creativity test was given to both groups (experimental and control) as a pre-test. Then, at the end of the term, creativity test was given again for both groups as a post-test. Finally, the data was analyzed by analysis of variance method (ANCOVA). The results showed that there is a significant difference between control group and experimental group. And, experimental group’s creativity was increased. According to the results, blended learning was considered as an effective component which could increase students’ creativity. Therefore, authorities and principals should take important measures to encourage using this model of learning.