soraya khazaei

Lack of physical presence in electronic environments is a challenge that includes effects such as the isolation of learners from the instructor and peers, a decreasing in academic satisfaction, and an increasing in school dropouts. A review of recent studies shows that the status of Shahid Beheshti University's e-learning center is not appropriate in terms of the sense of presence; therefore, it is necessary to considering the importance of examining the sense of presence and identifying the aforementioned challenges in order to reduce its adverse effects.

The present study is aimed of providing a model of the sense of presence in the learning management system of e-learning center’s Shahid Beheshti University.

This was a survey-based research. In the first phase, the statistical population included all professors and students of the e-learning center of Shahid Beheshti University and IT specialists in education, who were chosen through judgmental sampling method. In the second phase, the statistical population was the professors and specialists of e-learning courses and PHD candidates who were chosen through convenience sampling method. To collect data, it is used a researcher-made questionnaire tool which its validity was (85%) and its reliability was calculated through calculating Cronbach's alpha coefficient (0.90). At first, the data were analyzed through the one-sample t-test and then, used the AMOS software in the second step.

The results showed the average variables of sense of presence (2.416), educational presence (2.663), emotional presence (2.256), cognitive presence (2.263), learning presence (2.472), physical presence (2.340), autonomous presence (2.444) and aesthetic presence (2.319) obtained from the expected average (3) are lower; Therefore, according to the obtained t value and according to the significance level (p< 0.05), the average state of the sense of presence and its dimensions were significantly different from the expected average and were lower than expected. Also, in the second part, the confirmatory factor analysis showed that the identified dimensions included enough factor loading to anticipate the sense of presence in the LMS of Shahid Beheshti University. It didn’t remove the components that included factor loading higher than 0.70 and a significant level equal to p< 0/05 in the total model. Also, the indexes (GFI, NFI, CFI, IFI) with higher value than (0.085) showed that the developed model that related to sense of presence is appropriate in the E-learning environment. The value of RMSEA (0.083) showed the appropriate model Fit. In general, the results of indexes showed the appropriateness of the model.

Based on the results of this study, the average state of the sense of presence and its dimensions has a significant difference from the expected average and is lower than expected. This model showed that it can be a suitable model for creating a sense of presence and progress in electronic education. Also, conductiing the more studies with larger sample size could be helpful.

In the community of inquiry framework, effective learning particularly a higher level of learning depended on developing a community; however, some of the professionals asserted against the matter. So, the present study is aimed to examine the relationship between the community of inquiry framework and instructional experience in an E-learning environment through a meta-analysis method. The statistical population was all international and national studies that examined the relationship between the community of inquiry framework and instructional experience in an E-learning environment through casual and correlative methods. They are chosen 23 studies as samples based on inclusive and exclusive criteria and were analyzed by CMA2 software. Based on Cochran's C test and confidence interval and significant level (p<0.05), it can be said that the assumptions are approved and there are significant differences among effect sizes and it means variance in effect size. So, it has to use a mixed effect model to interpret the mixed effect size. The mixed effect size in the relationship between the community of inquiry framework and the instructional experience was 0.524 and with 0.95 confidence level, it can be ranged from 0.423 to 0.613. The interpretation of mixed size about Cohen's criteria is high. Also, the mixed effect size is significant based on z=38.219 and sig=0.000. So, the findings showed there is a significant relationship between the community of inquiry framework and instructional experience in an E-learning environment.

The aim of this research was to study the utilization of instructional scaffolding strategies and determining ther effectiveness on learning and achievement motivation of students with mathematics learning disabilities.In This study a pretest-post test quasi expenmental, including a used control group. Statistical universe in cludes all elementary fifth graders(boys) diagnosed With mathematics learning in academic year 96-97 and reforred to learning disabilities conter in khorramabad, receiving due interretions. Study sample consistes of 22 students with mathematics disabilities, elected through available sampling and randomy devided into control and experimental groups (n = 11 per group). in the section through learning teast structured by the researcher and also achievement motivation questionaire Hermence (1970) were used to collect data. In the process of implemention, the experimention group received 8 sessions training (45 minutes each), based on instructional scaffolding strategies, while control group not receive no intervention. The collected data was analyzed by using SPSS-V22 software and analysis of covariance. The result Covariance analysis indicated that syllabus based on structional scaffolding strategies was effect on the learning and achievement motivation, in the way that Lead to increased learning and achievement motivation of students with mathematics learning disability (P

The current study aims to peruse the effectiveness of teaching communicative skills through multimedia on the self-esteem of girl students with hearing problem. The research methodology is of semi empirical type and statistical population encompassed the whole girl students with hearing problem at sixth grade in Tehran city. With sampling method, thirty students were selected and randomly were divided into two groups: control and experiment. The tool for collecting data in this study was Kupper smith's self-esteem questionnaire. This scale has fifty eight questions in which fifty questions are evaluating the self-esteem and eight questions are lie detectors. Totally the fifty questions are divided into four subscales naming: total self-esteem, social self-esteem, family self-esteem and educational self-esteem. the grades are one and zero and the answers are whether yes or no. the experiment group was trained through multimedia software which is built by the researcher , and the control group was kept away from the independent variable . For checking the changes, first a pre-test was conducted on both groups. After the pre-test was conducted, the experiment group was exposed to independent variable and post test was conducted on both groups. Statistical approaches in two levels of descriptive (central and dispersal indexes) and deductive ( covariance' s single variable analysis )were used for analyzing the research's data. Generally the results showed that student's self esteem increased by teaching communicative skills by using multimedia.