جستجوی مقالات مرتبط با کلیدواژه « virtual education » در نشریات گروه « روانشناسی »

Traditional education transformation into virtual education has brought new challenges and opportunities at the social and technological levels. This study sought to analyze the challenges and opportunities of virtual education during the COVID-19 pandemic by examining the parents' experiences. The method of this research was qualitative with a phenomenological approach. Semi-structured interviews were utilized to gather data and continued until theoretical saturation was achieved. The target population included parents with at least one child participating in virtual education from March 2020 onwards. The sampling method was targeted approach and included 24 parents. Colaizzi’s method of data analysis was used and the data were coded in three stages: descriptive, interpretive and explanatory. Findings included two main or explanatory codes of “Damages and Threats with five interpretive codes” and “Consequences and Opportunities with three interpretive codes” derived from descriptive codes. The results showed that virtual education has created new challenges and opportunities at the social and technological levels and due to parents' prominent roles, it can help empower officials and decision makers to find appropriate solutions for obstacles parents and students encounter.

Assessment is an important issue in the education process that must be present in all stages of education, which include: initial assessment, formative assessment and final assessment. By selecting and adding virtual education learning tools and facilities to the teaching and learning process and turning it into an interactive and constructive educational activity, as well as using active learning environment design patterns such as 5E in schools, learning can be increased in students.

The purpose of this research is to design a learning environment for virtual education based on creative methods of assessment and to determine its impact on the learning of second grade elementary school students.

The current research design was carried out in two stages by using the combined or mixed research method. The first stage of the research was conducted using the content analysis method, using the literature of the virtual education learning environment based on the creative methods of measuring and learning students, along with the latest domestic and foreign written articles through databases. The second stage of the research was conducted using a quasi-experimental method in the form of a pre-test and post-test design with a control group. The statistical population of this research was elementary school students of Hefde district of Tehran. In this research, purposeful sampling was used. The sample of this research included sixth grade students of 17 Shahrivar primary school in the academic year of 1401-1402. The number of these students was 60, and in this research, they were randomly replaced in the test and control groups (30 people in each group).

The results show that the difference between the post-test scores in the two experimental and control groups is significant. The significance level of the findings is 95% confidence. In this research, creative and new measurement methods that have been less used so far were used in the design of the 5E learning environment and it was observed that these creative and new measurement methods have an effect on learning.

Therefore, the design of the learning environment based on creative assessment methods has an effect on learning and its dimensions, including involvement, exploration, explanation, expansion of the subject and reporting of the students of the second year of elementary school.

Virtual education is necessary and necessary for education, like face-to-face education. As the Corona crisis showed how virtual education becomes important in reality when face-to-face education faces a challenge. On the other hand, virtual education may receive more attention in the future. Based on this, it is necessary to pay attention to the empowerment of teachers; Therefore, the purpose of this research was to identify the effective factors on the virtual learning empowerment of primary school teachers in Sabzevar city.

The present research method was combined (qualitative-quantitative) and practical in terms of purpose. The population studied in the qualitative stage included Sabzevar education experts, and the researcher reached theoretical saturation after selecting 15 people, and the purposeful sampling method was used. Also, the statistical population of the research in the quantitative part included male and female teachers of primary schools in Sabzevar city in the academic year of 2013-2014, and 934 people were selected as the sample size by simple random sampling method. The research tool was semi-structured interviews in the qualitative part and researcher-made questionnaire in the quantitative part. Validity and reliability in both parts were examined by experts.

The factors affecting the empowerment of virtual education of primary teachers had 61 concepts, 22 factors and 10 categories. Categories and factors include: organizational support (organizational factors - structural requirements for teachers) organizational culture (structural factors - provision of individual needs by the organization) effective training in virtual networks (learning needs - learning effects) individual-social conditions (organizational process - individual and collective characteristics) Facilitating learning (comprehensive management - skill enhancement), mental-practical dimension (mental dimension - skill dimensions), obstacles to empowerment (middle-level problems - micro-level problems), internal-external factors (superior factors or outside the individual's control - exclusive factors) Problem solving (regular training for teachers - strategic changes - social development) has negative and destructive consequences (individual consequences - transpersonal consequences). There is a significant difference between the average of all factors and the average of the population. Also, the quantitative results showed that there is a significant difference between all factors (P<0.05).

Education experts and officials can design and implement programs for empowering the virtual education of elementary teachers according to the identified factors and categories and the introduced model.

virtual education is the intersection of distance education, computer-based education and internet technologies. The main purpose of this article was to identify and analyze the challenges of virtual education during the Covid-19 pandemic in the first secondary school.

The research method is mixed (qualitative-quantitative). To conduct this research, in addition to document study, thematic analysis technique with MAXQDA12 software was used. The statistical population consisted of all experts in the field of educational management and primary education and teachers with high experience and work experience in education, after conducting 15 theoretical saturation interviews, and in the quantitative part of the statistical population, all university experts and teachers included 21 people. Dimtel technique has been used to determine the effectiveness and effectiveness of virtual education threats and opportunities

Qualitative findings showed that 7 components were extracted for threats and 6 components for opportunities; Quantitative findings showed that the criteria of economic components, parental involvement, educational-emotional and cultural, reduction of time and distance, evaluation and feedback, infrastructures and educational opportunities are effective components respectively.

The components of economy, parental participation, educational-emotional and cultural, reduction of time and distance, evaluation and feedback, infrastructure and educational opportunities were the most effective. The components of preserving social and national resources, opportunities for evaluation and feedback, educational justice, attracting students, reducing costs, and learning quality are considered to be the most effective components, respectively.

The current research was conducted to identify the factors affecting parental involvement in blended learning environments. After determining the search strategies, related sources were perused in ProQuest, Eric, EBSCOhost and Google Scholar databases from 2015 to 2020. To maximize the relevance of the search algorithms, the determined keywords and all their possible combinations were used with OR and AND operators. Then, by using different methods of refining the databases and through utilizing inclusion and exclusion criteria of the study, the related sources were selected. The quality of the studies was assessed via STROBE checklist. Among 119 studies, 20 studies were identified and selected for the purpose of final analysis. The findings indicated that the main mechanisms of parental involvement including organizing, monitoring, motivating, instructing and management at home can be useful in blended learning environments and help students do their assignments. The results also demonstrated that: (a) schools with a blended learning approach to parental involvement mechanisms can integrate the Learning Management System (LMS) into schools through online technology; (b) there are links between parental involvement mechanisms and students’ achievement in blended learning environments at schools; however, more research is required; and (c) the present study offers specific suggestions for further research.

According to the current conditions of society, teachers need to use virtual space and their skills to communicate with students as best as possible. Therefore, the aim of the present study was to investigate the lived experiences of female primary school teachers of virtual education during the Corona epidemic. The present study was conducted in a qualitative manner using the phenomenological method. The research community included female teachers in Yazd province in the academic year of 2021-2022 and 12 participants were selected using a purposive sampling method. Semi-structured interviews continued with them until theoretical saturation. Data analysis was done by the Colaizzi method. After coding the interviews and categorizing the sub-themes which included 48 themes, 11 main themes such as interaction and compatibility with the virtual education environment, improving the quality of education through the facilities of the virtual environment, the obstacles in virtual education, the disruption of the discipline process in education, teacher-student interactive changes due to absence, changes created in students, teachers' worries and anxieties in the matter of education, teacher's actions and the resulting sense of sufficiency, role density and burnout resulting from it, support of the school staff and parents to the teacher, The interaction of parents (family) and teachers in the matter of education was achieved. The results showed that despite the new nature of virtual education and its difficulties and disadvantages, it also has advantages that most teachers believe will be very effective if virtual and face-to-face education can be integrated with each other.

People with attention deficit hyperactivity disorder are characterized by hyperactivity, impulsivity and inattention. The present study was conducted with the aim of the effectiveness of parent-child interaction therapy with virtual education method on the executive functions of students with hyperactivity and attention deficit disorder.

The research method was quasi-experimental, with a pre-test and post-test design with a control group. The statistical population of the study was all children aged 10 to 12 years in the 19th district of Tehran in 2021 who were suffering from hyperactivity and attention deficit. The sample size of 30 people was determined by the purposeful sampling method, this number of people was divided into two groups by the matching method, the number of each group was 15 people, and an experimental group received treatment based on parent-child interaction through virtual training. And the control group did not receive any treatment program. The research tool was the executive functions questionnaire of Gerard et al. (2000). The method of data analysis was univariate and multivariate covariance analysis and Spss.22 software.

The findings of the research showed that the treatment based on parent-child interaction with the virtual education method is effective on the executive functions of students with hyperactivity and attention deficit (p<0.05).

It can be concluded that the treatment based on parent-child interaction with the virtual education method can be effective in improving the executive functions of students with hyperactivity and attention deficit disorder.

The purpose of this study was to compare the effect of layer-by-layer, exploratory and online teaching methods in online virtual classes on mathematical academic achievement of elementary students. The research method was applied based on purpose and based on the method of data collection, quasi-experimental as pre-test-post-test. The statistical population included sixth grade male students in the primary school of Sanandaj who were studying in the academic year 2020-2021. The present study was conducted in coordination with three experienced teachers in three classes of 15 people, each of whom was in charge of a different teaching method. The number of teaching sessions was 8 sessions. SPSS software and analysis of covariance were used to analyze the data. The results show that the layer-by-layer teaching method has a higher average score (9.73, p<0.05) compared to the online and exploratory teaching methods. Accordingly, attention to new teaching methods, including the layer-by-layer teaching method, should be further studied and used.

The purpose of this study was to explain the correlation between virtual education and mobile learning on students\' academic self-disability during the Covid-19 pandemic period. The statistical population includes all primary school students in Zabol city. Using Cochran\'s formula and Morgan table and cluster random sampling method, 277 people were selected as the research sample. Data were collected using the Jones and Rudwalt (1982) Self-Disability Scale (1982), Mobile Learning Awareness Questionnaire and Virtual Learning Questionnaire. Finally, the data were analyzed using SPSS25. Virtual education has a positive and significant relationship. The intensity of this relationship is very strong and virtual education has the power to predict academic self-disability (P≥0.05). There is also no significant relationship between students\' academic self-disability and mobile learning, the intensity of this relationship is very strong and mobile learning does not have the power to predict academic self-disability (P <0.05). They are more likely to be academically disabled and therefore less inclined to participate in the classroom, so these students turn to the environment outside the classroom for fun, resulting in severe academic failure.

According to the UNESCO’s 2020 report on the state of education in different countries of the world due to the Covid-19 pandemic, more than 195 countries have been forced to stop their educational activities at different times, which is equivalent to 91% or 1.6 billion students. This study aimed to investigate the rate of students' learning through virtual education in the Covid-19 pandemic and compare it with face-to-face education.The study method was descriptive cross-sectional and the target population of all second to fourth year students of University of Sistan and Baluchestan in the year 1400 was over 15,000 subjects. 375 students (154 boys and 222 girls) were selected as the sample population using Singh and Masuku sample size determination table. A researcher-made questionnaire in a five-choice Likert scale was used to collect data. Statistical methods such as, paired and independent t-test, analysis of variance, and Bonferroni post hoc test were used for statistical analysis of data. The software used was SPSS21. The results showed that the effectiveness of face-to-face education in the field of cognition was relatively good (3.82±1.13) and concerning virtual education was relatively moderate (2.84±1.05). Also, the effectiveness of face-to-face classes in the emotional field has been relatively good (3.64±1.13) and concerning virtual education has been lower than average (2.84±1.05), and at the same time the effectiveness of face-to-face classes in the field of competence (social-communication skills) has been good (3.80±1.09) and in communication with e-learning has been below average (2.71±1.12). In all three domains of cognitive, emotional, social skills, a significant difference was observed at the level of P≤01 between the two educational approaches. The amount of students' academic activities during virtual education was relatively less compared to face-to-face education. Due to the unwanted experience of the Covid-19 pandemic, it seems that educational centers at all levels, especially higher education, should design and implement coherent and rapid measures and programs to familiarize students with information technology related to virtual education to make such a course effective.

The aim of this study was to investigate the effect of virtual education on students' moral judgment during the coronary heart disease epidemic. The research method was applied in terms of purpose and descriptive-correlation in terms of data collection method. The statistical population of the study included first and second year high school students, of which the sample size was considered using Morgan table and simple random sampling method. Data collection tools in this study were two questionnaires of virtual education of patriots and colleagues (2016), and the questionnaire of moral judgment of Sesinaha and Varma (1998). The validity of the instrument was analyzed and confirmed through apparent validity and content. Also, Cronbach's alpha was used to measure the reliability of the instrument, which was higher than 0.7 reported to indicate the reliability of the instrument. Data analysis was performed based on structural equation modeling. The results showed that virtual education has a significant effect on students' moral judgment during coronary heart disease.

As a result of the changes and developments in technology, the phenomenon of education has also gone out of its traditional form and has appeared in the form of distance education or electronic education. This research aims to validate the effectiveness of learning in the virtual education system of Bojnord universities.

This research was exploratory in the mixed-method research approach. The statistical population in the qualitative section is 18 faculty members and university lecturers from the universities of Khorasan provinces (Northern, Southern, and Razavi) who were selected in a purposeful and accessible manner. Statistical population of the quantitative part of the study included all academic staff members, faculty teachers, virtual education experts, and doctoral students of North Khorasan, South Khorasan, and Razavi universities were. The sample size was calculated based on Cochran's formula of 347 samples.

Based on the analysis of qualitative data obtained from exploratory interviews and coding and content analysis of the text of the interviews and, at the same time, their compliance with the theoretical foundations, and according to the opinion of the participants: The main categories and factors (dimensions) and sub-factors (components) influencing in increasing the effectiveness of virtual training can be classified into 5 categories or main dimensions and 40 sub-factors. The main effective dimensions are: From the administrative, administrative, and organizational factors of the university, the curriculum and educational design factors, the factors related to a professor's and comprehensive qualifications, the technological equipment and information technology infrastructure factor, and the cultural factors of virtual space. Finally, each identified component was examined through a questionnaire, and the results showed that the model has a good fit.

Therefore, it is strongly suggested that Azad University managers take the necessary measures and arrangements for students to access virtual platforms, high-speed internet, quality equipment, and update the equipment.

The global spread of COVID-19 has caused disruptions in many aspects of our lives. Education systems worldwide have changed dramatically. Numerous countries have encouraged schools to shift to e-learning and, as a result, parental involvement in their children’s education has changed. This study focused on mothers’ involvement in children’s education during the COVID-19 pandemic and probed their interpretations of e-learning. The study applied a qualitative approach based on grounded theory. The participants were selected by purposeful sampling method with convenience and snowball sampling techniques. Semi-structured interviews were conducted with 26 mothers aged 29-49 who had at least one primary school child. The data were analyzed using theoretical coding method at both open and axial levels and seven main categories were derived. These categories included: 1. Double mental stress, 2. Disruptions to daily routines, 3. The role of mother/teacher, 4. Homework obsession, 5. Students’ academic dissociation, 6. Breaking the virtual taboo, and 7. Having doubts about learning and assessment. In the conclusion part, the extracted categories and subcategories were discussed.

Undoubtedly, the corona epidemic caused a lot of changes in the daily life of people. With the use of electronic education, many of the limitations of education in the traditional way were removed. In fact, electronic education can be considered as an introduction to the realization of one of the aspects of human rights, which is the creation of equal educational opportunities for all. The research showed that the students were more skilled in using educational software than the teachers, and also based on this research, almost half of the schools did not have computer technicians, which indicated that the right conditions for using virtual education are not available. This method tried to use both types of methods at the same time and non-simultaneous in a combined way in order to create the best interaction with learners and increase the effectiveness of virtual education methods. Factors such as different structures of the educational management system, different tastes in text and content design, different test and evaluation methods, reduced physical communication between the teacher and the learner, as well as paying attention to the amount of investment on tools and infrastructures and the readiness of human resources to implement virtual education. Caused damage to the entry of electronic tools Because the tablet can be felt as an educational space. The present study is considered as applied research in terms of its purpose and as a qualitative research method (review). The statistical population of the current research was reliable sites (Erik, Iran Mag, Humanities Comprehensive Portal, etc.), articles, researches, and theses. The findings showed that virtual education as The effective element in education can increase the productivity of education and learning, public access, etc. by solving challenges, provided that it is paid attention to and with further investigations, a comprehensive model (virtual education governance model) for how to use it in Education should be developed.

Covid-19 pandemic conditions have affected various aspects of students' lives, One of the most important effects in the field of education is academic failure. In-depth and extensive research is needed to investigate the factors affecting academic failure in the Covid-19 pandemic. Therefore, the purpose of this study is to investigate the perceptions of high school students who have suffered quantitatively or qualitatively in the covid-19 pandemic than before. The method of this study is qualitative and with a descriptive phenomenological approach and semi-structured interviews have been used to collect data. Using criterion-based purposive sampling, after 10 interviews with eighth to eleventh-grade students in Mashhad in 1400, the results were saturated. An in-depth analysis of students' perspectives showed that various factors have influenced their academic failure during the pandemic. Which includes three axes: individual, environmental and educational. Individual focus includes distraction, nervousness, Depression, stress (psychological problems), Decreased quality of learning, motivation, cheating, poor reading, shortening of time (learning), And playfulness, electronic games, harmful information, and virtual. Environmental factors include school, recreation (uplifting environments) and family behavior, friends, and classmates (relatives). Educational factors include Internet problems, problems with educational software (educational platform), low quality of teaching, change in class hours, teacher disorder, and teacher non-response. It is recommended that those in charge of this matter try to improve the quality of education, improve the virtual education capability of teachers, take care of mental health and increase the skills of students to be more adaptable to these conditions.

Today, education has become an integral part of human life and every day with the advancement of new technology, new methods for providing education are emerging, including: \"Distance education, virtual education, e-learning\" and .. ..This study aims to compare the advantages and disadvantages of virtual and face-to-face education in a descriptive manner. This study was conducted using the keywords \"virtual education, traditional education, comparison of virtual and traditional education\" by searching Persian and Latin databases. In this research, first virtual education is defined, then the difference between virtual and electronic education. Advantages and disadvantages, necessities of virtual education, e-learning versus traditional education or face-to-face education and ...... The results of this study show that in our country in most educational organizations, there is no necessary infrastructure for virtual education and professors and students believe that virtual education along with traditional education will be effective.

The purpose of the current research was to analyze the lived experiences of teachers during the Corona era and provide a practical model for implementing the evaluation process in post-Corona combined education. In terms of purpose, the research was applied, and in terms of method, it was a qualitative study that was conducted in a phenomenological way. The statistical population included all the teachers of the first secondary schools of North Khorasan province, numbering 1478 people. In the current research, a purposeful snowball sampling method was used, and 20 people were selected as a statistical sample. Data were collected through semi-structured interviews. The data was analyzed using the Coley method. According to the results of the research, the opportunities of virtual education from the teachers' point of view are: teacher-oriented opportunities (improving media literacy and information knowledge, eliminating expensive traffic, teachers' efforts to make the teaching environment attractive and stimulating, raising the

The aim of this study was to investigate the lived experience of Guilan University students from virtual education during the Covid-19 epidemic. The method of the present study was qualitative descriptive phenomenology. Participants were 21 students who were selected through a purposeful sampling method and semi-structured interviews with them continued to the point of theoretical saturation. Interviews were analyzed using thematic analysis. The sub-themes obtained revolve around the two main themes of learners' mood (low productivity, lack of motivation, time constraints, experience, learning opportunities, comfort-seeking, psychological security, and stress) and learning context (low teaching quality, lack of variety of educational tools and Lack of face-to-face interaction with students and access). According to the main and sub-themes discovered in the research, it is suggested that the educational administrators of universities put these items on the agenda and provide methods to improve the learning and education of learners by designing methods to eliminate the shortcomings of this method.

In the current situation, due to the spread of the coronavirus, the use of virtual education has expanded. The aim of this study is to compare the learning motivation and academic procrastination of students with face-to-face and virtual education in an applied and quasi-experimental method. The study population is all primary school students in Somehsara, city, Iran in the first half of the academic year 1300-1400, from which 30 girls and 30 boys are selected by purposive sampling from rural areas. Data are collected through David Tuckman (2001), Academic Procrastination Questionnaire and Power, China and Objective Learning Motivation (2005). The results of analysis of covariance with spss-26 software show that the mean of both face-to-face and virtual groups in the pretest is equal. However, post-test type of training on learning motivation (F = 54.24) and procrastination (F = 42.44) is significant at the error level of less than 0.01. However, gender as a second independent variable and in interaction with the independent variable of education has no effect on academic motivation and academic procrastination. Based on these results, it can be said that although the use of virtual education is inevitable, but its long-term use reduces academic motivation and increases the procrastination of elementary school students.