جستجوی مقالات مرتبط با کلیدواژه « آموزش مجازی » در نشریات گروه « علوم تربیتی »

With the onset of the COVID-19 pandemic and the subsequent shift to virtual learning, educational oversight methods were inevitably compelled to transition to the digital realm. Educational supervisors gained novel experiences in oversight during this period. Following the reopening of schools, the necessity of leveraging the insights from this type of supervision and effectively integrating it with face-to-face oversight became increasingly apparent. The objective of this qualitative study, utilizing Strauss and Corbin's grounded theory systematic approach, was to design a process for conducting combined educational supervision, that is, a blend of in-person and virtual oversight. The research field comprised educational supervisors in Kurdistan Province, including subject coordinators, mentors, assistant principals, and school principals, who had undertaken supervisory roles both in-person and virtually between 2019 and 2023. Purposeful sampling with a theoretical approach was employed. Data was collected through semi-structured interviews. The sampling process and interviews continued until theoretical saturation was achieved, resulting in interviews with sixteen educational supervisors. Through data analysis and the coding process, the central phenomenon of "development based on the modernization of educational supervision" was extracted. This innovative supervisory approach, leveraging modern technologies, has not only empowered supervisors and teachers but has also enhanced the flexibility of supervisory processes, increased supervisors' understanding of classroom processes, and deepened the connection between teachers and supervisors. The findings of the study indicate that combining in-person and virtual methods, by reducing the artificiality of teaching during supervision, helps supervisors gain a deeper understanding of classroom realities and develop more precise plans for teachers' professional development.

Given the global experience of the COVID-19 pandemic, educational systems worldwide have transformed in recent years with the emergence and expansion of hybrid learning alongside traditional and virtual learning. Accordingly, this study aimed to qualitatively elucidate the aspects of expanding virtual education in primary education and to design a hybrid learning model, seeking answers to the following questions: According to teachers, parents, and primary school principals and vice-principals, what factors affect the quality retention of virtual education opportunities and the transition to hybrid education? What factors play contextual and intervening roles? What are the strategies and consequences of implementing these strategies to achieve the central phenomenon of developing hybrid education? Research

This qualitative study used a grounded theory approach based on the causal paradigm model. Data were collected using structured interviews and focus group discussions and were analyzed using Corbin and Strauss's systematic approach. Participants included two groups: teachers, school staff, and parents, who had at least one year of virtual teaching and activity in the second stage of primary school during the COVID-19 era. From the volunteer parents, contact was made with 22 parents, of whom 12 were unable to participate in the study due to their or their family's illness with COVID-19 or due to life and work commitments. Ultimately, eight parents participated in focus group sessions, and two parents were interviewed semistructurally by phone. Parent focus group sessions were held in two 90-minute sessions, one in person and one virtual. The researchers then formed a focus group of teachers, in March 2021 to gather new experiences from teachers and parents in the second year of virtual education, six months into the academic year. Both sessions were held in person and virtually. The in-person session lasted 180 minutes, while the virtual session lasted 75 minutes, with education experts and teachers in attendance. The organization of focus groups and interviews continued until theoretical data saturation was achieved after four focus group sessions with teachers and mothers and eight qualitative interviews, which took nine months to reach theoretical saturation.

The data collected from the interview texts were analyzed using the MaxQDA software for greater accuracy and speed of data analysis. Initially, open coding was performed, then primary concepts and core codes were extracted by aligning the initial codes, and finally, the main categories were formed in selective coding from the relationship between the core codes of the previous stage. From the systematic analysis of the interview data, 833 open codes and 192 primary concepts (core codes) were extracted. Of these, six main categories were identified as causal factors that participants considered to affect the retention of virtual education opportunities and the transition toward hybrid education. According to the study's participant groups, professional, skill, organizational, human-communication, and family factors were identified as intervening conditions in maintaining and expanding virtual education opportunities toward hybrid education. Infrastructure and socioeconomic factors formed the contextual conditions. The central phenomenon in this study is the retention and expansion of virtual education opportunities towards hybrid education in primary school. Strategies, actions, or counteractions taken to control, manage, confront, and respond to the central phenomenon were also identifed.

This research aimed to design and present a developmental model for maintaining and expanding virtual education opportunities toward hybrid education in primary school. In this study, five key strategies were mentioned by participants for expanding and utilizing hybrid education while preserving the advantages of traditional and virtual education: 1- Infrastructural and technological development; 2- Training of hybrid teachers; 3- Proficiency enhancement in class management and hybrid education design; 4- Improving technological and media literacy of parents and students; and 5- Enriching hybrid education with human communication. Practical suggestions from this study include designing and implementing special educational programs and packages for teachers and school staff that help improve their communication, educational, and technological competencies. The primary goal of these programs is to encourage teachers not to limit themselves to reproducing the traditional face-to-face instructional model in virtual and hybrid education and to apply educational innovations in line with the new educational scenario based on their acquired competencies. Additionally, designing and implementing programs, educational packages, courses, and group sessions specifically for parents can help improve their communication, educational, and technological competencies. These actions aim to create opportunities for active and effective parental involvement in their children's academic progress and constructive interaction with schools and teachers in the new hybrid education scenario.

The use of virtual education and digital tools in the teaching process does not automatically lead to the success of university education systems or the realization of educational goals; rather, it is the effective use of these tools that contributes to professors' effective teaching. Defining and measuring effective teaching is not an easy task because effective teaching requires two-way communication between the learner and the instructor. In order to teach, the instructor first pays attention to students' individual characteristics and growth levels, and accordingly, adopts teaching strategies. The literature review showed that higher education professors play a key role in the effectiveness of their teaching in the virtual space. This key role is initially observed by paying attention to students' wants and needs, and then by having knowledge of electronic tools and creating content. Therefore, examining university professors' opinions about the characteristics of effective teaching in virtual education is of paramount importance. Given professors' key role in holding virtual classes and their knowledge and understanding of the dimensions and components of effective teaching in virtual space, this study aims to identify the dimensions and skills necessary for effective teaching in virtual education based on the opinions of Tehran University professors.

The qualitative research approach with a descriptive phenomenological method was selected for this study. Accordingly, the data were collected and analyzed using the Giorgi method, a criterion-based purposeful sampling method, and semi-structured interviews with eighteen participants. Giorgi analysis is a precise, clear, and step-by-step method that has five steps: familiarization with the data, identification of semantic units, regrouping of semantic units into clusters, conversion of semantic units into descriptive expressions, and combining and integrating them. To improve the credibility of the study, member checking, peer debriefing, external audit, thick description, and prolonged engagement were employed.

The results of this study led to the identification and classification of four dimensions and twenty-one components to measure effective virtual teaching in universities. These include: 1) the individual dimension (with four components: a- the role of developers, b- the role of professors and their personality traits, c- the role of students and their personality traits, and d- individuals' professional development), 2) the skills, competencies, and abilities dimension (with eleven components: a- pedagogical skills of education, bteaching skills, c- developing skills, d- knowledge of using electronic content, etechnology skills, f- professors' specialized competence and ability, gcommunication skills, h- the skill of developing students' participation, ipsychological skills, j- the skill and ability to relate course materials to the needs of society and the market; the link between theory and practice, k- the ability to evaluate students in a virtual environment, k- classroom management skills), 3) the infrastructure, equipment, and facilities dimension (with two components: aprofessors' and students' lack of access to digital tools and b- high-speed, stable Internet), and 4) contextual factors in effective teaching (including four components: a- the timing of classes, b- the role of the family, c- rules and regulations, and d- attention to professors' and students' physical and mental health).

The findings emphasized the differences between the virtual platform and the face-to-face platform, the redefinition of the roles of developers, professors, and students in the virtual space, professors' and students' personality traits, the importance of professors' skills, competencies, and abilities, as well as the significance of infrastructure, equipment, facilities, and contextual factors. According to the results, it is suggested that professors use self-directed learning methods and professional learning groups based on cooperation and learning communities to improve their abilities in digital skills, digital literacy, digital thinking, technology, content production, and platform usage. Furthermore, in their teaching in virtual classes, professors should pay attention to creative communication and interactive methods, as well as the use of technological capacities to create psychological actions, especially enhancing learning motivation. They should also utilize digital facilities to provide feedback and assign various tasks to their students.

The purpose of the present study was to investigate the mediating role of computer anxiety in the relationship between self-efficacy and academic performance of 7-12-year-old students in virtual education.

The current research was applied in terms of objective, in terms of descriptive-correlation method and in terms of data collection quantitatively with standard tools. The statistical population of the research was the parents of 7-12-year-old students (first to sixth grade) of non-profit schools in Isfahan city in the academic year of 2022-23. In order to collect data, Iraola-Real et al.'s Virtual Academic Performance Questionnaire (2023), Murphy et al.'s Computer Self-Efficacy Questionnaire (1989), and Haynes' Computer Anxiety Questionnaire (1987) were used. To analyze the data, Pearson's correlation coefficient, regression and path analysis were used in SPSS and AMOS software.

What emerged from the findings was that there was a positive correlation between the studied variables (P<0.05) and the ability to predict academic performance for both groups of students regarding computer self-efficacy was higher than computer anxiety (0.66 vs. -0.30 for boys and 0.76 vs. -0.29 for girls) and if we assume computer anxiety as a mediating variable, this variable can play a mediating role in the relationship between computer self-efficacy and academic performance by 31% (P <0.05).

Given that in today's conditions, digital technology has become ubiquitous and has occupied most aspects of life and education; The use of technological resources is fixed; Therefore, the ability to use them is essential. Therefore, it is suggested to pay attention to this category in the future in the case of possible virtualization of classrooms in the academic counseling provided in schools

The internship period is one of the most important parts of studying at Farhangian University; However, due to the corona virus, doing an internship in the virtual platform brought challenges that are very important to identify for the post-corona era. The qualitative phase was conducted through semi-structured interviews with professors and student teachers, which were extracted after coding the data.The components of qualitative phase became the basis for building a 52-question questionnaire for the implementation of the quantitative phase, and its reliability was calculated as 0.965 based on Cronbach's alpha using Spss 25 statistical software. In quantitative phase, the statistical population of the research includes all student teachers of Farhangian University who are undergoing an internship, of which 346 students were selected using stratified random sampling. Data analysis was done with statistical software Spss version 25 and Kolmogorov-Smirnov, binomial and Friedman tests.The findings indicate that the main harms of virtual internship in the present study are: low scientific-professional ability of some mentor teachers in the implementation of virtual internship,, low cooperation of school officials, guidance teachers and the offices of the place of service with the student intern, lack of full familiarity of the student teachers with the internship course,

The aim of this research was to investigate the challenges and opportunities of virtual education from the viewpoint of student teachers of Farhangian University. the method of qualitative content analysis with inductive approach was used. The research community included all student teachers of Farhangian University of Kurdistan province, including 1245 male and 491 female students (academic year of 2021-2022) as well as written scientific resources in reliable databases from 2019 to 2022. The sampling method of student teachers was purposeful and based on reaching theoretical saturation. For the sampling of scientific sources, those sources that were more related to the research topic were selected purposefully. The data was analyzed and coded by inductive content analysis and finally the challenges of virtual education in the five final categories: 1) intrapersonal challenges, 2) extrapersonal challenges, 3) challenges related to the university, 4) educational challenges, 5) challenges related to educators were extracted. Opportunities of virtual education too were extracted into four final categories: 1) personal opportunities, 2) organizational opportunities, 3) educational opportunities, 4) formation of learning communities. So, it is recommended to be considered the practical suggestions presented in order to facilitate the management of the university's virtual education in the future.

In the last few years,, educational planning in universities, especially in the exceptional circumstances of Corona, has faced the authorities, families, and students with many contradictions, and students as academics acting have shown different reactions to it. The basic questions of the article are what educational strategies are appropriate in alternative and post-corona conditions? And what problems do students face in virtual education? The purpose of this article is the qualitative study of the university in the situation of Corona and the symbolic expansion of the educational policy of the university in the post-corona era. In this study, a qualitative approach, thematic analysis method, semi-structured interviews, and purposeful sampling were used. According to the logic of theoretical saturation, 35 students of Guilan University were interviewed individually. The findings of the research show that regarding the educational planning of the university in post-corona conditions, three types of strategies can be observed in the studied students, including face-to-face, virtual, and combined, and most of them are placed in face-to-face and combined types of education. The supporters of the strategy of “face-to-face training” or “metaphysics of presence” in the university in terms of individual characteristics are mostly native, single, studying, and unemployed students. Opponents of the strategy of “face-to-face training” or “Proponents of virtual education” in the university are mostly married students, mothers, working people, non-native students, students who are less interested in studying, and weak and physically disabled students. Supporters of combined education strategy (face-to-face and virtual) on the one hand, often want face-to-face training in practical, laboratory, and specialized courses, and on the other hand, they want virtual training in general courses. From the findings of the research, it can be concluded that integrated education has many facilities and capacities in the field of teaching-learning and taking into account the hardware and software facilities, the type of university, the differences and individual characteristics of students and local requirements, regional and cultural is suitable for educational policy- makers in the alternative, similar, post-modern and post-corona era

Formal and face-to-face education in situations that face sudden changes can create consequences for the education system according to various conditions. One of the sudden changes in recent years was the spread of the Corona virus and as a result the virtualization of formal education. Formal education requires serious requirements to be able to efficiently realize the socialization of students. In this research, the issue of socialization of students in virtual education was considered. In this regard, the grounded theory method was used. The city of Yasouj, the capital of Kohgiluyeh and Boyer Ahmad provinces, was chosen as the research field. In order to gain a rich understanding of the changes that have taken place, we conducted in-depth interviews with students. Sampling continued until the theoretical saturation stage was reached and finally an in-depth interview was conducted with 21 students. For data analysis, open, selective and central three-stage coding was used. From the analysis of interviews with students, 14 categories and 109 codes were obtained. "Insufficient socialization" was also chosen as the core category. The changing shape of the educational system, the evolved human relations and the problem of free time were the reasons for insufficient socialization. Two intervening conditions, called students' mental-psychological conditions and family interaction and education, and two contextual conditions of insufficient infrastructure and inequality were also extracted. In this situation, students engage in two acts of loitering and loitering. Problematization of the student's role, decline in the quality of education, spread of social harms and virtual opportunities as consequences of insufficient socialization were extracted from the interviews with students.

The purpose of this research was to investigate the effectiveness of virtual education of physics concepts (such as temperature and heat) with a cognitive approach on the academic achievement, cognitive levels of learning, and learning strategies of students. It was a quantitative research with quasi-experimental pre-test-post-test design with two control and experimental groups. The research population included all male students in the 10th year of the experimental sciences field in Mashhad normal schools in the academic year 1400-1401. The research sample consisted of 67 students who were selected by multi-stage cluster sampling. To measure academic achievement, a researcher-made test was used, and to measure the cognitive learning strategies, the standard questionnaire of learning motivational strategies (Pentrich and DeGroot,1990) was used. Physics virtual education with a cognitive approach was provided for 8 sessions of 90 minutes for the experimental group, and the control group was subjected to conventional virtual education. To check the reliability of the researcher-made academic achievement test and the standard questionnaire of motivational learning strategies, Cronbach's alpha coefficient was computed as 0.74 and 0.76, respectively. To analyze the data, descriptive statistics, Kolmogorov-Smirnov test, and inferential analysis of covariance were used. The results showed the effectiveness of this educational approach in improving learning, academic achievement and strengthening the learning strategies of students. Based on the findings, it can be said that teaching with a cognitive approach facilitates the formation process of knowledge structure in learners and increases their understanding of educational concepts.

The purpose of current research was to evaluate the teaching and learning process of virtual learning based on Tyler's model in Fars province elementary schools. The method was a descriptive survey. The statistical population included elementary school teachers of Fars province, of which 191 were selected by random sampling. The measuring tool was a 47-item researcher-made questionnaire. Content validity based on the CVR index for the objective component 0.77, content component 0.95, teaching-learning strategies component 0.94, evaluation component 0.98. And the total score is 0.91. Also, the composite reliability values and the average variance extracted showed that the tool has construct validity. The reliability of the tool was also obtained based on Cronbach's alpha of 0.99. The test used was T-Test. The results showed that the quality of learning in the objective component and teaching-learning strategies in the management of virtual education processes is not in a favorable condition. The quality of the content in managing the learning processes of virtual learning based on Tyler's model is in a favorable condition. Also, the results indicated that the evaluation quality is in an average state. Based on the results of the research, it can be said that the education system of Iran should strengthen the required platforms in order to improve virtual learning.

Content analysis is one of the documentary and covert methods that deals with the systematic, objective, quantitative and generalizable examination of the communication messages in the text and as a result does not enter into the interpretation and semiotics of the message content.The purpose of the present research is to evaluate the third-grade Persian textbook of 2018-2019 based on the Clouse method and assess the degree of adherence of its content to the principles of planning in setting the structure. The case study was the third-grade Persian book, a random sample of 26 third-grade elementary school students in Shiraz city was selected to implement the cloze method. A researcher-made test was used to collect information. The analysis of the information showed that the content of the material is self-learning and independent. So it is suggested that the teachers use the students' abilities in teaching this lesson in the virtual education or teaching in multi-grade schools and focus more on other lessons.

The Corona epidemic was initially considered a problem in the health field, but it suddenly covered all the different fields of the world. In the meantime, one of the fields that underwent a great transformation was education. The current research seeks to identify and categorize the dimensions of the challenges of education in the era of Corona in primary school. It is practical in terms of purpose, descriptive in terms of data collection, and qualitative of phenomenological type in terms of nature of the data which was done using the exploratory strategy. The statistical population was the teachers, parents and students of Saleh Abad city and its villages, who were selected for the interview using the non-random sampling method and according to the rule of saturation and maximum diversity (10 teachers, 10 parents and 10 students). A semi-structured interview was used to collect data. To validate the qualitative data, the participant review method was used. The information was coded using maxqda software version 2020 and by thematic analysis method. By analyzing the themes of virtual education, problems were identified in "physical","psychological","educational"and"infrastructural" fields. The analyzes showed that due to the lack of a suitable platform, especially in the deprived areas of the country, and the physical and psychological conditions of the students in the elementary level, the implementation of virtual education in the context of the Shad network and radio and television has problems such as academic failure, lack of sleep, lack of motivation, excessive fatigue, dry atmosphere and boring education, dropping out of school, failure to observe course budgeting, inefficient evaluation, failure to fully teach courses, inability to recognize students, anxiety and stress, aggressiveness, dependence on virtual space and inactivity created for teachers, students and their parents, which by reforming the virtual education method can help reduce these problems and increase the benefit of this type of education.

The present study was conducted with the aim of analyzing the work adjustment process of elementary teachers during the Coronavirus pandemic period. To conduct this research, a qualitative approach and the method of grounded theory based on the systematic design of Strauss and Corbin (2015) were used. The field of research included all elementary teachers in Qeshm who were selected 18 of participants by theoretical and convenience sampling in the findings. Research tool was a semi-structured interview and for the data analysis the three stages, open coding, axial coding and selective coding were used. In order to get assured of the validity of the data, the four criteria of Lincoln and Guba including: credibility, dependability, confirmability and transferability were used. The theory derived from the findings was created around the category of "incompatible orientations of beneficiaries". According to the findings, the incompatible orientations of beneficiaries towards virtual education are not mainly related to its nature and functions, but are more influenced by the conditions and context of providing virtual education. In such a way that most of the teachers have taken contradictory measures to adapt themselves to virtual education.

The present study was conducted to investigate the effect of gamification on the academic motivation and academic performance of first-graders in virtual classes. Study design was quasi-experimental with pretest-post-test and a control group. The study population consisted of all first grade students in Khomein, Markazi Province, Iran, of whom 30 female students were selected by convenience sampling. Harter's academic motivation scale (1980) and academic performance researcher-made test were used to collect data. Reliability of the researcher-made test for academic performance was calculated as 0.722 using the Kuder-Richardson Formula 20. The course was run for 10 sessions in Shad software. Covariance analysis was run for inferential analysis of the data. The results showed that gamification of virtual classes had a significant effect on the academic motivation and academic performance of students. It is therefore recommended to use the principles of gamification for the virtual teaching of elementary courses.

The main goal of this research was to investigate the strengths and weaknesses of descriptive evaluation in virtual education from the perspective of elementary teachers in Mazandaran province. The most important process in any educational system is evaluation. Because it helps the teacher and the student to reach the educational goals with confidence, and by showing the strengths and weaknesses of the teaching and learning processes, it provides the tools for correcting and improving them in time. Descriptive type of evaluation is one of the important pillars of educational changes, because due to the importance of the elementary school, the need for a creativity-oriented evaluation system, which focuses on assignments and activities, seems mandatory, so that positive feedback can be provided to students. In the meantime, due to the restrictions caused by the Covid-19 pandemic, virtual education is proposed as one of the important applications of new information and communication technology in Iran and many countries of the world, especially in the primary period. Extensive activities were started in this field. Distance education (online education) has been one of the most prominent changes required by schools in this era. Because these critical conditions in the vital matters of education have required teachers and students to quickly adapt themselves to distance education, and in this way, changes in the type of teaching, the learning process, and especially the evaluation method were achieved (Bubb & Jones, 2020; Hassani, Gholam Azad & Naveedi, 2022; Kim & Asbury, 2020). Apart from the favorable points of the virtual education process in advancing the learning process, in the pandemic situation, voice messages in virtual groups, online surveys, discussion boards and chat boxes have become the main components of descriptive evaluation in the virtual classroom. However, the resulting weaknesses are significant. Among the biggest problems of teaching and learning in virtual education, we can point out the lack of an efficient way for learners to measure their progress and the poor quality of this type of evaluation by teachers (Moss et al, 2020; Folkman, Josefsson & Fjetland, 2023). It seems that this plan is far from its ideal state and has not been able to achieve the specified goals and there is a lot of dissatisfaction among the implementers of this plan. For example, the objectives of the plan are not clear, the interpretation of information in the form of scales is difficult and tasteful. Confusion of students in entering higher grades and lack of evaluation and feedback from teachers during and at the end of the year. An example of the challenges and problems in this approach is descriptive-qualitative evaluation, especially in online and remote conditions. (Khazai, Golamhosseini Frieze Handi & Samadi, 2017).Although there are different theories regarding the strengths and weaknesses of qualitative and descriptive evaluation in education, and of course, most of the literature is related to descriptive evaluation in face-to-face education. The experience of expert teachers in this field should be carefully examined.In this regard, the present research intends to examine the following questions:1- What are the strengths of descriptive evaluation in virtual education from the perspective of primary teachers?2- From the point of view of elementary teachers, what are the weaknesses of descriptive evaluation in the course of virtual education?The current research design is combined (exploratory-sequential) and two phenomenological and descriptive survey methods have been used. The participants of the qualitative part included descriptive evaluation teachers, leaders, heads of educational groups and primary teachers, data collection reached theoretical saturation through semi-structured interviews with 16 of them. The analysis method in the qualitative part was thematic analysis (comprehensive, organizing and basic). In the qualitative part, the results were identified and classified in the form of two comprehensive themes, 6 organizing themes and 44 basic themes. In the quantitative part, the statistical population included all the primary teachers of Mazandaran province in the number of 9464 people. The statistical sample was estimated to be 370 people using Morgan's table. The data collection tool was a researcher-made questionnaire and it was analyzed using exploratory factor analysis with the help of SPSS software. In the quantitative part, the strengths include: increasing psychological capital and collaboration (10 items) and improving the learning flow (7 items) and the weaknesses include: weak interaction (10 items), structural weakness (6 items), educational weakness (7 items), weak data collection and evaluation (4 items) were identified. Descriptive evaluation in the virtual environment has significant weaknesses in addition to its strengths. Neglecting them will cause serious damages in the primary education system.The findings of this research show, on the one hand, that descriptive evaluation in virtual learning environments has facilities and capabilities that can be used to use effective methods and strategies to evaluate students' learning and this in Meanwhile, the usability of these facilities and tools is very important for teachers and students, as well as the validity of the evaluation results. They mean the facilities that according to today's conditions in terms of speed, bandwidth, hardware facilities of students and teachers are compatible with them. But on the other hand, the inefficiency of the descriptive evaluation system in virtual education has occurred more than before in this research. It seems that descriptive evaluation in the virtual classroom has many weaknesses and cannot fully consider all aspects of the evaluation. The reason for the failure in collecting information, processing it, etc. has caused a dull atmosphere. It is clear that the successful implementation of the descriptive evaluation program in virtual education is dependent on the observance of various and numerous pre-requisites and facilities, the lack of attention to the observance of these pre-requisites will reduce its effectiveness and cause many damages to the primary education system. will be. According to the discovery of a reality related to the emergence of a wide range of mental and physical pressure on elementary teachers, it is necessary to conduct independent and comprehensive research on the manner, extent and process of the formation of this space in order to prevent the escalation of this problem and its subsequent consequences. on the teachers, and solutions should be considered to reduce this pressure and improve the conditions of the teachers. It is suggested that in order to carry out a better and more complete descriptive evaluation, the officials of the Iranian educational system should include integrated education (in-person-virtual education) in their agenda

In the present study attempts are made to investigate the effect of interactive AR-based education on biology education. The study is actually conducted using a quasi-experimental pre-test-post-test design in which both control and experimental groups are subjected to retention test. A sample of 54 students of Shahed school selected from the population (11th grade female students of experimental sciences in Pakdasht city), were randomly assigned to control and experimental groups. The control the experimental groups was trained traditionally and using the AR technology respectivelly. Research questionnaires include Kolb'd Learning Style Inventory (LSI) and researcher-made learning-retention evaluation questionnaire. In control and experimental groups, the difference between pre-test and post-test scores was significant and the higher mean score of the experimental group distinguished it as the better learning group; However, the non-significance of the difference between posttest and retention test scores indicated acceptable retention in both groups. In addition, a lower drop in the score of the experimental group confirmed the consolidation of learnings in this group. Analysis of Learning Styles Questionnaire also confirmed the effectiveness of the educational method. The results obtained from the researcher-made questionnaire also showed embracement of this method by students.

The present study was conducted with the aim of comparing academic vitality, academic self-handicapping and academic burnout of primary school students in virtual and face-to-face education. The current research was of comparative causal type. The target society of the current research was formed by all the sixth-grade students of Birjand city in the academic year of 1400-1401. Among these 150 people, for each variable, 75 of the students who received face-to-face training and 75 of the students who followed the educational activities in the Shad educational network were selected by available sampling method. The research tools were Hossein Chari and Dehghanizadeh's academic vitality questionnaires (2013), Midgly's academic self-handicapping (2000) and Rostami et al.'s academic burnout (2013). Independent t-test was used to analyze data in SPSS-26 software. The findings of the research indicated that academic vitality was higher in students with face-to-face education; Also, the averages showed that academic self-handicapping was higher in students with virtual education, and in all components of academic burnout (emotional fatigue, doubt and pessimism, and inefficiency), its amount was higher in students with virtual education compared to face-to-face education (001/0>p). According to the findings of the research, despite the inevitable psychological benefits of virtual education, conducting extensive and deeper research in the field of comparing virtual and face-to-face education seems necessary.