جستجوی مقالات مرتبط با کلیدواژه "learning environments" در نشریات گروه "علوم تربیتی"

Under the influence of psychology and learning theories, education and the field of education have experienced significant changes; Thus, paying attention to the internal processes in learning provides a platform for dealing with topics such as “discussion”. The current research was conducted with the aim of identifying the components of discussion skills in the form of indicators, goals and dimensions and how to use them in architectural design education. The current research strategy is of qualitative type and for data analysis meta-composition and content analysis methods have been used consecutively. The results of the coding of documentary data and interviews in NVIVO software show that the components of discussion skills include 9 indicators, 3 goals and 2 dimensions. Indicators include: “participatory discussion”, “constructivist discussion”, “discussion connection and memory function”, “discussion link and accurate expression skills”, “discussion role in professional activities”, “discussion as an oral test”, “discussion as a design language”, “discussion as an interactive aspect of the design process” and “discussion as a visual test”. The purpose of the discussion has three basic reasons: first, to inform; second, to convince; third, to solve the problem. Finally, due to the special and unique nature of the visual sense in the field of architecture, if the two dimensions of “verbal discussion” and “visual discussion” are used in teaching architectural design at the same time based on the provided educational solutions, in addition to the attractiveness of learning and its potential cognitive benefits, it causes effective areas of learning development.

The use of Fava in teaching and learning is becoming an important part of education policies and reforms. The way to establish balance and coordination between electronic education and learning and learning environments is a different approach, so the purpose of this research is to investigate the role of electronic learning in learning environments with a blended learning approach. In this research, two quantitative and qualitative methods were used, which is the qualitative method, the content analysis method, and the quantitative method, the descriptive-analytical method. The statistical community includes curriculum and education experts and specialists working in schools and the sample size is 30 people based on the Delphi method, which was done using the selective sampling method. The data collection tool is a combination of McGill's standard classroom learning environment questionnaire (2007), Watkins et al.'s (2004) e-learning questionnaire, and the researcher's questionnaire of integration in curricula. The findings indicate that using the sample T-Tech test, both indicators of electronic education and learning and learning environments in the studied schools are evaluated at a lower level than the average level, and because the level of significance Calculated less than alpha 05% is acceptable. Undesirability of e-learning and e-learning environments in these schools is acceptable. In this way, by examining the relationship between integrated education in schools on the one hand and electronic learning and learning environments, Pearson's correlation test has been used, which shows that there is a separate and meaningful positive relationship, and also based on the covariance test, simultaneous learning E-learning and learning environments affect integrated education in schools. The positive focus of the class, online group discussions, success in educational environments and personal beliefs are effective criteria.

The present study is aimed towards identification the indices of desirable teaching and learning environment in regard with the Humanity Courses for universities and the extent to which these indices are attention. In the present study, we have made use of the consecutive mixed-method exploratory research which is of instrument-making type. In the quantitative section, a qualitative case study method and in the quantitative section, a descriptive-survey method was employed. For the qualitative section, we underwent quasi-structured interviews with 20 distinguished and qualified experts and faculty members of universities having their expertise in learning environments s. Also, 360 of the students of universities comprised the quantitative statistical population. This number of participants was selected using multistage cluster sampling method. The research data were collected in a quantitative part through a researcher-made questionnaire extracted from the qualitative section. To examine the reliability of interview questions and questionnaires, we recruited formal and content reliability. And, we used Cronbach's alpha coefficients to evaluate the validity of our questionnaires. We also employed the Structural and interpretative methods in the qualitative section and descriptive and inferential statistics in the quantitative section to wage on analyzing the data. The results indicated that the interviewees outlined nine indices as the salient indices of teaching and learning environments and it can be argued that the recognized indices can be recruited to evaluation and revise the Teaching and Learning environments of courses in different majors of the humanities. The quantitative findings also indicated that the range and degree of attention and corresponding to the indices of teaching and learning environments seem to be less than desirable. Therefore, it necessarily requires far more significant attention.

The aim of this study was to investigate the effect of learning environment on the academic achievement of slow learner students in tehran.

This study was a quasi-experimental with a pretest-posttest design with a control group. The statistical population of the present study consisted of all slow learner male and female students in District 5 of Tehran in the academic year of 2018-19. To select a research sample randomly from all exceptional schools in District 5 of Tehran, a boys 'school and a girls' school were selected and then among the fifth grade male and female students using the targeted sampling method, 30 eligible volunteer students were selected. In two groups, experiments (15 people) and control (15 people) were replaced as research samples. The training program to intervene in designing a learning environment for late learners was conducted in 17 sessions of 45 to 60 minutes for the experimental group. Grade, math, science, geography, and spelling have been used to gather information. Descriptive statistics and covariance analysis tests were used to analyze the data using Spss23 software at a significance level of 0.05.

According to the results of academic achievement, there was a significant statistical difference in experimental and control groups between late-learning students in science, mathematics, geography and spelling lessons before and after the intervention (p <0.001).

Designing learning environments is effective in the development of four subjects of science, mathematics, geography and spelling of late learners.

The aim of this study is to identify the effective factors in designing of learning environments on the basis of the Document of the Fundamental Transformation of Education. The research methodology is a qualitative method that has been tried by using resources, documentation and available literature to identify the functional, physical, psychological and social factors in the educational spaces. The obtained data were analyzed using content analysis method. According to the results, evolution in the providing the spaces for learning and equipment adaptation with technological infrastructure are crucial. There are some principles that can be used to provide an environment favorable to education and learning. It is clear that the mentioned criteria to the design suggestions, should be considered by designers and architects, in order to obedient of provided principles and regulations can solve the present difficulties of educational spaces.

The general objective of the present study is to introduce the technology of the Internet of Things and to investigate its impact on learning environments. The research method used to achieve the research goals is a hybrid (analytical-survey) method and is fundamental in terms of purpose. The descriptive data of the research were collected and analyzed subject, alumni dissertations, articles in Persian and Latin contained in journals, various Internet sites, as well as interaction with internet professionals. The statistical society in this research is 100 Internet specialist objects, which is considered as a sample due to low number of communities. Due wide scope of the subject, the barriers and challenges faced by the implementation of this technology in field of education in the researcher-made questionnaire were investigated. the results showed that the cultural-educational aspect from the viewpoint of specialists It has the greatest influence on the adoption and use of the Internet of objects in the learning environment, after which economic, structural, human, infrastructural and technical factors, and the individual dimension, respectively, have the priority of influencing the use of the Internet of objects in learning environments.

With the aid of globalization as a phenomenon, the new technologies have spread across the world and have affected on various fields such as science, economy, business, culture, etc. Education system is such a field that has utilized of new technology to improve teaching and learning methods. Augmented reality is one of the new technologies used in different fields and helps them to enhance their quality.  The purpose of this paper is to answer the question that if the application of augmented reality has efficacious results on training or not. In augmented reality, the real- world elements are augmented by computer- generated virtual information in real time. In fact, the information about the environment and its surrounding objects is added and overlaid on the real world. Hence, augmented reality has a great potential for making the new methods for training and education, and provides new opportunities to design learning environments. In other words, augmented reality, as a new form of learning environments presenting a new method in skill training, can reduce the complication of training subjects for trainees in teaching procedure, especially in workshop environments. This field research surveys the statistical results of selected vocational training Institutes final exams before and after using the augmented reality and concludes that augmented reality is a useful method for trainees to gain more knowledge and skills.  It should be noted that in this paper, development methodology of mobile applications is used for implementation of augmented reality.

With the aid of globalization as a phenomenon, the new technologies have spread across the world and have affected on various fields such as science, economy, business, culture, etc. Education system is such a field that has utilized of new technology to improve teaching and learning methods. Augmented reality is one of the new technologies used in different fields and helps them to enhance their quality.  The purpose of this paper is to answer the question that if the application of augmented reality has efficacious results on training or not. In augmented reality, the real- world elements are augmented by computer- generated virtual information in real time. In fact, the information about the environment and its surrounding objects is added and overlaid on the real world. Hence, augmented reality has a great potential for making the new methods for training and education, and provides new opportunities to design learning environments. In other words, augmented reality, as a new form of learning environments presenting a new method in skill training, can reduce the complication of training subjects for trainees in teaching procedure, especially in workshop environments. This field research surveys the statistical results of selected vocational training Institutes final exams before and after using the augmented reality and concludes that augmented reality is a useful method for trainees to gain more knowledge and skills.  It should be noted that in this paper, development methodology of mobile applications is used for implementation of augmented reality

With the aid of globalization as a phenomenon, the new technologies have spread across the world and have affected on various fields such as science, economy, business, culture, etc. Education system is such a field that has utilized of new technology to improve teaching and learning methods. Augmented reality is one of the new technologies used in different fields and helps them to enhance their quality.  The purpose of this paper is to answer the question that if the application of augmented reality has efficacious results on training or not. In augmented reality, the real- world elements are augmented by computer- generated virtual information in real time. In fact, the information about the environment and its surrounding objects is added and overlaid on the real world. Hence, augmented reality has a great potential for making the new methods for training and education, and provides new opportunities to design learning environments. In other words, augmented reality, as a new form of learning environments presenting a new method in skill training, can reduce the complication of training subjects for trainees in teaching procedure, especially in workshop environments. This field research surveys the statistical results of selected vocational training Institutes final exams before and after using the augmented reality and concludes that augmented reality is a useful method for trainees to gain more knowledge and skills.  It should be noted that in this paper, development methodology of mobile applications is used for implementation of augmented reality.