جستجوی مقالات مرتبط با کلیدواژه "shad" در نشریات گروه "علوم تربیتی"

The Covid-19 pandemic brought about a great challenge for the education systems in the world and quickly led to the closure of schools. During this period e-learning was considered as an appropriate solution for overcoming this crisis all over the world.

The present study is quantitative research using a descriptive survey. The statistical population of the research included all the teachers in different provinces and cities of the country, from which 687 teachers participated in this survey through voluntary sampling. A questionnaire adopted from the literature was used to collect the data.

The results indicated the existence of a significant relationship between the five variables of the teaching region (poor, medium, wealthy), the school type, the degree being taught, teaching experience and the teacher's education level and the preferred type of educational approach (face-to-face teaching, e-learning, blended learning). Nevertheless, there was not any significant relationship between the variables of perceived ease of use and teacher’s age and the preferred type of educational approach. As to the relationship between perceived usefulness and preferred type of educational approach, there was a significant relationship, yet a weak correlation. In addition, the results showed that among the teacher characteristics, gender and level of education had a significant effect on their intention to use this system. However, no significant relationship was observed between age, teaching experience and teachers' mastery of Shad software and their intention to use this program.

Policy makers in education can take steps to ensure the success of e-learning technology by considering the factors influencing the preferred type of educational approach and the teachers' intention to use it.Keywords: technology acceptance model, e-learning, Shad, Teachers, e-learning, blended learning

Following the outbreak of the Corona virus, the virtualization of schools and the need to continue education in the school year, teachers were forced to provide education on social networks (Shad). The main purpose of this study was to understand the lived experience of elementary school teachers of the challenges of e-learning in social networks due to the prevalence of coronavirus, which was done using a qualitative approach and phenomenological method. Semi-structured interviews were used for data collection method. Accordingly, with the purposeful sampling approach and standard method, teachers and schools that were in the forefront of virtual education and experienced teachers were selected and based on theoretical saturation, finally 20 people were interviewed. The interviews were analyzed using the Claysian model and the content analysis method. After thematic extraction and categorization, the challenges of e-learning in social networks fall into five main categories: problems for students and parents; Problems with teachers; Problems with content production; Organizational problems and evaluation problems were classified, each of which had subcategories. Based on these findings, it can be concluded that despite the problems and challenges mentioned by teachers, designing a coherent and effective infrastructure to provide virtual education is necessary.

The aim of the present research is to analyze various aspects of virtual education and learning in Shad Application from a post-phenomenological perspective. For this purpose, the post- phenomenological method has been used to determine the Amplification and Reduction of education in Shad. The results show that educating in Shad, despite some advantages, such as more freedom and easier access at different times and places, can lead to specific experiences and behaviors different from face-to-face education. Virtual education can lead to reduced-complete-perception, presented as the optimal grip in this research. The type of relationship between teacher and students and among students are completely changed and reduced. Some undesirable behaviors such as secrecy, irresponsibility, and undermining social education are some examples. Also, due to the Multistbility of the mobile phone, the probability of distraction and sharing attention increase. Due to its non-educational structure, mobile phone motivates non-educational behaviors in students

This study aimed to analyze the content of the different kinds of games and gamifications in the Amozesh Qur’an (Qur’an Teaching) and Hadiye Asemani textbooks to order to make use of creative methods in teaching and create the dynamism and motivation in the learners.

The method of the study was applied research in terms of purpose and a quantitative content analysis in terms of research approach. The statistical population of the study included the content of the Amozesh Qur’an (Qur’an Teaching) and Hadiye Asemani textbooks, reprinted in 2021, in the primary schools, as well as the official content of the software for the student education network (SHAD) in the academic year 2021-2022. The sample of the study was equal to the statistical population and the census method was used. The study recording unit included all types of the textbooks content and instructional videos (exercises, text, and image query). The collected data were analyzed using descriptive statistics (frequency and percentage). A checklist was used to count the components of the game and gamification. Its validity was confirmed by the experts. The Holsti’s formula was used so as to ensure the reliability of the tool for measuring the content of the textbooks and videos, and the agreement percentages of 89.74% and 82.35% were obtained, respectively. The descriptive statistics and Shannon’s entropy was used to analyze the data.

The findings showed that the Hadiye Asemani textbooks with 100 frequencies related to the components of the game (85.45%) compared to the Amozesh Qur’an textbooks had paid more attention to the components of the game. The findings of reviewing and comparing the lessons in the Amozesh Qur’an and Hadiye Asemani textbooks on SHAD showed that the lessons of the Hadiye Asemani textbooks on SHAD with 102 frequencies (84.28%) had paid more attention to the components of the game, but had not considered the components of the gamification. The findings of Shannon’s entropy also showed that the component of an entertaining game in the Hadiye Asemani textbooks had the highest Coefficient of Importance (wj), (1.47) and the component of dramatic game in the Amozesh Qur’an text books in the primary schools had the highest Coefficient of Importance (wj), (0.34). Furthermore, the entertaining game component on SHAD for the Hadiye Asemani textbooks has the highest Coefficient of Importance (wj), (0.30) and the entertaining game component has the highest Coefficient of Importance (wj), (0.51).

Therefore, it can generally be concluded that the educational content for game and gamification has not paid attention to all dimensions and components, and, has played a very poor role especially in the content for gamification.

The new coronavirus (COVID-19) pandemic has complicated state of affairs around the world. Originating from the Wuhan’s China in mid-September, COVID-19 has gradually spread to all countries across the world. The World Health Organization issued a statement declaring the outbreak of coronavirus to be a public health emergency that posed a threat to the entire world. Although different age groups and social classes are threatened by COVID-19, care for and control of educational environments have been amongst the first safety measures of the crisis-stricken countries due to the student high population, high classroom density, use of shared spaces and facilities and, in turn, health consequences and high probability of transmitting the virus through this group to all members of the community. Million children and young people were forced to drop out of school due to widespread closure of educational institutions by governments to slow down the spread of coronavirus. Some countries closed all schools resulting in negative impacts on students in pre-school to senior high school levels.  Following the crisis of coronavirus in different parts of the world, the outbreak of the disease in Iran was officially confirmed on February 20th, 2019. Considering the high population of Iranian students, shortly after the outbreak of coronavirus in the country, schools faced closure. However, government's motto during the shutdown was that although schools and universities are closed, but teaching and learning continues. Accordingly, various strategies were designed to continue educational and research goals, mainly based on cyberspace and distance learning. In this way, the Students Educational Network (SHAD) was launched by the Ministry of Education to organize the students' virtual education. SHAD is similar to real schools in the structure; i.e. students can enter their virtual classrooms and teacher carries on and monitors the process of teaching and learning according to the class timetables set by the principal. Moreover, school principals and administrative staffs are responsible for monitoring virtual classrooms and the students' attendance in the classes. Teaching lessons by the teachers constituted the main content of the virtual education on SHAD, but the teachers have been free to choose the appropriate educational content and resort to: the recorded TV educational programs uploaded on Telewebion for about a month, contents offered by the Roshd network affiliated with the Organization for Educational Research and Planning (OERP), sharing contents with other educational groups, using programs developed by educational groups and the curriculum secretariats, etc. Despite offering promising educational prospects of distance learning, SHAD has also posed certain challenges for the teachers. Their most important criticism was related to the application's technical infrastructure, especially its low speed Acknowledging the drawbacks of SHAD, some education experts have referred to the opportunities of this network including: motivating teachers to use technology, identifying and introducing capable and creative teachers, sharing the experiences and knowledge of capable teachers, expanding educational justice by sharing educational contents from/to different parts of the country, being an official network for monitoring different levels of education, creating opportunities to empower teachers and turning school principals into policy makers, as well as identifying efficient and inefficient school principals. Despite the identification of positive and negative outcomes of SHAD in various journals, there is a lack of comprehensive studies on the issue and scientific investigation on the application. Therefore, the present study tried to, objectively and regardless of any judgment, uncover and represent the perceptions and beliefs of teachers regarding the opportunities and challenges of primary education in the Students Educational Network (SHAD). The study reconstructed the semantic understanding of teachers about strengths and challenges of teaching in the SHAD network through phenomenological approach. Semi-structured interviews conducted on 21 teachers. Due to the fact that this study was conducted during the outbreak of coronavirus and during the quarantine period of the disease, all interviews were conducted on the phone. Each interview lasted 45 to 60 minutes. Although qualitative interviews with a limited number of participants cannot be statistically generalizable to the wider population, it serves to dispose hidden and generally forgotten layers and aspects in education. The results of the present study revealed a host of teacher problems when teaching on SHAD, which requires intelligent development and restoration by related organizations. In sum, in-depth analysis of teachers' opinions eventuated in the identification of 10 strengths in two categories of teacher-centered and student-centered strengths and nine challenges in the three categories of infrastructure and technical challenges, challenges created in the teaching-learning process and socio-cultural challenges. Benefits of virtual classes including compensating for school lost days during quarantine days; increasing parental responsibility and engagement with students' teaching-learning process; increasing the teaching speed of new and updated information; motivating teachers to promote media literacy; recognizing capable and creative teachers; providing a platform for teachers to share files and experiences; increasing teachers' responsibility to study more; to be appealingand motivating for students to use; making students interested in up-to-date knowledge and research; flexibility in classroom time and the elimination of costly traffic; and fostering creativity in students to present assignments in unique ways. In addition, nine deficiencies were revealed that can be improved including lack of access to cyberspace for some students especially in disadvantaged areas that creates inequality in education opportunities; high internet costs for many families; slow internet speed; difficulty in measuring students' real learning and teachers' deprivation of their complete supervisory; internet and cell phone addiction in some students; inappropriate use of other people's content; teachers' negligence in teaching and assessment; using SHAD application for advertisement; motivation reduction in some students to study in this new way of learning.  Taking these challenges and opportunities into account, SHAD can be applied as a good supplement to the traditional education after the reopening of the schools. Given the school shutdown and the continuation of formal education through cyberspace, it seems that distance learning (e-learning) might become a crucial element in future education systems which warrants governments' attention. Employing virtual teaching in tandem traditional schooling guarantees learning in students. Combining the strengths of both face-to-face and online learning methods, which is known blended learning or the 21st century strategic approach, has the potential to improve the quality of students' learning.