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

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

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 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.

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 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 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.

The purpose of the present study is to investigate the lived experiences of student teachers about the use of technology in virtual education. The research method is qualitative and phenomenological. The participants in this study were female students of Farhangian University of Makazi Province, who were selected by the purposive sampling method and with the criteria of setting two semesters of virtual education (N=16). In order to collect data, a semi-structured interview method was used. Data analysis was carried out using the seven-step Claysey method. The obtained results indicated the existence of two general themes of challenges and opportunities of using technology in the virtual education of student teachers. These challenges include the lack of acquiring the necessary competencies in learning courses, organizational problems, curriculum problems, problems caused by the lack of face-to-face communication and the lack of infrastructure. At the same time, the use of technology in virtual education has some opportunities such as removing time and place restrictions, increasing access to content, and developing technology materials for students. According to the results, it is necessary to provide the necessary support to adjust the challenges of virtual education.

This qualitative research used Eisner's Educational Connoisseurship and Criticism method to evaluate ninth-grade virtual mathematics education in the form of a case study and studied how to teach geometry in three stages, including description, interpretation, and evaluation. To collect data, a first secondary school was selected using the purposive sampling method. The research data was collected over one month during 20 teacher training observation sessions in the context of the SHAD program, as well as semi-structured interviews with 12 mathematics teachers and 50 ninth-grade students. The results showed that ninth-grade math teachers in virtual education conditions in the SHAD platform reached the book’s goals to some extent, but always with many problems such as low internet speed, SHAD software problems, reduced teaching time, and students’ lack of attention. In addition, teachers faced problems such as not paying attention to intelligent and late-comprehending students during teaching, providing insufficient feedback, and not paying attention to curriculum integration.

The main task of educational supervisors is to communicate and work professionally with teachers to improve the teaching and learning process. The purpose of this research was to identify the roles of educational supervisors and their influence in improving the teaching and learning process. exploratory mixed method with both qualitative and quantitative approaches was used. The theme analysis method was used in the qualitative approach. In this regard, a semi-structured interview was conducted using a purposeful approach, with 13 teachers and supervisors working in primary schools in the villages of Qom. After the implementation of interviews and data analysis through systematic coding by MAXQDA2020 software, 285 conceptual codes, 25 sub-categories and 5 main categories were identified, which included five dimensions of developmental, educational, logistic, leadership, and supervisory roles. In the quantitative part, 120 teachers working in elementary schools in the villages of Qom province completed the questionnaire. Smart pls software was used to analyze quantitative data. Results showed that the five mentioned roles positively and significantly affect the teaching-learning process.

The present study was conducted with the aim of "Perception of Arak University faculty members from virtual education in the period of Covid-19 19". In terms of purpose, it is applied and with a qualitative approach of phenomenological type. Potential participants in the present study were all faculty members of Arak University who participated in the present study using the saturation method of 21 people and the questions were asked through semi-structured interviews in approximately 32 to 70 minutes. Data were analyzed using content analysis technique. The content analysis of the interview data resulted in 164 basic themes, 14 second stage organizing themes, 5 first stage organizing themes and 1 comprehensive theme, based on which was the life experience of Arak University professors from virtual education during the prevalence period. Virtual education as an opportunity, lack of technical-social context required for virtual education, insufficient preparation of teachers, reduced quality of education and negative psychological consequences. According to the obtained results, it can be stated that Corona pandemic on the one hand has increased the skills and educational experience of all stakeholders and on the other hand has caused physical and psychological injuries; Therefore, according to the themes discovered from the lived experience of the faculty members of Arak University, it is possible to provide virtual education in a qualitative manner.

One of the concerns of virtual education during the Corona was the teaching of laboratory courses in universities, which made teaching and learning a challenge. The purpose of the research is to investigate the effect of virtual training in the plant physiology laboratory course on the academic progress and satisfaction of Biology students of Farhangian University.

The research method is observational-cross-sectional research with a descriptive-analytical approach. The statistical population is all the teacher-students of the bachelor's degree in biology education of Farhangian University, Shahid Beheshti Center, Tehran, who registered in the plant physiology lab in the first semester of 1400-1401 and were selected by the full number method. The educational content of the lesson was designed in a virtual way and taught in one academic semester for the statistical population. The measuring tools and methods of the variables included the researcher-made cognitive-skill test to evaluate academic progress and the researcher-made questionnaire of satisfaction. The validity of the instrument is considered through content validity and its reliability through Cronbach's alpha (0.85).

The findings show that plant physiology laboratory training in a virtual way has had an effect on increasing the grades of students and their satisfaction in the three areas of learning, knowledge, skills, and attitudes. The highest level of satisfaction was observed in the field of knowledge and the lowest level of satisfaction was observed in the field of skill.

It seems that with the appropriate design and explanation of a strategic plan, it is possible to deal with the challenges of virtual teaching of laboratory courses to a certain extent and provide the basis for improving the teaching and learning of students in laboratory courses in a virtual way.

The purpose of the present study was to investigate the experiences of teachers about the place of art and the challenges of teaching it in the era of virtual education. The qualitative research design was descriptive phenomenological type. The participants of the research were 21 art teachers in the academic year 1401-1402, who were selected with a purposeful sampling approach. In-depth semi-structured interviews were used to collect research data. The method of data collection was semi-structured interview and the criteria of acceptability and reliability of qualitative data were used to measure the initial validity of the data. According to the analysis of the conducted interviews, three themes of position, challenge and solution were extracted. The first theme was related to the place of art in the era of virtual education, and in this theme, four socio-cultural categories, educational, psychological and economic importance were extracted. The second theme was the challenge, which included the four categories of lack of a comprehensive approach in art education, weak social luck, weakness in the teaching-learning process, and weak infrastructure and facilities and the third theme is the solution, the three categories of using motivational approach, competency-oriented and the supportive approach was extracted from the interviews. In line with the obtained results, it is suggested to overcome the challenges of art education in the era of virtual education, to improve the status of this subject in the eyes of the beneficiaries of the art curriculum (parents, students, teachers, etc.) He acted through culture building and used motivational and support approaches to improve the state of art lessons.

The present study was conducted with the aim of investigating the effectiveness of virtual teaching of math lessons on self-efficacy, creative thinking and responsibility of eighth grade female students. The research method was semi-experimental. The target population of this research included all eighth grade students in Karaj city in the academic year of 1401-1402. A staged cluster sampling method was used and 30 students from one of the schools that were randomly selected were randomly replaced in two experimental and control groups.The intervention program was implemented with the virtual training of mathematics lessons for the experimental group during eight sessions, The obtained data were analyzed at the level of descriptive statistics by calculating the mean and standard deviation and at the level of inferential statistics of covariance analysis that the scores of the variables of self-efficacy, creative thinking and responsibility of the students in the experimental group and the control group were statistically at the level of (P>0.05) had a significant difference. The results of the research showed that the virtual teaching of math lesson was effective on the self-efficacy, creative thinking and responsibility of the students of the experimental group, and the virtual teaching of the math lesson had a significant effect on the sub-scales of self-efficacy, creative thinking and responsibility of the students. Therefore, it is necessary that the use of information technology with the design of different software for teaching math lessons in different levels of education should be taken into consideration by educational officials and planners.

The purpose of this study was to investigate the perceptions and lived experience of primary school teachers of the strengths and weaknesses of virtual education in the corona virus pandemy in the academic year 2020-2021. The research approach was qualitative and phenomenological. The instrument used was a semi-structured interview. The target group included all fifth grade female teachers in girls' schools in Yazd, that 12 of whom were selected by purposive sampling. After the eighth interview, theoretical data saturation was obtained, but interviews were continued up to 12. Data were analyzed by coding and categorization methods and used seven-step Colaizy pattern. The validity of the data was obtained through triangulation method, in the form of referrals to the participants and also the analysis of the group of colleagues. After analyzing the data, 15 sub-themes were identified as strengths and 25 sub-themes as weaknesses, which were classified in to 8 main themes: educational, social, media mediation, parental mediation, cultural, ethical, environmental and economic. Then, contextual factors were extracted which were placed in 8 sub-themes at three levels: macro, medium and micro.

The spread of virtual education and the reduction of costs have increased the fortune of parents, learners and guardians towards the quality of such an educational method. The current research aims to study the acceptance and challenges of e-learning/ e-evaluation among the professors and teacher-training students during Covid-19 pandemic.

Through a qualitative phenomenological study, the participants (19 people) 11 professors and 8 students (class representatives) of Farhangian University of Ilam province, were selected by purposive sampling. Data collection was performed by semi-structured interview method until theoretical saturation was reached. The data were coded and analyzed in an interpretative way. The validity and reliability of the conducted interviews were checked based on Guba and Lincoln’s (1985) criteria.

The analysis of the information obtained from the interviews was categorized into 5 main themes and 30 sub-themes. The five main topics included 1- challenges of technical and infrastructure issues, 2- challenges of teaching and learning methods in cyber space, 3- challenges of interaction and communication, 4- challenges of content and curriculum, and 5- challenges of learning evaluation.Low internet speed, lack of sufficient infrastructure in different regions, lack of providing appropriate feedback, lack of raising conceptual questions during training, in-sufficient attention to practical aspects of training, lack of face-to-face communication, inconsistency of content with training methods used, time-consuming preparation of the content, lack of justice in virtual evaluations, and the difficulty of real evaluation in the virtual space were among the challenges of training and virtual evaluation from the point of view of the interviewees.

According to the results of the research, it is suggested that professors in virtual classes create a warmer and intimate communication space, evaluate and provide timely and continuous feedback, use activities in the form of a process, pose conceptual questions, emphasize research, use the content to solve real problems, use the reverse teaching method and its components, turn the limitations and bottlenecks of the virtual educational method into opportunities.