جستجوی مقالات مرتبط با کلیدواژه "فناوری آموزشی" در نشریات گروه "مدیریت"

In today's society, artificial intelligence technologies are developing rapidly and have created profound changes in all aspects of human life, especially in the field of education.

The current research was conducted with a qualitative approach and a Meta-synthesis method. The research population included all 1,500 articles, of which 37 documents were selected and analyzed based on the review of the title, abstract and content of the document. In order to analyze the data, the coding method was used in such a way that open coding (117 codes), central codes (19 codes) and then by specifying selected codes (4 codes) the fields of applying artificial intelligence in education were determined.

The findings of the research showed the fields of applying artificial intelligence in education in 4 categories, teaching, learning, evaluation and management, teaching includes: increasing the ability of educators to teach, providing customized educational content, supporting the professional development of educators, personalized teaching, teacher Smart, smart education; Learning includes: personalized/adaptive learning, dialog bots, smart learning, smart platforms for self-learning, exploratory learning environment, individual counseling to learners; Evaluation includes: automatic grading of assignments and exams, learning process control, learner performance prediction, teaching evaluation, adaptive/personalized feedback; And management includes: smart campus, sharing and storing a large amount of data, time management, international cooperation between educational systems in the context of artificial intelligence and automation of administrative tasks such as admission and registration, attendance and absence, etc.

Conclusion :

The adoption and use of artificial intelligence in education offers significant opportunities to improve educational systems.

Disruptive technology is an innovation that significantly alters the way that consumers, industries, or businesses operate. A disruptive technology sweeps away the systems or habits it replaces because it has attributes that are recognizably superior.Disruptive technologies are making positive impacts not only on business processes but also the digital transformation of organizations. Smart University is an emerging and rapidly growing area that represents a creative integration of smart technologies, smart features, smart software and hardware systems, smart pedagogy, smart curricula, smart learning and academic analytics, and various branches of computer science and computer engineering. The aim of this research is to recognize the smart University technologies and present a model for the assessment of smart University readiness. This research is an applied one, and has been carried out in three phases. Based on the previous studies, in the first phase research experts evaluate disruptive technologies by Delphi method. The expert panel consists of 13 faculty members who were active in information technology field. In the second phase the enabled technologies are ranked by fuzzy AHP. In the final phase the readiness model is designed and the presented model would be tested in a sample University. The research results showed that the educational technologies, internet of things and augmented reality had the most prominence in a smart University.

Education is a process and phenomenon to which major parts of material and intellectual resources of most societies are allocated to, since most of them consider such an expense as a long-term investment. So, continuous and academic evaluation of both process and product a country's educational program in general, and their educational and academic institution in particular, is of paramount significance alike the educational program itself. To this end, this study is an attempt to evaluate the educational program of Imam Ali University from the perspectives of its academic staff members (i.e., professors) and students, who expressed their perceptions and beliefs through a 100-item valid and reliable questionnaire accommodating nine main variables of an educational program. As a complementary effort to the study done on the primary parameters (Abbasian, et al. 2013), this paper addresses the program from the five secondary variables (including evaluation system, educational technology and aids, inter-organizational interactions, admission system, and status of the academicians) in terms of compatibility with the common standards. Both quantitative and qualitative analyses of the data confirmed relative satisfaction of the participants with the program evaluation system, but there exist lack of consensus between the two groups as to the quality and nature of the educational technology and aids, lack of coordination in inter-organizational interactions, lack of consensus and expression of negative look towards the student admission system and ultimately dissatisfaction with the status and the nature of interactions with the academic staff members. Therefore, the educational program requires reconsiderations so that it can meet the common scientific, academic criteria and standards.