جستجوی مقالات مرتبط با کلیدواژه « پژوهش کیفی » در نشریات گروه « فناوری اطلاعات »

The present study was conducted to present a conceptual model of digital learning. In order to conduct the present study, a qualitative approach and a meta-synthesis method were used. The purpose of the Meta synthesis is to extract a new understanding by comparing and combining the findings of multiple studies. The research population included all articles, books, work reports and university publications in more than 3000, from which 60 documents were selected and analyzed. This method is based on Sandelowski& Barros,with seven steps. Open and axial coding were used to analyze the data. The results indicate the identification of 11 key components for developing a digital learning model. These components include professor digital readiness, student digital readiness, digital knowledge management, Digital support, Digital quality, Digital management, Digital interactions, Digital technology, Digital evaluation, Digital teaching and learning, and Digital content. Specific components and elements have been identified for each of these components, and finally, suggestions have been made in accordance with these components.

This study was conducted to understand the experience of online teaching of primary school teachers in Sanandaj in the context of the shad network during the coronavirus crisis.The present study was conducted in a qualitative and in the form of descriptive phenomenology with purposive sampling, with the participation of 21 primary school teachers in Sanandaj in the academic year 2020-2021. Data collection tools were semi-structured interviews. Findings from teachers'' experiences in three main themes and 17 sub-themes including positive and satisfying experience, utilizing the power and expertise of others (teachers, parents and students), familiarity with up-to-date educational technologies, Skills in creating effective communication and interaction with the use of new technologies in the field of education, skills to motivate students, relative satisfaction of teachers with program updating (process of adding facilities), improving the ability and interest in using new technology in Education, teachers'' synergy with each other, lack of cooperation of effective factors in learning, lack of favorable interaction (teacher, student and parents), lack of motivation of students and parents, hardware problems, unfamiliarity of teachers, parents and students with teaching And the lack of a virtual electronic board, providing challenging assignments to students and holding in-service courses has been extracted.

The aim of present research is to identify indicators of learners' readiness to participate in Massive Open Online courses (MOOC).

This qualitative research was conducted using a descriptive phenomenological approach. Participants in this study included 25 experts' online learning and MOOC courses .The selection of contributors was based on experience and general familiarity with the subject. The data were collected by semi-structured, interview, and general guidance methods and it continued until theoretical saturation. The data analysis using inductive content analysis method was conducted in three open, axial and selective levels.

The findings of the study showed that learners' readiness to participate in MOOC courses consists of five main components that which are: Technical competencies, social competencies, learning competencies, individual competencies, attitudinal and cultural competencies; and eight sub-components.

Learners' readiness to participate in MOOC is an important factor in the register, continuation and follow-up of this type of online training that needs to be identified and reviewed.

 The present study uses a qualitative and phenomenological approach to analyze the lived experiences of students and professors of the challenges of virtual education in the Iranian higher education system. Participants in the study included 25 students in different undergraduate fields and 15 faculty members of Islamic Azad University, Khodabandeh Branch with different educational orientations who had at least five years of teaching experience and were selected using purposive sampling method. Semi-structured individual interview method was used to collect data to reach theoretical saturation. The obtained data were analyzed using thematic coding method and the findings were organized in the form of open, axial and selected codes. Findings from the lived experiences of students and professors were identified in 3 main themes (advantages of using e-learning, problems of using e-learning and finally providing suggestions for improving and upgrading these trainings) and 6 sub-themes) (Economic, educational, health, temporal, cultural and technological).

The success or failure of e-learning is influenced by a set of critical success factors And from other factors that are "important" or "good", but not required are different. The purpose of the present study is to Identifying the Critical Success Factors (CSF) in the academic E-Learning centers. The methodology employed in this study is developmental and data are collected qualitatively. In order to codify these components, semi-structured interviews examination were used as data collection instruments. To analyze the result of the interviews and evidence and documents, content analysis by means of codification was used. Semi-structured interviews with ten of the experts in E-learning area. During the interviews, in order to identify the critical success factor, 30 sources in the area of E-learning components were studied. The findings from this study revealed that components of critical success factor includes 7 key components and main damnations, learner, management, outdoor beneficiary, evaluation, technology, pedagogy, Instructive. Each of these components include 47 success key.

The goal of this research was to investigate the evolution trend of cell phone usage in primary school children. The research method was qualitative and the type was grounded theory. The study sample included 115 girl and boy cell phone users who studied from 1st to 6th grade in primary school. The sampling of the research was purposeful. The results of the study indicated that girl and boy cell phone users at early grades of primary school، after getting acquainted with some features of cell phones (like communications، entertainment، education and services) use it positively. But at higher grades of primary school، due to lack of necessary cultural grounding in society، school and family for proper usage of cell phones، the application of cell phones gradually drifts towards improper usages (like time wasting، call disturbing، malignity، snobbery، facilitation of girls and boys relationships، SMS loves، call credit exploitation، playing with Bluetooth، disclosure of individuals'' private information، improper or pornography photos and videos applications، electronic aggression، finding hidden identity، identity disorientation، and cell phone addiction). Therefore، to avoid these issues، it is necessary for cultural and educational authorities and students’ parents to make a big effort for cultural grounding for proper and useful application of cell phones.