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

With the spread of COVID-19 and the closure of universities, the possibility of holding face-to-face chemistry laboratory courses was lost. And universities inevitably used alternative solutions to provide laboratory courses. Farhangian University, like other university centers, switched to online education. This current research aimed to investigate the level of mastery of computer skills and digital literacy, as well as the quality of teaching and the effectiveness of virtual teaching of chemistry laboratory courses from the perspective of chemistry student-teachers at Farhangian University.

The research was applied in terms of purpose and cross-sectional in terms of time. The research data were collected using a descriptive survey. The statistical population of the research consisted of student-teachers of Chemistry Education in the campuses and higher education centers of Farhangian University in the academic year 1400-1401, who had the experience of face-to-face and virtual education of chemistry laboratory courses. The research tool included a researcher-made questionnaire with 25 items on a 5-point Likert scale. Five chemistry faculty members of Farhangian University confirmed the validity of the questionnaire, and its reliability was calculated by Cronbach's alpha method, with a coefficient of 0.97. The questionnaire was prepared through Google Forms. After obtaining legal permissions, the questionnaire link was sent to the target group via email. And they were asked to complete the questionnaire if they were satisfied. A total of 180 students completed the questionnaire and submitted it. The collected data were analyzed using SPSS (20.00) software and descriptive and inferential statistical methods. Semi-structured interviews were conducted with 10 participants. Participants were assured that they would remain anonymous.

Overall, participants' opinion about computer skills and digital literacy was favorable ( = 4.38, p < 0.05). In the components of the quality of education (  = 3.22, p < 0.05) and the effectiveness of virtual education of chemistry laboratory courses (  = 3.15 and p < 0.05), relatively favorable score were obtained. The difference in the average score of the research components according to the year of entering the university was not statistically significant. However, there was a statistically significant difference between the average score of the quality of education component according to the gender of student teachers. Tukey's post hoc test showed that male participants obtained a higher average score in the education quality component than female participants. The students' opinions on two items, "I was satisfied with conducting laboratory units virtually" and "the level of learning in online chemistry laboratory classes was good", were unfavorable. Examining the interviews showed that students often described their computer skills and digital literacy as favorable, although they were dissatisfied with the lack of computer skills of some professors. Several interviewees stated that some professors tried to make teaching as effective as possible using virtual laboratory software, videos, and related clips.

Respondents' dissatisfaction with conducting chemistry laboratory units in a virtual way and their level of learning in online classes of chemistry laboratories was not favorable, showing that the level of satisfaction with the virtual education of chemistry laboratory courses presented in a virtual way was not good. Most interviewees admitted that the disadvantages of virtual classes were more than their advantages. There may be a direct relationship between greater satisfaction with the quality of education in the group of males and the probability of their employment and earnings money. In conclusion, the best method to improve online education is a combination of digital literacy, computer skills, creativity, using different educational tools, and active teaching-learning approaches. These results can be provided to administrators and planners of Farhangian University and the Ministry of Education. These results can help them to use operational strategies to compensate for possible deficiencies in the professional competence of chemistry student teachers in the laboratory courses provided virtually.

Considering the increasing growth of gamification in online environments, especially online education, as well as the importance of full mastery of effectiveness evaluation activities as one of the most important and necessary control activities, this study aims to rank and identify The importance of the factors determining the effectiveness of gamification and considering a comprehensive model including various dimensions and variables, during a field survey the dimensions and variables of the gamification effectiveness model have been prioritized. The data collection tool was a questionnaire by simple random sampling among users of a gamification and several validity and reliability tests were applied on it. The results showed that among the dimensions of gamification effectiveness, the dimension of behavioral changes and user achievements are in the first rank of importance or priority, the dimension of user experience is in the second rank and motivation is in the last rank. In terms of user experience, the variable of overall experiences and satisfaction is in the first place and compatibility with the user is in the last place. Also in the dimension of behavioral changes and achievements, the variable of user engagement is in the first rank and attitude is in the last rank.

The increasing use of communication technologies and the impact that it has on the culture, way of thinking and practice and style of activity. has also faced important changes in the educational system. Due to the increasing growth of gaming or gamification with different functions and in online environments, especially in educational and online education, as well as the importance and necessity of effectiveness evaluation processes as one of the most important and necessary control activities, it is necessary to developers measure the success or effectiveness of their gamification plans. Since the dimensions, components and indicators of gamification effectiveness have not been identified in general and there is no comprehensive model in this field, this research while identifying the desired dimensions and variables through the Delphi method in four rounds and Targeted sampling provides a comprehensive model for evaluating the effectiveness of gamification. The results show that the effectiveness of gamification is affected by three main dimensions called user experience (with eight variables), behavioral changes and user achievements (with five variables) and motivation (with one variable). In addition to providing a comprehensive and new model, the present study examines and evaluates the role of new variables for the first time.

Given that the current century is associated with innovation, speed and advances in information technology and knowledge transfer, the new generation is looking for ways to keep up with these changes. Therefore, improvements should be made in the content and method of learning. One of the new educational methods is education with technology. Technology is a tool created by human knowledge to produce, solve, and meet needs or wants with resources. Therefore, educational technology can be considered as the use of technology to create and manage technological resources and processes to improve educational performance with the aim of motivating and encouraging students to learn and facilitate the educational process. The present study was aimed at the meta-analysis and synthesis of the results of research on the impact of the use of technology in mathematical education considering the rapid progress of ICT in the present age and, consequently, the significant increase in studies on the impact of technology on the effectiveness of education.

The statistical community is a research that studies the impact of using technology in advancing the goals of mathematical education and with the review of the history, 19 studies were found in this field.

 The research findings showed that the use of technology at 0.38 of variable variance predicts the achievement of the goals of mathematical education, so if technology can be fully integrated into teaching methods, it can be as an effective tool to improve students' learning in mathematics, therefore, considering the effectiveness of using technology in mathematical education, it is essential that the mathematical curriculum be formulated to bring content with a combination of technology.

The aim of this study was to integrate the results obtained regarding the effect of using technology in advancing the goals of mathematics education by meta-analysis. The independent variables of this research include: educational software, computer games, multimedia, graphic images and computer use; dependent variables were: learning, self-efficacy, academic motivation, performance, executive functions, progress, self-regulation, memorization, attitude and participation in math lessons. Due to the correlation between the use of technology and the advancement of the goals of mathematics education, it is recommended that educational planners take the necessary care in compiling textbooks accordingly, and teachers' teaching methods should be in line with this issue and modified by using new technologies.

Over the years, due to the growth of information and communication technology, we have witnessed fundamental and increasing changes in higher education. Today, information and communication technology has become an integral part of the workplace and the classroom, and has changed business practices, communication and learning. The art and science of education has combined with the growth of information and communication technology and has created a new approach to learning called e-learning. e-learning is emerging as a new paradigm of modern education and has realized many educational ideals including learning in place and time, collaborative learning, self-assessment and self-strategy. For this reason, it is used in a wide range of educational activities, and many schools, universities and higher education institutions are preparing e-learning programs. The aim of the present study is to recognize the effectiveness criteria of e-Learning programs of Work and Technology Course from experts’ perspective.

The research method is qualitative and Strauss and Corbin’s grounded theory is used. The population of the investigation included experts from training domain, the new technologies planning domain, and work and technology course domain from whom 18 people were selected purposefully as samples. Open, axial and selective categorization techniques were used in order to analyze the data.

Based on the obtained results, a matrix effectiveness framework of grounded factors, causal factors, inhibitor factors, strategies, and outcomes was formed. In this way, as a comprehensive content, the compilation of the effectiveness framework of e-learning programs included the mentioned factors. Each of these categories has various aspects in the basic contents. It is evident that the findings of the present study have made it possible to evaluate the effectiveness of e-learning programs of Work and Technology Course in the Islamic Republic of Iran.

The purpose of this study was to identify the effectiveness of e-learning programs in vocational technology courses from the perspective of experts. According to the interviewees, when these factors appear in a favorable way and the grounds for their desirability are provided, gaining new learning opportunities, synchronizing with modern day technologies, saving time, energy and costs, growth and transformation of the work technology community, achieving lifelong learning, achieving the goals of e-learning curricula, saving extra and surplus costs, achieving upstream goals, interacting with other human communities, productivity in the business environment, improving applied skills, improving individuals skills and the possibility of learning on the job will be exceeded. There is also an increase in the number of applicants for the course, an increase in audience satisfaction, an increase in the speed of learning, and an improvement in the IT knowledge of teachers and learners.

Nowadays, due to increase in developing of a virtual learning system, constructing of an instrument for assessing the effectiveness of them is a useful action. So, this study was carried out with the aim of presenting an approach for assessing the effectiveness of teachers’ virtual in-service training from teachers’ view. The method of research was descriptive and statistical population of it included all teachers that have passed at least one e-course from teachers’ virtual in-service training system. The total numbers of teachers were 2040 people. Therefore, the 325 subjects were participating in the study. The related data gathered through a researcher-made questionnaire was used. This instrument is an adoption from Levy’s questionnaire. For determination of validity of the questionnaire, the content and formal validity was used. So, the Lawshe’s Content Validity Ratio was applied. The Content Validity Ratio was 0.63. For proving the reliability of it, the Cronbach’s Alpha test was used. Thus, the alpha for both value and satisfaction constructs respectively was 0.92 and 0.90. The results showed that there wasn’t any significant correlation between value and satisfaction constructs. So, value & satisfaction are independent constructs. Furthermore, the results of data analysis of confirmatory factor analysis showed that the using from four components in assessing the effectiveness of teachers’ virtual in-service-training was correct. Also, this analysis showed the instrument has construct validity. Also, on the basis of factor analysis, we understand the categorizing of characteristics in four components, supporting system quality; content quality; availability; technology is accurate.

This study aimed to assess the effectiveness of teachers’ in-service virtual training system. The method of the study was descriptive-survey. The statistical population of the study included all 2040 teachers who have participated at least once in one of the teachers’ in-service virtual training courses. For sampling، a convenience method was used، through which 325 subjects were selected. For data gathering، a researcher-made questionnaire، namely ''questionnaire for value-satisfaction assessment of virtual training system'' was used. Validity of the questionnaire based on Lawshe’s Content Validity Ratio was 0. 63. Reliability of the questionnaire was estimated using Chronbach''s Alpha test that was 0. 92 and 0. 90 for constructs value and satisfaction، respectively. Results revealed that there was no significant correlation between value and satisfaction constructs، so they were independent constructs. Furthermore، the results out of the data analysis with value-satisfaction grid analysis indicated that teachers'' in-service virtual training system was effective neither at any one of four dimensions (supporting quality، content quality، availability and technology) nor with respect to the overall system. In addition، the results out of data analysis by benchmarking instrument of LeVIS index showed that the effectiveness status of teachers’ virtual system both at any one of four dimensions and with respect to the overall system was moderate.

One Of The Most Critical Steps Of  The Educational Planning Is The Evaluation Of Educational Goals.Identifying This Aim Requaires A Tool By Which To Measure The Quality Of  Programs.The Aim of This Study was  Assessment The Quality And Modeling Educational Services In Distance Education In Iran. The Method Of Research  Was Descriptive.In This Research, The Required Data Were Collected From A Sample Of 119 Consist Of  Male And Female Ph.D Student And Faculty Member Who Selected By Stratified  Sampling Method.The Formal Validity Of The Questionnaire Was Confirmed By The Specialists In The Field And The Reliability Was Calculated By K –Alfa At Laest (0.78).Data were Analized By Descriptive And Inferential (Factor Analysis) statistical Indexes. The Results Indicated That The Quality  Of Educational Services  Indexs In Curriculum Stractures,Student Services Are Average And The Faculty Member Support Is low And Weakness.In Addition,The Results Indicated That The 3 Factor Model With (RMSEA=0/085) And (CFI=0/97) Has Suitable Fitness.

The main purpose of the present study was to design an effectiveness assessment model for distance education at higher education section in Payame Noor Universities in Iran. This is a descriptive and survey-based study. The sample population of this study consisted of 45 university instructors and 1129 PhD students; 115 of them were selected through stratified sampling method. They answered the researcher-made questionnaire. Three experts determined the validity of the questionnaire and its reliability was determined by using Cronbach α. The collected data were analyzed using descriptive and inferential statistics by performing SPSS & LISREL. The findings showed that the effectiveness of the services provided at the post graduate section of Payame Noor University for the student support index was average and about 12, but for the curriculum development index 11.32, for the faculty support index 7.58 which was weak (lower than expected). The results also displayed that the quality indexes were appropriate. In other words, this model can be used for assessing the effectiveness of services offered in the universities and centers of higher education based on ICT.

The purpose of the present paper was effectiveness evaluation of virtual learning courses in Ferdowsi University. The research method was survey and its statistical population included 11 professors along with 547 students of virtual learning course. The statistical sample of professors was equal to their statistical population (11 professors) due to their limited number, and 226 students were selected from the statistical population based on Krejcie and Morgan table. Data collecting process was done by a researcher-designed questionnaire. In order to measure validity of the questionnaire, content validity was used and its reliability was estimated with Cronbach alpha coefficient 0/92 for professors and 0/86 for students. The data were analyzed by descriptive statistics and inferential statistics (one sample and independent sample t tests). The results indicated that the effectiveness of virtual learning courses is desirable and average from professors and students points of view respectively.

One of the most important parameters in personalization of adaptive learning web-based educational systems is learning style. Up to now, various  learning styles proposed and this paper tries to evaluate the efficiency of using one of them, Jackson model. In this study, we  categorized students as model says and delivered learning content matched to each group learning style.  Findings of the study indicate differences in performance between matched and non-matched students in one case of the study and in the other case, demonstrate no significant difference. Although these results pertain to an undergraduate educational session, however our proposed framework is general enough to be applied to effective and efficient pedagogy in any area at any level.