Considering the importance of online classes in the Covid-19 era, this study surveyed the satisfaction of English language teachers in secondary schools with teaching on the Shad educational network in 2020 and 2021. This study aimed to explore the teachers’ attitudes towards the opportunities and challenges of the Shad application and to provide the educational community with solutions to overcome the obstacles in the application. A mixed-methods research design was employed, involving 55 high school English language teachers. The quantitative data were collected through a questionnaire that was adapted from several questionnaires in the field of online education (the validity of the questionnaire was confirmed by EFL instructors of Shahid Chamran University of Ahvaz and its reliability was estimated at 0.84 using Cronbach’s alpha, α = 0.84). The qualitative data were gathered through semi-structured interviews. Results indicated that the use of the Shad application increased the parents’ responsibility and involvement in the student’s learning process. The identification of capable teachers and the utilization of teachers’ experiences were among the opportunities of the Shad application. The teachers commented the biggest problem with using the Shad application was that it was too slow to transfer and learn.

Feeding habits of Caspian marine shad Alosa braschnikowii (Borodin, 1904), inhabiting in the western part of Caspian Sea such as prey spectrum and seasonal dynamics have been studied. As in other parts of Caspian Sea, throughout the year, the main hunt of Caspian marine shad constituted kilkas, gobies and shrimps while other groups of zoobenthos were represented in a lesser extent. Importance of other fishes and zoobenthos in the diet of Caspian marine shad is influenced by their ecological morpho-functional peculiarities. Seasonal changes of species composition and proportions of fodder food items are caused by life cycles of fishes and migrations of fodder entities. The changes of food composition depending length of fishes, the depth and haul region are analyzed. Caspian marine shad most intensively feeds in spring (March – April) before spawning and in summer (July) after spawning.

With the outbreak of Covid-19 pandemic, the Ministry of education obliged teachers and students to use TV (Television) teaching and SHĀD application to continue formal education. In order to evaluate the SHĀD application and TV teaching programs, this study was designed and conducted. Questionnaires were developed to collect data on the experiences of students and teachers and they were shared in SHĀD application. A total of 85,372 primary school students and 12,778 primary school teachers participated in this study. Findings showed that smart cellphones were the most accessible tool among both students and teachers. 72.4% of students and 90% of teachers reported slow speed of SHĀD application for downloading and uploading files. 78 % of primary school students considered the time of TV programs as little. 88.6 % of them mentioned that their teachers taught lessons better than teachers in the TV teaching programs and 82.9 % of them did not have a close relationship with a TV teacher. Near 40 percent of students commented that they are satisfied with TV teaching programs and TV teacher. Overall, teachers’ difficulties with SHĀD application could be classified into four categories including 1) monitoring and controlling the students' learning, 2) technical problems of SHĀD application, 3) lack of teachers' skill and finally 4) lack of access to internet. Around 35.2 % of the teachers believed that TV teaching programs were appropriate to compensate for the lack of face to face education in the classrooms. These findings could be used for improving these programs as well as the integration of digital technologies in the teaching and learning processes in Post-Covid-19 education at schools.

The purpose of this study is to investigate the effectiveness of virtual education through a Shad program on motivation for progress and time management in eleventh grade female high school students in Kerman city. The members of the community include all the eleventh-grade female students of the second secondary school (3395 people) in Kerman. 40 students were randomly assigned to the experimental and control groups as a sample. The data collection tools in the study were the Achievement Motivation Questionnaire (ACMT) (1994) and the standard questionnaire management of Moorhead and Griffin (1989). To analyze the data in the descriptive part of the scale Analysis of variance, standard deviation, and mean were used and in the inferential section, the analysis of covariance was used to measure the effect of the Shad program. The results showed that Shad social network training was effective in increasing students' achievement motivation and time management so students and teachers should participate in appropriate workshops. In other words, using the Shad program increased the motivation of students to progress. Also, using the shad educational system helped to manage more time students and made them manage their time better than before. Therefore, the use of Shad program in the post-corona training period and even face-to-face training, along with a variety of teaching methods, is suggested as another educational assistance software.

The present study attempted to investigate novice and experienced EFL teachers’ perceptions of the inhibitors to the implementation of task-based language teaching using the online tool of Shad in Iran. Forty male and female English teachers (20 Novice and 20 Experienced) teaching at Language institutes in Kermanshah, Iran, participated in this study. They were conveniently sampled. A mixed-method design, benefiting from a TBLT questionnaire along with interview sessions, was used to investigate the teachers’ attitudes towards the Shad platform in online classes regarding the implementation of task-based language teaching in online classes. Descriptive statistics were used to analyze the questionnaire to probe novice and experienced EFL teachers’ perceptions of the inhibitors to the implementation of task-based language teaching in these classes. Moreover, interview questions were also answered by the participants to obtain more insights into the Shad platform in online classes. The responses were analyzed qualitatively for the premier goal of this study. The findings indicated that participants generally had positive viewpoints regarding the use of computers which they believed to be of help to work more effectively with their students. They also had higher learning goals. EFL teachers and students had positive attitudes towards SHAD program as they believe that SHAD online education system constitutes a more relaxed and stress-free atmosphere. Hopefully, the findings would assist educational teachers, administrators, and academicians to better understand the inhibitors to the implementation of task-based language teaching in online Shad classes.

The present study attempted to investigate novice and experienced EFL teachers’ perceptions of the inhibitors to the implementation of task-based language teaching using the online tool of Shad in Iran. Forty male and female English teachers (20 Novice and 20 Experienced) teaching at Language institutes in Kermanshah, Iran, participated in this study. They were conveniently sampled. A mixed-method design, benefiting from a TBLT questionnaire along with interview sessions, was used to investigate the teachers’ attitudes towards the Shad platform in online classes regarding the implementation of task-based language teaching in online classes. Descriptive statistics were used to analyze the questionnaire to probe novice and experienced EFL teachers’ perceptions of the inhibitors to the implementation of task-based language teaching in these classes. Moreover, interview questions were also answered by the participants to obtain more insights into the Shad platform in online classes. The responses were analyzed qualitatively for the premier goal of this study. The findings indicated that participants generally had positive viewpoints regarding the use of computers which they believed to be of help to work more effectively with their students. They also had higher learning goals. EFL teachers and students had positive attitudes towards SHAD program as they believe that SHAD online education system constitutes a more relaxed and stress-free atmosphere. Hopefully, the findings would assist educational teachers, administrators, and academicians to better understand the inhibitors to the implementation of task-based language teaching in online Shad classes.

One of the functionalities in the student education network (Shad) is the existence of a section called formal content, in which all educational content for teachers and students is available in all subjects and at all levels of education. In this regard, the present study has evaluated the formal content section of the elementary school in Shad Network, from the perspective of elementary school teachers. The research method was qualitative phenomenology (lived experience). The study population was all primary school teachers in Mirjaveh city in the academic year 1399-1400 including 120 teachers and the sample size included 40 teachers who were purposefully selected for interview. After observing the principle of diversity and reaching theoretical saturation, finally, the interview of 34 teachers participating in the interview was recorded. The data collection tool was the use of semi-structured in-depth interviews. The qualitative data analysis tool from the interview was the use of coding process. By performing all three coding steps on the interview receipts, the most important advantages and limitations of the official content of Shad Network were identified from the perspective of elementary school teachers. As a result of data analysis, seven categories for the benefits of Shad network content include: content appropriate to the age and needs of learners, availability and persistence, attractive and effective, provided by experienced and top teachers in the country, quality content, providing the same content training at the national level, motivating and increasing the confidence of learners was achieved. There are also seven categories for the limitations of Shad network content, including: the high level of some content and its ambiguity, lack of attention to detail in the content, lack of two-way interaction, reduction or lack of focus of learners, lack of attention to individual differences, slow download speed and lack of content The existence of useful content in the lives of learners was obtained.

Distance learning has gained more significance in recent years. The present study intended to investigate whether there was any statistically significant correlation between motivation and learning English through Shad and WhatsApp as perceived by Iranian high school language learners. Furthermore, the study aimed to find out whether the participants’ gender moderated the relationship between motivation and learning English through Shad and WhatsApp. To fulfill these aims, a correlational study was set up and data were collected from 169 male and female learners, some of whom were exposed to WhatsApp and the rest received Shad as their English language class platforms. Data elicited from the motivation questionnaire and English language test of the learners were analyzed through the Kolmogorov-Smirnov test, Pearson correlation, and Fisher's z transformation formula to come up with the results of the study. The findings revealed that there was a moderate, positive, and statistically significant relationship between motivation and English learning of the WhatsApp-group learners. Moreover, it was found that there was a weak, positive, and statistically significant relationship between motivation and English learning of the Shad-group learners, and gender did not have a moderating role in the relationship between motivation and English earning of the learners, neither in the WhatsApp nor in the Shad groups. The implications of the study are presented and discussed.

The present study was conducted to solve the problem of one of the second grade students of Shahid Motahari primary school in Amlash city in the academic year 1399-1400. In this study, the non-submission of audio assignments by the student on the Shad educational network is investigated and its purpose is to investigate and explain the causes of the student's problem and to take action to solve it. The research method is qualitative and action research type. Data was collected through observation of student performance in a Shad virtual classroom and video interviews in virtual networks with parents and searches in scientific databases. As a result of data collection, the causes of the student's problem were identified to be the coronavirus pandemic, virtual education, and parental occupation were identified. To solve the problem, a podcast was used to motivate the student to send homework. The results showed that the use of podcasts made with the student's voice has a positive effect on creating interest in the student's audio assignments on the Shad educational network.

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