narjeskhatoon oveici; Zahra Jamebozorg; saeed pourrostaei; Khadijeh Ali;abadi
Abstract
There is a vast literature on aesthetics, visual design principles and graphic design theory. But very little has been discussed about the trend of e-learning and online courses in terms of aesthetics. One of the main obstacles to obtaining the required knowledge in this field is the lack of understanding ...
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There is a vast literature on aesthetics, visual design principles and graphic design theory. But very little has been discussed about the trend of e-learning and online courses in terms of aesthetics. One of the main obstacles to obtaining the required knowledge in this field is the lack of understanding of practical definitions and conceptual ideas in this field. The appropriate use of aesthetic concepts can be effective in accepting the learning system in terms of functionality and ease of use, going beyond instrumental features and paying attention to non-instrumental features such as emotional, aesthetic and motivational aspects of e-learning design according to the needs of learners and on the one hand cause their learning and satisfaction and on the other hand increase the efficiency of the education system and finally lead to a valuable learning experience. Although the definition of aesthetics in e-learning is complex, it can be said that it includes three basic elements: an acceptable appearance, an attractive visual interface, and an orderly content, and a combination of these three elements. These elements increase the learning experience and strengthen its results and affect the entire system. Therefore, the purpose of the current research is to explain the concepts and process of using beauty and visual aesthetics to improve the e-learning experience and expand the knowledge of visual aesthetics in this field by using the scope research method.
روانشناسی یادگیری
Shila Soleymani; Khadijeh Aliabadi; Esmaeil Zaraii Zavaraki
Abstract
The present study aims to investigate the effect of flipped learning patterns on the dimensions of self-directed learning of English grammar skills to improve teaching and learning strategies. This study is a quasi-experimental research with pre-test and post-tests. The statistical sample was selected ...
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The present study aims to investigate the effect of flipped learning patterns on the dimensions of self-directed learning of English grammar skills to improve teaching and learning strategies. This study is a quasi-experimental research with pre-test and post-tests. The statistical sample was selected as available by the random replacement for all students in the Aladdin Center in Mashhad in the two academic years from 2018 to 2020 with 220 students. To collect data, the questionnaire of Fisher et al (2001) was first administered to the experimental and control groups as a pre-test. Then, English grammar was taught to the control group under flipped teaching patterns and to the control group through the traditional method. In the end, a post-test was performed on both groups. To determine the validity and reliability of the study Cronbach's alpha coefficient (α), to check the normality of the study population repeated measures, and to answer the research questions sample t-test was used. Findings showed that the use of flipped learning patterns had an effect on the desire for learning and self-control but had no effect on self-management. Regarding the results, it can be argued the value and acceptability of the pattern are effective in self-directed learning at different higher education levels and have improved teaching and learning.
Jamshid Heydari; Khadijeh Aliabadi; soghra Ebrahimi Q avam; Saeid Poor roustaei
Abstract
AbstractThis study executed for the development of thinking instructional design models based on Vygotsky's sociocultural theory. The research was a mixed-method and Research design was exploratory design. The design consists of two consecutive qualitative and quantitative parts. In the qualitative section, ...
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AbstractThis study executed for the development of thinking instructional design models based on Vygotsky's sociocultural theory. The research was a mixed-method and Research design was exploratory design. The design consists of two consecutive qualitative and quantitative parts. In the qualitative section, by using the thematic analysis method, the scientific texts selected by purposeful method, consisted of 18 books and 40 articles, study and analysis. Also interviewed with 6 people of instructional design and educational psychology experts by focus group method and model developed. In the quantitative part, the developed model was validated. For internal validation, a developed model associated with the Researcher made a questionnaire with the determination of validity and Reliability coefficient 0/72 in the Cronbach alpha method, for 15 experts for judgment send and data analyzed. From the extracted themes, experts selected 3 global themes and 15 organizing themes and presented a model after determining the interaction between them. Analysis of the data obtained from the implementation of a researcher-made questionnaire for model internal validation by one-sample t-test showed that the mean of the respondents' responses to each question was significantly higher than the average of the scores in each question and as a result, the model had appropriate internal validity.
Mohammad Reza Vahdani; Darioush Nowrouzi; Hashem Fardanesh; Khadijeh Aliabadi; Khosrow Bagheri
Abstract
Instructional design is art and science of designation, detailed characterization for development, evaluates and maintains the positions that will facilitate learning and performance (Reigeluth, 2009). Instructional design is a very active area of instructional technology, which seeks to facilitate ...
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Instructional design is art and science of designation, detailed characterization for development, evaluates and maintains the positions that will facilitate learning and performance (Reigeluth, 2009). Instructional design is a very active area of instructional technology, which seeks to facilitate learning and performance (Reiser & Dempsey, 1391, translation by Vahdani Assadi., et al). Morality of the most important issues, that educational system focuses on it (Bagheri, 1389). To achieve educational goals in the teaching of moral education, we need better methods. The aim of this study is to provide instructional design model for moral education. For this purpose, multiple method of exploratory research with developed and confirmed model was used , for this purpose, in first step the concepts and theories in the field of moral education were reviewed, and after the classification, the conceptual framework developed, and instructional design model of ethics education was presented. Then moral instructional content, based on this instructional design model was designed, and on sixth grade students was conducted. The results show the impact of this model on moral growth and moral behavior students.
Yousof Mahdavinasab; Khadijeh Ali'abadi
Volume 10, Issue 31 , April 2014, , Pages 191-209
Abstract
The present research aims to study the effect of using weblog on cooperative learning. The participants included 37 students of Allameh Tabataba’i University studying the second semester of educational management in the year 2010-2011 who had passed the course ‘educational technology’. ...
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The present research aims to study the effect of using weblog on cooperative learning. The participants included 37 students of Allameh Tabataba’i University studying the second semester of educational management in the year 2010-2011 who had passed the course ‘educational technology’. This was a single case study, and the research instrument was the Cooperative Learning Implementation Questionnaire. The data was analyzed using one-sample t-test. The results showed that using weblogs as cooperative learning instruments significantly affected the rate of cooperative learning and all its components (including positive interdependence, individual accountability, group processing, social skills, and interactions). The present study makes some suggestions on how to use a weblog with the aim of cooperative learning.
Khadijeh Aliabadi
Volume 8, Issue 26 , January 2013, , Pages 46-67
Abstract
Recent information surge has turned curriculum revision into a vital necessity in all university majors. As academic circles are expected to be among the first entities updating their information, they have no choice but to reconsider and revise their curricula. Educational technology is no exception, ...
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Recent information surge has turned curriculum revision into a vital necessity in all university majors. As academic circles are expected to be among the first entities updating their information, they have no choice but to reconsider and revise their curricula. Educational technology is no exception, which has to be pioneer in innovation and using new methods and facilities. This research was conducted to (1) study the current curriculum, and determine the credits for pre-university, general, basic, core, specialized, elective, and pre-requisite courses, and (2) determine the course syllabuses for pre-university, elective, and specialized courses. To accomplish the first objective, educational technology curriculum was studied. The following measures were taken to meet the second objective: (a) library and internet research to collect information on educational technology curricula of world’s prestigious universities, (b) surveys to ask academic experts’ opinions, (c) surveys to ask MA students’ opinions, (d) surveys to ask educational technology students’ opinions, (e) assessment of different educational research conference findings, (f) assessment of minutes of Supreme Council for Educational Planning. The results were finally used to design a curriculum.
