mohamad jamshidi; khadijeh aliabadi; mohamadreza nili ahmadabadi; esmaeil zarei zavaraki
Abstract
The purpose of this study was the effect of mobile learning on improving the performance of Allameh Tabatabai University staff. The research method is quantitative and quasi-experimental with a pretest-posttest design with a control group. The statistical population of this study was the staff of Allameh ...
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The purpose of this study was the effect of mobile learning on improving the performance of Allameh Tabatabai University staff. The research method is quantitative and quasi-experimental with a pretest-posttest design with a control group. The statistical population of this study was the staff of Allameh Tabatabai University that 54 university staff (28 in the control group and 26 in the experimental group) were selected by convenience sampling method. Which were randomly assigned to the experimental and control groups. First, the pre-test was performed on the members of the experimental and control groups, and then the training package prepared on the subject of time management on mobile learning was provided to the experimental group. The conventional method was taught at the university for 4 weeks. At the end of the post-test was performed on both groups. The training package including the four dimensions of time management in the form of text, PowerPoint and short educational videos (micro learning) along with educational goals and end-of-course evaluation was provided to the staff of Allameh Tabatabai University. After training by the training package and conducting pre-test and post-test to evaluate time management knowledge, a staff performance questionnaire has been reviewed to assess the amount of adequate time utilization. This questionnaire had validity, reliability and scoring. Therefore, the mobile learning training package has increased the knowledge of time management of Allameh Tabatabai University staff and also due to the high
mostafa bagherian far; ahmad reza nasr esfahani; Mohamad Reza Ahanchian
Abstract
The present study is aimed towards identification the indices of desirable teaching and learning activities in regard with the Humanity Courses for universities and the extent to which these indices are attention. In the present study, exploratory mixed-methods research was used. For the qualitative ...
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The present study is aimed towards identification the indices of desirable teaching and learning activities in regard with the Humanity Courses for universities and the extent to which these indices are attention. In the present study, exploratory mixed-methods research was used. For the qualitative section, we underwent quasi-structured interviews with 20 distinguished and qualified experts and faculty members of universities having their expertise in teaching and learning activities design. Also, 360 of the students of universities comprised the quantitative statistical population. In the quantitative section, a descriptive-survey method was employed. This number of participants was selected using multistage cluster sampling method. To examine the reliability of interview questions and questionnaires, we recruited formal and content reliability. And, we used Cronbach's alpha coefficients to evaluate the validity of our questionnaires. We also employed descriptive and inferential statistics to wage on analyzing the data. The results indicated that the interviewees outlined 10 indices as the salient indices of teaching and learning activities. The quantitative data also indicated that the range and degree of implementing and corresponding to the indices of teaching and learning activities seem to be less than desirable. Therefore, it necessarily requires far more significant attention.
Ehsan Toofaninejad; Manizheh Hooshmandja; Azad Alahkarami
Abstract
Background: Reforms in higher education due to the advent of new technologies require a shift in traditional education. The flipped classroom approach can be a solution to such educational changes to create a student-centered individual learning environment. Materials and Methods: This approach, which ...
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Background: Reforms in higher education due to the advent of new technologies require a shift in traditional education. The flipped classroom approach can be a solution to such educational changes to create a student-centered individual learning environment. Materials and Methods: This approach, which is a type of blended learning, effectively integrates traditional and online education using both in and out of the classroom environment. The paper presents evidence around derived from a systematic review of the literature on the use of flipped classroom approach in higher education. A comprehensive search through multiple known databases identified a dataset of 548 papers from which 31 papers met the criteria for in-depth analysis. Results: The analysis revealed that flipped classroom approach has a positive effect on learning, reducing cognitive load, engagement, accuracy, motivation, attitude, satisfaction from the course, and self-efficacy in higher education. One of the most important challenges of the flipped classroom were the lack of familiarity and adaptation of the students to the flipped method, the increase of teachers' load and the learning issues of the video. Conclusion: According to the analysis of the findings of the selected research studies, it is concluded that the higher education system can effectively use this method.
Mahtab Pouratashi; asghar zamani
Abstract
The aim of this study was to assess thinking styles and goal orientation of students and their relationship with academic performance. This article is descriptive-correlational research and data gathered using questionnaire. Statistical population of the study comprised students studying at Agricultural ...
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The aim of this study was to assess thinking styles and goal orientation of students and their relationship with academic performance. This article is descriptive-correlational research and data gathered using questionnaire. Statistical population of the study comprised students studying at Agricultural Colleges of Universities of Tehran, Yasoohj, Ilam, Shahid Bahonar Kerman, and Razi Kermanshah, which a sample of 247 students was randomly selected. Data were analyzed using descriptive and inferential statistics, conducting SPSS. Thinking styles grouped in five dimensions including function, form, level, scope, and leaning and goal orientation in two dimensions. The findings revealed that there were differences between male and female students on some aspects of thinking styles and goal orientations. The findings revealed that among thinking styles, global and executive and among goal orientation, performance-oriented had the most positive effects on academic performance.
reza shakorzadeh; hassan maleki; mahdi ghasabi
Volume 10, Issue 34 , January 2015, , Pages 67-92
Abstract
The aim of the present research is to assess the quality of the post-graduate curricula of Allameh Tabatabai’ University with an emphasis on the objectives, the content, teaching-learning strategies and the assessment strategies of the curricula. This was a descriptive-longitudinal study ...
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The aim of the present research is to assess the quality of the post-graduate curricula of Allameh Tabatabai’ University with an emphasis on the objectives, the content, teaching-learning strategies and the assessment strategies of the curricula. This was a descriptive-longitudinal study which had a statistical population of all post-graduate students and professors of the department of Psychology and Education Sciences in the academic year 2013-2014The 165 students and 53 teachers are.Morgan with a sample size of 114 students and 46 faculty members were estimated The sampling was carried out using the stratified proportional-to-size method. Content-face validity test was performed to ensure the validity of the questionnaire. The reliability of the questionnaire which consists of 68 questions was calculated to be 94% on a thirty-member group using Cronbach’s alpha coefficient. To analyze the results of the questionnaires, a one-sample, independent t-test was used. The findings of the present research, according to the components of the curriculum, show that for the students, the objectives, the content, and the assessment strategies of the curricula have fallen short of meeting their needs and expectations, and for the professors, operational strategy and assessment strategy were the two components that were, to some extent, effective in meeting their needs and expectations, but objective and content components failed to be so. In addition, there was no significant difference between the demographic features of the students and the professors.
Atiyeh Shohoudi; Farkhondeh Mofidi; Hamid , Alizadeh
Volume 9, Issue 28 , July 2013, , Pages 2-14
Maqsood Amin Khandaqi; Maliheh Rajee
Volume 9, Issue 28 , July 2013, , Pages 16-40
Abstract
Considering the relationship between individuals' learning styles and their preferred teaching styles, this paper aims at studying the effect of the students' learning styles on their preferred teaching styles in Ferdowsi University of Mashhad, Iran. 180 out of 500 students are randomly selected in the ...
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Considering the relationship between individuals' learning styles and their preferred teaching styles, this paper aims at studying the effect of the students' learning styles on their preferred teaching styles in Ferdowsi University of Mashhad, Iran. 180 out of 500 students are randomly selected in the academic year of 2010-211 by using Morgan's formula and completed "learning styles" and "teaching styles" questionnaires. The results show that many subjects are inclined towards active teaching style and have assimilation and convergent learning styles. In addition, students preferring active teaching style have often divergent learning style. It is suggested that instructors use active teaching methods and consider various techniques when designing their instructions in order to make students skillful in various learning styles and provide opportunities for their academic achievements.
H. Sayyari; P. Lotfipour; E. Kazempour
Volume 8, Issue 23 , April 2012, , Pages 2-28
Abstract
ICT-based education is the application of information and communication technologies in the process of teaching and learning. Educational justice can be defined as providing equal educational opportunities for all demanders of higher education. Educational justice can be achieved by ICT-based education ...
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ICT-based education is the application of information and communication technologies in the process of teaching and learning. Educational justice can be defined as providing equal educational opportunities for all demanders of higher education. Educational justice can be achieved by ICT-based education through; providing equal educational opportunities, increasing the access to higher education and improving the quality of education.
The purpose of this research is to investigate the impact of ICT-based education on educational justice development. Therefore, the ex post-facto research method was adopted, and the statistical population covered 250 and 110 students benefitting from ICT-based and classroom-based educations, respectively. 104 ICT-based and 100 classroom-based students were also randomly selected as the sample volume. Data were collected through two researcher-made questionnaires whose content validity was approved by the supervisor and consulting advisor of the research. Their reliability was calculated by Cronbach's alpha coefficient as 0.89. Descriptive statistics was used to describe the collected data, and t-test was used to test the hypotheses and investigate the difference between the groups. Collected data were analyzed by SPSS software. The analysis of the data showed that all the hypotheses of the research were confirmed with a level of confidence of 95 per cent. Research findings also revealed that ICT-based education had the highest impact on increasing access to higher education by providing the opportunity of studying at home, expanding classroom borders and facilitating studying for jobholders. Its high expenses in Iran were, however, the most important obstacle for equal educational opportunities and increasing access to higher education.
mehri saki; seyedmostafa sharif
Abstract
Isfahan University has stat 'ed to revise its curricula. A three steps process has been defined for this revision, and the council of department, the faculty committee, and the policy making office have been involved in curriculum development. The main purpose of this study is to survey the span of responsibility ...
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Isfahan University has stat 'ed to revise its curricula. A three steps process has been defined for this revision, and the council of department, the faculty committee, and the policy making office have been involved in curriculum development. The main purpose of this study is to survey the span of responsibility of each of these parts. The research is an analytical descriptive type. Its statistical population has included 454faculty members and after determining the sample size, 90 persons has been chosen. The main instrument of data gathering, consisted of a close-ended questionnaire made by the researches with the reliability of 0.86. Thefindings revealed that department council is responsible for the revision of available materials (%96. 7),revision of credits and determined sources, and substitution of courses of study (%93.3). The span of responsibility offaculty committee is the explanation of educational policies of the faculty (%53.4). The spans of responsibilities of policy making office are needs assessment (%92 2) and set 11p the new educationalfields (%90
