alimohammad rezaei
Abstract
چکیده: هدف از مقاله حاضر بررسی شیوه های ارزشیابی از آموخته های دانشجویان در دوران کرونا: چالش ها و راهکارها با تاکید بر عدالت ارزشیابی بود. به منظور نیل به هدف پژوهش از ...
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چکیده: هدف از مقاله حاضر بررسی شیوه های ارزشیابی از آموخته های دانشجویان در دوران کرونا: چالش ها و راهکارها با تاکید بر عدالت ارزشیابی بود. به منظور نیل به هدف پژوهش از روش تحقیق کیفی و به منظور تحلیل اطلاعات گردآوری شده از تحلیل محتوا استفاده شد. شرکت‌کنندگان پژوهش را "صاحبنظران" تشکیل دادند که با استفاده از روش نمونه‌گیری هدفمند و نمونه گیری گلوله برفی انتخاب شدند. جمع آوری اطلاعات با روش مصاحبه نیمه ساختار یافته بود. علاوه بر آن به منظور جمع آوری اطلاعات از سایر منابع، نظرات دانشجویان کارشناسی، کارشناسی ارشد و دکتری با استفاده از نمونه گیری در دسترس و از طریق پرسشنامه باز پاسخ مورد بررسی قرار گرفت. در کل نظرات 14 صاحبنظر و 66 دانشجو مورد بررسی قرار گرفت. نتایج نشان داد مهمترین شیوه های ارزشیابی از آموخته های دانشجویان در دوران شیوع ویروس کرونا (آموزش مجازی) عبارتند از امتحان حضوری (در صورت مجوز مبادی ذیربط)، امتحان کتبی مجازی، امتحان شفاهی مجازی، پرسش و پاسخ شفاهی، ارائه های مجازی، کارپوشه الکترونیکی و ارزشیابی چندگانه (تلفیقی). در این مقاله چالش ها و مزایای هر کدام از روش های ذکر شده بررسی و راهکارهای لازم برای کاهش پیامدهای منفی هر کدام از روش ها ارائه شد. با توجه به نظرات پاسخگویان، بسنده کردن به یک روش ارزشیابی، اعتبار ارزشیابی را کاهش می دهد و لذا لازم است متناسب با محتوا و اهداف از روش های چندگانه (تلفیقی) برای ارزشیابی آموخته های فراگیران استفاده کرد.
روانشناسی یادگیری
Abstract
Abstract: The main purpose of this study was to Investigating the role of thinking styles and Self-efficacy in students' readiness to participate in e-learning courses. The research method was descriptive-correlational. The population of study included all of students of Kharazmi University in year 2013-2014. ...
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Abstract: The main purpose of this study was to Investigating the role of thinking styles and Self-efficacy in students' readiness to participate in e-learning courses. The research method was descriptive-correlational. The population of study included all of students of Kharazmi University in year 2013-2014. Using random method a sample that consists of 250 persons was selected. In order to collect data, Thinking style function and Self-efficacy questionnaires and students' readiness to participate in e-learning scale were used. For analyzing data, descriptive (Mean, standard deviation) and inferential (independent t, correlation and regression) statistics were used. results of Regression testing showed that there is significant relation between thinking styles and Self-efficacy with students' readiness to participate in e-learning courses and students' readiness to participate in e-learning courses can be Predicted Through thinking styles and Self-efficacy. Results of T test showed that there is no significant difference between male and female and Graduate Students with Undergraduate Students In terms of readiness to participate in e-learning courses. Thinking style and Self-efficacy are Effective in students' readiness to participate in e-learning courses.
Behnam Rasouli; Khadijeh Aliabadi; Fereshteh Azadi Parand
Abstract
The present study aimed to appraise the conformity of Amir Kabir University’s e-learning presentation style to instructional events of Gagne & Briggs instructional design model. The study was of a descriptive and analytical nature. The population included all the main and technical courses ...
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The present study aimed to appraise the conformity of Amir Kabir University’s e-learning presentation style to instructional events of Gagne & Briggs instructional design model. The study was of a descriptive and analytical nature. The population included all the main and technical courses of electrical and telecommunication engineering in Amir Kabir University’s e-learning courses in the academic year 2012-2013. Available sampling was employed for the purpose of the study. The research instrument consisted of the researcher-made checklist which was designed based on instructional events of Gagne & Briggs instructional design model. In order to probe the validity of the instrument, face validity was employed. Using Cronbach alpha, the reliability of the instrument was calculated 0.88. In order for data collection, experts observed offline e-learning course for 5 sessions. Then, based on their observations, they completed the checklist. The results of the study indicated that Amir Kabir University’s e-learning presentation style was not in conformity with instructional events of Gagne & Briggs instructional design model (p<0.05).
mohammad ali rostami nejhad
Abstract
much more salient than pre university level. Nevertheless high dropout rate is common concern among Iranian e-learning systems and others. Because of complexity of the dropout phenomena, this study is trying, to identify predictors of student success in e-learning. The data from 1011 e- learner at the ...
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much more salient than pre university level. Nevertheless high dropout rate is common concern among Iranian e-learning systems and others. Because of complexity of the dropout phenomena, this study is trying, to identify predictors of student success in e-learning. The data from 1011 e- learner at the IUST e-learning center were analyzed quantitatively. Demographics, Academic background, selection type and student location as predictor variables were entered in Linear Regression. Finding revealed that demographic variable (gender, Age, marital status) can predict %17.5 variance of student GPA in e-learning, further more Academic background can predict %14 variance. In contrast two variables include selection type and student location can predict 24% variance of student GPA, respectively. The result of independent T test revealed the GPA of student who are selected through centralized entrance exam were significantly less than students who are selected through university entrance exam(p=./…, t=5.597, df=970). At the end, to improve the success rate of e-learner in Iranian higher education some Conclusions and recommendations are presented.
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.
