ُSomaye Rajabzade; Mahmoud Ekrami; Faramarz Soheili; Hamid Maleki
Abstract
Co-citation analysis is one of the methods used in scientific studies and drawing the scientific structure of various domains. The purpose of the present research is to map the structure of the field of distance learning based on computational analysis and its method is content analysis by the use of ...
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Co-citation analysis is one of the methods used in scientific studies and drawing the scientific structure of various domains. The purpose of the present research is to map the structure of the field of distance learning based on computational analysis and its method is content analysis by the use of Co-citation analysis. The research community includes the documents that have been indexed in the field of distance learning studies in the World Wide Web Database from 1985 to 2016 and reaches 31607 records. For analyzing the data, the software "UCInet" and "Bibe Excel" have been used. In this research, the symmetric matrix and cluster analysis method were used to analyze the data.
The structure of the distance education field is based on the citation analysis composed of eight clusters as follows: "Machine learning", "E-learning infrastructure", "Mobile learning patterns", "Educational technology and artificial intelligence", "Miscellaneous", "Learning theories and understanding models", "Education in cyberspace" and "Distance Education methods". According to formed clusters, the main and most common topic in research in this field is "E-learning".
The results of clusters analysis and strategic diagram showed that emerging concepts of distance education field are as follows: artificial intelligence in education, educational engineering, intelligent learning environment, educational design, motivational management, retraining, taxonomy, computational intelligence, multiple Media, information sharing and Models of concepts understanding. Research policymakers should push the research priorities of this field toward these concepts.
mahmoud ekrami; Adeleh Farajpour
Volume 4, Issue 14 , November 2016, , Pages 53-64
Abstract
This research was performed for the purpose of developing the organizational learning component based on Tehran Payame Noor university personnel’s insight. Research methods from the point of aim is developing and its approach for collecting data is correlative descriptive. Statistical population ...
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This research was performed for the purpose of developing the organizational learning component based on Tehran Payame Noor university personnel’s insight. Research methods from the point of aim is developing and its approach for collecting data is correlative descriptive. Statistical population of 120 personnels of Tehran province Payame-Noor university (managers and experts) and after simple random sampling method using morgan table, 91 answer sheets were chosen. The tools of measurement have provided two questionnaires, namely insight questionnaire with 40 items and organizational learning questionnaire with 42 item. Reliability of tools was measured by construct validity and validity was determinded using Cronbach's alpha(0.90 and 0.96). Exploratory factor analysis results shows that insight and organizational learning of personnel each compound 6 components which respectively cover 49.1 and 63.5 percent of total variance of insight and organizational learning. The 99 percentage Confidence interval of variables show8ed that insight component in the invested population are estimated high, however organizational learning factors are evaluated average; except for strategic leadership and interpersonal skills which were both estimated high. After executing the Friedman test, the ranking of insight factors in the population respectively are communication, insight, productivity, creativity, supervisory, and freedom of action. The ranking of organizational learning components are interpersonal skills, strategic leadership, vision, empowerment, mental model and team learning. Neither of variables are connected to individual features except for supervisory. In the end, the final output of performing the canonical correlation analysis, introduced only one optimal model couple.
Mahmoud Ekrami; Negar Elhamian; Somayeh Rajabzadeh
Volume 3, Issue 10 , December 2015, , Pages 49-58
Abstract
Present study, titled “Estimating the parameters of multiple-choice questions in the evaluation of the educational systems virtual" was performed on failed test to prevent the repetition of tests. For parameters estimation of the questions, responses of 49 final test of failed students was investigated ...
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Present study, titled “Estimating the parameters of multiple-choice questions in the evaluation of the educational systems virtual" was performed on failed test to prevent the repetition of tests. For parameters estimation of the questions, responses of 49 final test of failed students was investigated in an academic semester. In the classic model, the degree of difficulty of each question (p) the proportion of correct responses in all subjects, and judgment (Rpbis) double-stranded correlation with the test point considered, the calculations showed: (1) In-89.7% of tests there wasn’t even a very easy and reliable question. (2) In 63.26% of tests wasn’t observed even a very difficult and reliable question. (3) Only 2.04% of tests is without unreliable question. After deleting the unreliable questions, the students’ marks were determined again and about 15.11% of students passed the test. Thus, by deletion unreliable questions, percent of failed tests reduced remarkably, the waste of resources is prevented, the criteria of students’ academic achievement became real more and provided better basis for decision-making in university.
