Distance education, virtual learning and e-learning
Hasan Karamalian; tayebeh dastanpoor; Mohammadreza Sarmadi; mehran farajollahi
Abstract
This study aimed to examine the curriculum of the eLearning system at Payame-Noor University from a constructivist perspective and provide an appropriate model to enhance the quality of the university curriculum. The research design employed a mixed-method approach, incorporating both qualitative and ...
Read More
This study aimed to examine the curriculum of the eLearning system at Payame-Noor University from a constructivist perspective and provide an appropriate model to enhance the quality of the university curriculum. The research design employed a mixed-method approach, incorporating both qualitative and quantitative elements. The study encompassed experts, professors, and students from electronic learning centers at Payame-Noor University, with participants selected randomly from three centers in Tehran, Isfahan, and Arak. A total of 863 individuals were chosen using quota sampling. The research tool was a custom-designed questionnaire. The analysis of research hypotheses involved One-Sample T-Test and One-Way ANOVA tests using SPSS software (Version 22), and the structural equation modeling was conducted using AMOS software (Version 22). The results indicated that, from the perspective of the research participants, the components of the curriculum in the eLearning system at Payame-Noor University do not align with the principles of the constructivist approach. However, when analyzed separately, each component showed different results across participant groups. According to experts, the curriculum's goals, teaching and learning strategies, the roles of students and lecturers; as perceived by professors, teaching and learning strategies, and the role of lecturers; and as reported by students, the goals and teaching and learning strategies in the current curriculum were in line with the constructivist approach. All participant groups concurred that the content and evaluation methods of the university's eLearning system did not conform to the constructivist approach. According to the results, the research model adequately fits the data and can effectively enhance the quality of the curriculum in the university's eLearning system.
Maryam Darvishi; mohammad hassan Seif; Mohammad Reza Sarmadi; mehran farajollahi
Abstract
The main purpose of this study was presenting the casual model of cognitive absorption, need for cognition and perceived enjoyment of learning via Augmented Reality (AR) (mediating role of mobile self-efficacy and academic engagement) with a descriptive and correlation method. For this purpose 3 western ...
Read More
The main purpose of this study was presenting the casual model of cognitive absorption, need for cognition and perceived enjoyment of learning via Augmented Reality (AR) (mediating role of mobile self-efficacy and academic engagement) with a descriptive and correlation method. For this purpose 3 western provinces (Hamedan, Kermanshah and Chaharmahal-o Bakhtiari) were randomly selected and 600 undergraduate students were selected through randomized multistage cluster sampling on the basis of Cochran's formula and after using AR application , the students completed a 52 item questionnaire that was an integration of following questionnaires: perceived usefulness (Davis, 1989), need for cognition (Cacioppo & Petty, 1982) cognitive engagement (Aloka & Odongo, 2018), mobile self- efficacy (Mahat, Mohd Ayub & Wong, 2012) and cognitive absorption (Agarwal, R., & Karahanna, 2000). After completing the questionnaire, 556 questionnaires were returned to the researcher and data were analyzed through confirmatory factor analysis, Cronbach's alpha coefficients and path analysis using Amos 22, Lisrel 8.50 and Spss 22. The findings showed that cognitive absorption and need for cognition had a direct and indirect effect on perceived usefulness with mediating role of mobile self- efficacy and cognitive engagement. Also, the obtained results for the fit indices of the proposed model showed that it had a good fit with the data collected from the respondents. Therefore, this model can provide educators and education leaders with critical information for improving learning outcomes.
Naser Ajdarifam; Mehran Farajollahi; Mohammadreza Sarmadi; Taher Mahboobi
Abstract
The research has been done with the aim of synthesis of Mobile-based learning curriculum with an emphasis on the Acker pattern in higher education. Accordingly, the research was of the synthesis type. For this purpose, in order to study the research background and collect data appropriate ...
Read More
The research has been done with the aim of synthesis of Mobile-based learning curriculum with an emphasis on the Acker pattern in higher education. Accordingly, the research was of the synthesis type. For this purpose, in order to study the research background and collect data appropriate to the research purpose, the resources available in dissertations, libraries, research projects and articles available in domestic and foreign databases were used. The keywords used for the search included curriculum, mobile learning, mobile-based curriculum, distance learning, virtual learning, web-based learning, online learning, and Acker pattern in higher education. The total studies related to keywords were 48 cases, that after reviewing the titles, 9 irrelavant cases were excluded; so in this study 39 cases were examined. After collecting the data, the findings and results of the research were extracted and analyzed separately. The results indicate that the learning-based curriculum with emphasis on the Acker model has 10 components and 82 indicators, that for the logic and cause component 25 indicators, Objectives 7 indicators, Learning activities 9 indicators, Teacher role 3 indicators, Materials and resources 13 indicators, Grouping 3 indicators, Location 3 indicators, Time 2 indicators and measurement and evaluation of 8 indicators have been respectively extracted. Based on the results, the logic and cause component has the highest index and the time component has the lowest index.
