Mahshad Shahbandarzadeh; Hassan Soleimani
Abstract
Today, with the increasing development of technology, we are witnessing the expansion of a category called virtual education or e-learning and the production of electronic content. Virtual education, which is a wide range of applications and educational methods, including computer-based education, virtual ...
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Today, with the increasing development of technology, we are witnessing the expansion of a category called virtual education or e-learning and the production of electronic content. Virtual education, which is a wide range of applications and educational methods, including computer-based education, virtual classrooms, web-based education, etc., is known as the turning point of the convergence of education and the Internet. Issues such as the cost of face-to-face classes, travel costs, traffic and pollution, and many common problems have increased the popularity of e-learning and the expansion of this type of training. However, this category can also create problems for the student-teacher confrontation. In this research, it has been tried to examine the advantages and disadvantages of virtual education; In this regard, the study population was the students of the Persian Gulf University. During a field study, students were asked to prepare a questionnaire with 40 questions (20 questions related to the advantages and 20 questions related to the disadvantages) of virtual education. The advantages of Baroush Savara training classes have been obtained and its 3 important indicators are: the indicators of reducing the need for school uniforms, solving the problem of dormitory and reducing transportation costs are considered as the most important advantages and also the disadvantages of virtual education. Rated from 1 to 3 by the Savara method, we can mention the lack of physical activity and long staring at the computer, changes in students' lifestyles, as well as the lack of fit between the test questions and the answer time.
Mahbobeh Mortazavi; Manochehr Jafarigohar; Afsar Rouhi; Hasan Soleimani
Volume 4, Issue 15 , January 2017, , Pages 15-26
Abstract
This study scrutinized the effect of structuring and problematizing scaffolding mechanisms and the possible moderating effect of the proficiency level on writing self-regulatory skills, essay writing ability, and global planning time among one hundred and twenty pre-intermediate and one hundred and twenty ...
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This study scrutinized the effect of structuring and problematizing scaffolding mechanisms and the possible moderating effect of the proficiency level on writing self-regulatory skills, essay writing ability, and global planning time among one hundred and twenty pre-intermediate and one hundred and twenty advanced Iranian English learners. Using two-way ANCOVA tests and taking the pre-test scores as covariates, the researchers compared the pretest and post-test results of the participants’ performance on a writing test and a writing self-regulation questionnaire. They also compared the time the participants spent planning the content and organization in the two administrations of the writing test. The results revealed that scaffolding mechanisms led to significant improvements in self-regulatory and writing skills. In addition, scaffolding mechanisms significantly increased the time the participants spent on global planning. On the whole, according to the results, scaffolding mechanisms have best effect when offered simultaneously. Besides, no significant moderating effect was detected for the proficiency level.
