Payame Noor UniversityResearch in School and Virtual Learning3060-64976420190522Identifying Subtypes of Mathematical learning Disability in Iranian Students: Model-Based Clustering ApproachIdentifying Subtypes of Mathematical learning Disability in Iranian Students: Model-Based Clustering Approach930579110.30473/etl.2019.5791FAMohammad JavadYazdaniPh.D in Educational Psychology, Kharazmi University, Tehran, IranHamidrezaHassanabadiDepartment of Educational Psychology, Faculty of Psychology and Education, Kharazmi University, Tehran, IranParvinKadivarDepartment of Educational Psychology, Kharazmi University, Tehran, IranMohamdhoseinAbdollahiDepartment of Psychology, Kharazmi University, Tehran, IranJournal Article20190619The aim of the present study was identifying cognitive subgroups of mathematical disability using model- based clustering in a clinical sample. Participants were 41 mathematical disabled students studying in third, fourth, and fifth grades with mean age of 9.93 years and age standard deviation of 1.11 years (13.33 months) that received special education as learning disables in the centers of learning disabilities treatment of education organization. Utilizing a battery of paper and pencil and computerized tests and tasks, the researchers assessed participants individually during two sessions. Model- based data clustering revealed four distinct clusters of students that their statistical and empirical validity was confirmed: symbolic processing deficit (31.1 percent), visuo-spatial deficit (26.8 percent), executive functions and processing speed deficit (26.8 percent), non-symbolic processing deficit (12.2 percent). These results have implications for presenting positive definitions of mathematical learning disability and are able to motivate future researches for preparing interventions appropriate to each subgroups.The aim of the present study was identifying cognitive subgroups of mathematical disability using model- based clustering in a clinical sample. Participants were 41 mathematical disabled students studying in third, fourth, and fifth grades with mean age of 9.93 years and age standard deviation of 1.11 years (13.33 months) that received special education as learning disables in the centers of learning disabilities treatment of education organization. Utilizing a battery of paper and pencil and computerized tests and tasks, the researchers assessed participants individually during two sessions. Model- based data clustering revealed four distinct clusters of students that their statistical and empirical validity was confirmed: symbolic processing deficit (31.1 percent), visuo-spatial deficit (26.8 percent), executive functions and processing speed deficit (26.8 percent), non-symbolic processing deficit (12.2 percent). These results have implications for presenting positive definitions of mathematical learning disability and are able to motivate future researches for preparing interventions appropriate to each subgroups.https://etl.journals.pnu.ac.ir/article_5791_a6845e325580aa06fb0bf481b6b39486.pdfPayame Noor UniversityResearch in School and Virtual Learning3060-64976420190522Designing a Multimedia Instruction based on Sweller's Cognitive Load Theo-ry And Determining Its Effect on the Engagement and Transfer of Math Learning Among Third Grade Primary School LearnersDesigning a Multimedia Instruction based on Sweller's Cognitive Load Theo-ry And Determining Its Effect on the Engagement and Transfer of Math Learning Among Third Grade Primary School Learners3144579210.30473/etl.2019.5792FAKouroshHussein Baglou BiqluPhD Student, Curriculum Planning, Islamic Azad university of Tabriz, Tabriz, IranMoosaPiriAssociate Professor, Educational sciences, Azarbaejan Shahid Madani University, Tabriz, IranJahangirYariAssistant Professor, Educational sciences, Islamic Azad university of Tabriz, Tabriz, IranAkbarRezaeiAssociate Professor, Department of Psychology and Education, Payame Noor UnivercityJournal Article20190619The purpose of this study is to design a multimedia instruction based on the Sweller's Cognitive Load Theory and its impact on the engagement, and transfer of learning Math subject in the 3<sup>rd</sup> grade students of elementary school. The quasi pre-, post-test, with control group were used in this research. The statistical population were all of 3<sup>rd</sup> grade students of elementary school in Chaipareh (502 students) in 1396-1397 school year. According to the cluster sampling method two classes from two schools and 15 students from each class were selected randomly. These two groups, in its own, were also randomly assigned to experimental and control groups. The data were collected using of the academicl engagement questionnaire of Shufley & Becker (2006), and the test of transfer of learning in case of the Math (designed by the researcher). Analyzing hypotheses with MANCOVA and t test indicated that the teaching basis of a multimedia instruction based on the Cognitive Load Theory on the students has also a positive effect on the academic engagement including skills, commitment and absorbtion components and transfer of learning of math lesson. according to the findings of this research, it can be concluded that a multimedia instruction based on the Sweller's Cognitive Load Theory is possible to be regarded as one of the efficient ways for expand the level of learners' engagement in classroom learning process and transfers it to a newer and higher educational situations.The purpose of this study is to design a multimedia instruction based on the Sweller's Cognitive Load Theory and its impact on the engagement, and transfer of learning Math subject in the 3<sup>rd</sup> grade students of elementary school. The quasi pre-, post-test, with control group were used in this research. The statistical population were all of 3<sup>rd</sup> grade students of elementary school in Chaipareh (502 students) in 1396-1397 school year. According to the cluster sampling method two classes from two schools and 15 students from each class were selected randomly. These two groups, in its own, were also randomly assigned to experimental and control groups. The data were collected using of the academicl engagement questionnaire of Shufley & Becker (2006), and the test of transfer of learning in case of the Math (designed by the researcher). Analyzing hypotheses with MANCOVA and t test indicated that the teaching basis of a multimedia instruction based on the Cognitive Load Theory on the students has also a positive effect on the academic engagement including skills, commitment and absorbtion components and transfer of learning of math lesson. according to the findings of this research, it can be concluded that a multimedia instruction based on the Sweller's Cognitive Load Theory is possible to be regarded as one of the efficient ways for expand the level of learners' engagement in classroom learning process and transfers it to a newer and higher educational situations.https://etl.journals.pnu.ac.ir/article_5792_c09ba4c717f3240f63d4a29fb7ed356e.pdfPayame Noor UniversityResearch in School and Virtual Learning3060-64976420190522Designing and Validation of Appropriate pattern of Curriculum of SAMPAD Junior schoolsDesigning and Validation of Appropriate pattern of Curriculum of SAMPAD Junior schools4560579310.30473/etl.2019.5793FAYounesGholamiPhd Student of Curiculum, , Allameh Tabataba'i University, TehranHassanMalekiProfessor, Curiculum, , Allameh Tabataba'i University, TehranAlirezaSadeghiAssistant Professor , Curiculum, , Allameh Tabataba'i University, TehranMahdiMohammadiAssociate Professor, Curiculum, Shiraz UniversityJournal Article20190619The aim of present research has been designing and Validation of appropriate pattern of curriculum of SAMPAD junior schools.This research is combinational design of sequential exploratory in type of toolmaking (instrument- making), which in the quality part was used of multiple case study and histological analytical approach , and in the quantity part was used of descriptive method of scrolling. in the quality part, authorities and specialists were interviewed deeply and half structurally, by guided sampeling approach and benchmark sampling method, and for tool validation and present patern, in the quality part, 106 preforming and educational agents of SAMPAd junior schools of fars were chosen by stratified random sampeling and the assured questionnaire consists of 127 items wascompleted. For analyzing the quality data, the thematic analysis was usedand in the quantity part, confirmatory factor analysis was used. the results of analysis of elements showed that the items of materials and educational sources, teaching and learning strategies, learner activity and grouping of learner are the most . <br /> The aim of present research has been designing and Validation of appropriate pattern of curriculum of SAMPAD junior schools.This research is combinational design of sequential exploratory in type of toolmaking (instrument- making), which in the quality part was used of multiple case study and histological analytical approach , and in the quantity part was used of descriptive method of scrolling. in the quality part, authorities and specialists were interviewed deeply and half structurally, by guided sampeling approach and benchmark sampling method, and for tool validation and present patern, in the quality part, 106 preforming and educational agents of SAMPAd junior schools of fars were chosen by stratified random sampeling and the assured questionnaire consists of 127 items wascompleted. For analyzing the quality data, the thematic analysis was usedand in the quantity part, confirmatory factor analysis was used. the results of analysis of elements showed that the items of materials and educational sources, teaching and learning strategies, learner activity and grouping of learner are the most . <br /> https://etl.journals.pnu.ac.ir/article_5793_d35136eb321a47c7c9f20d5d6ffdab3c.pdfPayame Noor UniversityResearch in School and Virtual Learning3060-64976420190522Designing the Model of Promotion of Educational Brand of Payame Noor UniversityDesigning the Model of Promotion of Educational Brand of Payame Noor University5974579410.30473/etl.2019.5794FASamanbarMalekzadehPh.D. Student of Educational Management, Kharazmi University of TehranAbdolrahimNavehebrahimProfessor, Faculty of Management, Kharazmi University of TehranBijanAbdollahiAssociate Professor, Management, Kharazmi University of TehranMajidZamahaniAssociate Professor, Management, Payame Noor University, IranJournal Article20190619The present research was conducted with the general purpose of designing an educational brand promotion model at Payame Noor University. The Delphi method and exploratory analysis were selected as the research method. The population and the statistical sample were 32 faculty members of Payame Noor University. The research instrument consisted of earn comments of faculty member's questionnaire, which was developed in three different stages according to the nature of the Delphi method. Bartlett, Friedman, and KMO tests were used to investigate the identified factors in the literature of the research. After applying the above tests and rotating matrix among 79 factors, only 50 factors were classified into six categories including physical space, field of study, teaching methods, curriculum planning, faculty members, educational content, and as Educational brand promotion model was presented at Payam Noor University. Finally, applied suggestions were presented in order to operationalize the resulting model.The present research was conducted with the general purpose of designing an educational brand promotion model at Payame Noor University. The Delphi method and exploratory analysis were selected as the research method. The population and the statistical sample were 32 faculty members of Payame Noor University. The research instrument consisted of earn comments of faculty member's questionnaire, which was developed in three different stages according to the nature of the Delphi method. Bartlett, Friedman, and KMO tests were used to investigate the identified factors in the literature of the research. After applying the above tests and rotating matrix among 79 factors, only 50 factors were classified into six categories including physical space, field of study, teaching methods, curriculum planning, faculty members, educational content, and as Educational brand promotion model was presented at Payam Noor University. Finally, applied suggestions were presented in order to operationalize the resulting model.https://etl.journals.pnu.ac.ir/article_5794_8f685e850106c5dc643b6c5a65b22e3d.pdfPayame Noor UniversityResearch in School and Virtual Learning3060-64976420190522Multi-group structural models between learning approaches and educational-personal experiences among Students in human sciences and mathematical-analytical sciencesMulti-group structural models between learning approaches and educational-personal experiences among Students in human sciences and mathematical-analytical sciences7588579510.30473/etl.2019.5795FAMasoodKianiAssistants Professor in Educational Psychology, University of KashanHamidRahimiAssociate Professor in Educational Management, University of KashanJournal Article20190619The aim of this study to investigate the relationship between approaches to learning (surface and deep approaches) and<strong> </strong>educational-personal experiences. Population of the study included students majoring at human sciences and analytical sciences at university of Isfahan, from among which 320 senior students were selected through cluster sampling. Instruments in this study were two questionnaires, i.e., The Revised Two Factor Study Process Questionnaire (R-SPQ-2F), which was used to measure approaches to learning among participants, and Personal and Educational Development Inventory (PEDI) which measured course experiences. A multi-group structural equation model (SEM) examining approaches to learning effects on educational-personal experiences by university majoring. The results indicated there was a significant positive relationship between deep approaches to learning (deep strategies and motivation) and student’s course experience among students majoring at human sciences and analytical sciences (P<0/01); thus, it was concluded that approaches to learning affected educational-personal experiences. One other finding in this study revealed there was a significant negative relationship between surface approaches to learning (surface strategies and motivation) and student’s educational-personal experiences among students majoring at analytical sciences (P<0/01). While, in students majoring at human sciences, there was a significant negative relationship between surface motivation to learning and student’s cognitive development ( ) and surface strategy and cognitive development ( ), but there was not significant relationships among the other aspect of surface approaches to learning and educational-personal experiences.The aim of this study to investigate the relationship between approaches to learning (surface and deep approaches) and<strong> </strong>educational-personal experiences. Population of the study included students majoring at human sciences and analytical sciences at university of Isfahan, from among which 320 senior students were selected through cluster sampling. Instruments in this study were two questionnaires, i.e., The Revised Two Factor Study Process Questionnaire (R-SPQ-2F), which was used to measure approaches to learning among participants, and Personal and Educational Development Inventory (PEDI) which measured course experiences. A multi-group structural equation model (SEM) examining approaches to learning effects on educational-personal experiences by university majoring. The results indicated there was a significant positive relationship between deep approaches to learning (deep strategies and motivation) and student’s course experience among students majoring at human sciences and analytical sciences (P<0/01); thus, it was concluded that approaches to learning affected educational-personal experiences. One other finding in this study revealed there was a significant negative relationship between surface approaches to learning (surface strategies and motivation) and student’s educational-personal experiences among students majoring at analytical sciences (P<0/01). While, in students majoring at human sciences, there was a significant negative relationship between surface motivation to learning and student’s cognitive development ( ) and surface strategy and cognitive development ( ), but there was not significant relationships among the other aspect of surface approaches to learning and educational-personal experiences.https://etl.journals.pnu.ac.ir/article_5795_3fd1c8e350e78cfad92244ab510e0289.pdfPayame Noor UniversityResearch in School and Virtual Learning3060-64976420190522The Training Need Assessment on DACUM method and educational standard of ISO 10015The Training Need Assessment on DACUM method and educational standard of ISO 1001589106583810.30473/etl.2019.5838FASaeidMazloumianAssociate Professor, of Educational Science Department, Payeme Noor University,Tehran, IranJournal Article20190624The aim of this study assesses training needs based on DACUM method and educational standard of ISO 10015. The study population that consist of all engineers of Petrochemical Industries Design and Engineering Company project were studied on 103 persons by Census and purposeful way. The research tools consisted of two questionnaires. The first questionnaire based on the standard requirements of ISO 10015 and the second questionnaire based on DACUM method and opinion of project expert engineers, qualifications and competencies in three dimensions like knowledge, attitude and skills are developed and collected after the validity and reliability. This study as functional goal and combined method include both section,qualitative and quantitative. <br />The results show that between current and desirable situation of training needs assessment that it based on ISO 10015 from the perspective of project engineers there is a significant difference and documenting and determining the required standards to identify required competencies for each job has the highest priority. Also the results show that by Dacum method, engineers of design and petrochemical engineering company project have six main task and thirty sub-task. Review the training needs of engineers in three dimensions as knowledge, skills and attitude, according to DACUM method shows that there are significant differences between the current and desired situation and also the findings showed that in the knowledge dimention, understanding and knowledge management component and in the skills dimention, mastering principles and techniques of negotiation component, in the attitude dimention, flexibility component has the highest priority, which will be considered as the most important educational needs of project’s engineers.The aim of this study assesses training needs based on DACUM method and educational standard of ISO 10015. The study population that consist of all engineers of Petrochemical Industries Design and Engineering Company project were studied on 103 persons by Census and purposeful way. The research tools consisted of two questionnaires. The first questionnaire based on the standard requirements of ISO 10015 and the second questionnaire based on DACUM method and opinion of project expert engineers, qualifications and competencies in three dimensions like knowledge, attitude and skills are developed and collected after the validity and reliability. This study as functional goal and combined method include both section,qualitative and quantitative. <br />The results show that between current and desirable situation of training needs assessment that it based on ISO 10015 from the perspective of project engineers there is a significant difference and documenting and determining the required standards to identify required competencies for each job has the highest priority. Also the results show that by Dacum method, engineers of design and petrochemical engineering company project have six main task and thirty sub-task. Review the training needs of engineers in three dimensions as knowledge, skills and attitude, according to DACUM method shows that there are significant differences between the current and desired situation and also the findings showed that in the knowledge dimention, understanding and knowledge management component and in the skills dimention, mastering principles and techniques of negotiation component, in the attitude dimention, flexibility component has the highest priority, which will be considered as the most important educational needs of project’s engineers.https://etl.journals.pnu.ac.ir/article_5838_2fc986a16b4884d3d4530f6c6e0101e6.pdfPayame Noor UniversityResearch in School and Virtual Learning3060-64976420190522Intellectual Structure of Distance Education Domain by Co-Citation AnalysesIntellectual Structure of Distance Education Domain by Co-Citation Analyses107121595810.30473/etl.2019.5958FAُSomayeRajabzadePh.D student, Department of Educational Science, Payame Noor UniversityMahmoudEkramiAssociated Professor, Department of Educational Science, Payame Noor UniversityFaramarzSoheiliAssociated Professor, Department of Knowledge and Information Science, Payame Noor UniversityHamidMalekiAssociated Professor, Department of Educational Science, Payame Noor UniversityJournal Article20180906Co-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.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.https://etl.journals.pnu.ac.ir/article_5958_c400613fd556df4b5d6af08e221fac66.pdf