Amir Masnavi; esmaeil zaraii zavaraki; Parviz Sharifi Daramadi; Mohammad Reza NiliAhmadabadi; ali delavar
Abstract
Introduction Autism is a disorder that is affecting more and more people during the first three years of life. People with this disorder have difficulty retrieving information due to problems with working memory and, in scientific language, have difficulty transfer of learning. Today, computers and multimedia ...
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Introduction Autism is a disorder that is affecting more and more people during the first three years of life. People with this disorder have difficulty retrieving information due to problems with working memory and, in scientific language, have difficulty transfer of learning. Today, computers and multimedia are widely used to educate these people, but what is neglected in the design of these environments is the lack of attention to the effective components in improving the transfer of learning in this group of learners. Method The aim of this study was to construct a descriptive graph grading scale to measure the learning transfer components of learners with autism spectrum disorder in the design of multimedia learning environments using a mixed research method(qualitative-quantitative-qualitative). In the first qualitative part, valid and relevant sources were studied to find effective components in improving learning transfer. In the quantitative section, the appropriate components and strategies of each component were provided to 27 specialists in the field of educational technology at the doctoral level and doctoral students. After collecting the answers of the experts, a content validity index called CVI was used to analyze the answers. Results 86 items or strategies were designed for the 12 extracted components and provided to 27 educational technology specialists at the doctoral level and doctoral students. The content validity index (CVI) was used to analyze the responses. The I-CVI index of the tool items, with the exception of 5 items rated at 0.78, had a score higher than 0.79 for the other items, as well as the value calculated for the S index. -CVI was 0.89, which is considered a good value. Discussion Based on these results, the grading scale produced in this study is a good instrument to measure the desirability of components effective in increasing learning transfer using educational multimedia environments and researchers recommends it to design or evaluation stages of learning Multimedia environments for people with autism spectrum disorder.
Amir Masnavi; Seyed Abbas Razavi
Abstract
Introduction. This Study to aim was conducted to investigation to prediction students perceived feedbach basedon the constractivist learning context in a correlation design. Method The purpose of this study was to investigate students' perceived feedback and its predictability based on components of ...
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Introduction. This Study to aim was conducted to investigation to prediction students perceived feedbach basedon the constractivist learning context in a correlation design. Method The purpose of this study was to investigate students' perceived feedback and its predictability based on components of constructivist learning environment. This study is an applied research in terms of the purpose and is a type of descriptive-correlational researches in terms of data collection method. The population of the current study consisted of all undergraduate and master of art students of Shahid Chamran Universtiy of Ahvaz. 166 students were selected using simple random sampling method. The participation completed: the Perceived Feedback Scale (Haghani et al) and Constructivist Learning Environment Scale (Tylor). Data were analyzed using multiple regression analysis, Pearson correlation coefficient and independent t-test. Result The results showed that there is a positive and significant relationship between students’ perceived feedback and constructivist learning environment, Also regression analysis revealed that constructivist learning environment components (such as: relation to life, uncertainty, critical statement, shared control, student negotiation are predictions significant students’ perceived feedback and (%59 variance). In additions there aren’t difference between male and female students and in the rate of receiving feedback undergraduate and graduate students. Discussion The evidence from this study suggests that creating a constructivist learning environment through attention to its components can improve feedback in the teaching-learning process. Given the importance of feedback in the communication process, constructivist learning environments improve communication and improve the quality of education. Based on the findings of this study, it is suggested that teachers use active and learning-based approaches to teaching. Traditional approaches that are often teacher-centered and teaching-oriented, passive learners whom lack the opportunity to understand and create the structure of knowledge. It is also suggested that teachers in educational design take in to account the characteristics of a constructivist learning environment and adapt their teaching to them. In this way, students will experience a more effective environment and can adjust their performance by receiving more effective feedback.
M ghasemi; A Tajik esmaeili; A Masnavi
Volume 19, Issue 2 , February 2013, , Pages 67-86
Abstract
The present research intends to by way of comparing traditional and active methods of teaching demonstrate which of the following methods: Team Effectiveness Design (TED), Team Member Teaching Design (TMTD), Performance Judging Design (PJD) & Clarifying Attitudes Design (CAD) is/are more effective ...
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The present research intends to by way of comparing traditional and active methods of teaching demonstrate which of the following methods: Team Effectiveness Design (TED), Team Member Teaching Design (TMTD), Performance Judging Design (PJD) & Clarifying Attitudes Design (CAD) is/are more effective in increasing reading literacy and comprehension of the pupils in the Tehran fourth grade elementary. The research population consisted of all girls and boy pupils in Tehran’s fourth grade elementary schools. The Sample consisted of 10 classes selected by cluster sampling method. A semi- experimental design with Pretest- posttest control group was used. Teachers received training in two sessions. Data were analyzed using the one way analysis of variance and two way analysis (2×5design) and Tukey's Honestly Significance Difference Test (HSD). The results show that differences between traditional and activity methods of teaching were not significant. Interaction effect between methods of teaching and gender was significant. In fact by controlling gender the difference between traditional and activity methods of teaching was not significant. Boy students who received traditional methods of teaching showed the best performance in boys groups; But in girls groups, those who were exposed to traditional methods exhibited the weakest performance. The highest amount of gender effect belongs to the Performance of Judging Design, thus girls in this group ranked exhibited the highest performance barely lower than their performanceon Team Effectiveness Design whereas in boys group the lowest performance pertains to this group, i.e. Performance Judging Design.
