educational technology
Nori Barari; Abasalt Khorasani; Morteza Rezaeizadeh; Farnoosh Alami
Abstract
Introduction Understanding and applying are the most common goals of learning. In the e-learning environments; the only way to ensure that goals are achieved is through feedback. Despite this, there is no comprehensive framework based on the science of education, so that how to create educational feedback ...
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Introduction Understanding and applying are the most common goals of learning. In the e-learning environments; the only way to ensure that goals are achieved is through feedback. Despite this, there is no comprehensive framework based on the science of education, so that how to create educational feedback based on learning objectives. Method The purpose of this study was to compilation the educational standards and their indicators for design effective feedback for the first three layers (remembering, understanding and applying) of the Bloom-Anderson’s taxonomy. The qualitative research approach is used and based on this approach, the phenomenological design strategy has been used. The population included 12 people of subject matter and faculty members in academic e-learning centers which were selected through purposeful sampling. Qualitative data generated from interviews were coded and analyzed by Corbin and Strauss method and Maxquda software. To ensure the consistency of the coding in the qualitative section, inter-coder reliability analysis was performed. To this end, initially, the transcribed data of the interview files (3 random interviews) was scrutinized by a fellow researcher with expertise and experience in research and emerging characteristics noted. Next, through matching the fellow researcher’s noted concepts with those observed by the author(s) of the present study, the percentages of the inter-coding agreement and discrepancy of the extracted concepts were reviewed and modified accordingly.
Results The results of the study led to the development of 4 educational standards and 21indicators based on Bloom-Anderson’s taxonomy to design comprehensive feedback in the field of e-learning. According to the results of this study, educational technologists and assessors can evaluate or design more effective E-learning environments. Developing standards and indicators for feedback methods in e-learning environments can provide a practical guide for instructors and explain the minimum requirements for implementing effective teaching. To ensure the comprehensiveness of these indicators and the ability to cover different learning objectives, these indicators were compared with the Bloom-Anderson taxonomy.
Discussion According to the analysis of interviews; Feedback based on action, Multichannel feedback, Feedback based on the future and Feedback based on obstacles of learning are the indicators for achievement situational learning. Also, Assist leveling feedback, feedback fits user level understanding, Transitional feedback and feedback with dual and delayed are the indicators for feedback based on scaffolding. Finally, it should be said that despite limitations such as the limited number of educators with experience in and expertise on e-learning, the limited number of universities that provide formal education through a learning management system, and the constraints in communication with overseas experts on e-learning, the results of the present study succeeded in developing important indicators of feedback methods in virtual learning environments (VLEs) based on the Bloom-Anderson taxonomy.
educational technology
Abstract
The main objective of this study was to investigate the e-learning opportunities and threats in Razi University of Kermanshah. The methodology was based on a mixed approach consisting of a qualitative components plus a descriptive one. The population consisted of administrators, faculty members and students ...
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The main objective of this study was to investigate the e-learning opportunities and threats in Razi University of Kermanshah. The methodology was based on a mixed approach consisting of a qualitative components plus a descriptive one. The population consisted of administrators, faculty members and students of Razi University of Kermanshah in the academic year 1394-95. 534 participants were selected via random stratified sampling in the quantitative part and 10 participants of in qualitative section. For collecting data a questionnaire (khoshrang et al., 1393) and interviews were used. The reliability measure of questionnaire was a= 0.89. To analyze the quantitative data, Spss 19 and Amos 22 soft wares and for the qualitative analysis, open coding were used. The quantitative results of this study showed that the cost-effectiveness component of learning component was the most important opportunity and mental – emotional component, professor- student communicational component and teaching - learning component were identified as threats for e-learning. In the qualitative analyses, ways of overcoming threats and obstacles to e-learning were identified in the three main categories of organizational instructional and user levels.
R Mahdiuon; M Ghahramani; M Farasatkhah; M Abolghasemi
Volume 21, Issue 1 , May 2014, , Pages 211-230
Abstract
Purpose of this study was presenting a quality assurance and enhancement model in e-learning institution and centers at higher education level. For this goal we used the grounded theory as the qualitative research method. Statistical population of this research constitute of e-learning center managers, ...
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Purpose of this study was presenting a quality assurance and enhancement model in e-learning institution and centers at higher education level. For this goal we used the grounded theory as the qualitative research method. Statistical population of this research constitute of e-learning center managers, instructors, e-learning specialists, specialists of quality in higher education and policy makers. From this population 16 member in a purposeful way was selected for intense interview and interviews continued until theoretical saturation. Validity of findings granted by member checking, Peer examination, participatory research and researcher reflexivity methods. We used open coding, axial coding and selective coding for data analysis. The results indicate that 173 initial conceptual propositions with 35 sub categories and 15 main categories in the form of six-fold paradigmatic model consisting of casual conditions (3 categories), main phenomenon (Learning Quality) strategy (3 categories), context (2 categories), environmental conditions (3 categories) and outcome (3 categories), identified. And the relationships between them were drawn on the paradigmatic model.
G Rahimidoost; S.A Razavi
Volume 19, Issue 2 , February 2013, , Pages 145-166
Abstract
E-learning as new educational technology is rapidly developing, expanding and changing. This rapid expanding has prompted administrators to follow scientific and rational methods in implementing, managing and evaluating e-learning projects. Need assessment as a scientific and rational method is a way ...
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E-learning as new educational technology is rapidly developing, expanding and changing. This rapid expanding has prompted administrators to follow scientific and rational methods in implementing, managing and evaluating e-learning projects. Need assessment as a scientific and rational method is a way to follow prior to adopting e-learning projects. The goal of present research was to measure ShahidChamranUniversity’s readiness for adopting e-learning. The Population of the research consisted of all students and faculty members in the second semester of the academic year 1385-1386. The Samples comprised 351 students and 129 faculty members selected by stratified random sampling method. Two standard tests were administered; one to students and the other to faculty members. In order to analyze data, both descriptive and inferential statistics (ANOVA) were used. Findings revealed that the students and faculty members of ShahidChamranUniversity are relatively ready for e-learning. In addition, inferential analysis of data showed that there is a significant difference between humanities and basic sciences students in readiness for e-learning, but the no significant difference between academic achievement of students and readiness for e-learning was discovered. According to another finding there is no significant difference between rank of faculty members and their attitudes towards university readiness for e-learning.
G. Rahimidoost; S.A. Razavi
Abstract
In the present paper diffusion of innovation theory was used to review instructional innovations. According to the theory of diffusion at the beginning an innovation is adopted by pioneers. If the results of application of such an innovation are positive, it would be adopted by others. As an innovation ...
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In the present paper diffusion of innovation theory was used to review instructional innovations. According to the theory of diffusion at the beginning an innovation is adopted by pioneers. If the results of application of such an innovation are positive, it would be adopted by others. As an innovation is adopted more and more, remaining people who haven't adopted the innovation decrease, so that the rate of adoption would reduce until another innovation replaces the previous one. A historical overview of the instructional innovations in the past few decades shows that popular innovations such as programmed instruction and educational television follow a bell shaped curve. Indeed (in the beginning), the rate of adoptions of these innovations increases, but after a short period, the rate decreased. A new popular innovation, electronic learning, followed such models. Despite its attraction, new findings indicate that e-learning projects are declining.
