Ms Zahra Ghafouri, Dr Saeid Zarghami-Hamrah, Dr Akbar Salehi,
Volume 15, Issue 49 (11-2024)
Abstract
This research has been done with the aim of identifying the strengths and weaknesses of developing critical thinking from Enis' point of view in the learning management system (LMS). The main purpose of the research is to identify the aspects of LMS mediation and the decreasing and increasing changes that take place in the experiences or perceptions of learners in the field of critical thinking. Post-phenomenology, which is a philosophical approach in technological studies, allows us to examine how the experience and perception of learners change when using these technologies, so this method has been used in this research. The statistical population of the research was the students participating in virtual classes who were selected by convenience sampling and using the snowball sampling method and considering the principle of saturation, and their experiences by conducting a semi-structured interview about the use It has been investigated from the learning management system. The findings of the research show that through virtual education through LMS, easy access to various educational resources, creating opportunities for discussion and conversation in various ways, the possibility of learning in small groups, understanding diverse perspectives, environment Constructive training and the possibility of personalizing training, flexible time and place, and the possibility of strengthening problem-solving skills and developing self-efficacy are among the strengthened aspects of students in using LMS, which gives them more ability in critical thinking. . In contrast to the reduction of face-to-face interactions between learners and professors, the lack of possibility of direct and face-to-face questioning and answering, cognitive defects in the understanding and interpretation of materials, the impossibility of directly monitoring learners and the impossibility of creating a sense of participation and belonging. The differences between learners and the educational environment are obstacles for students' critical thinking.
Doctor Mohamad Shahi, Doctor Saeid Zarghami-Hamrah, Doctor Ramezan Barkhordari, Doctor Akbar Salehi,
Volume 18, Issue 52 (3-2026)
Abstract
Aim: This research aimed to study the students' actions in the virtual technical and vocational training of the SHAD system, emphasizing the concepts of multistability and transparency.
Method: The method of this research was post-phenomenological.
Sample and Instruments: The lived experience of several students of girls' and boys' art schools in Malard city was analyzed using interviews.
Results: Factors such as sedimentation and digital distraction have been effective in strengthening multistability and have led to appropriate and inappropriate habits such as self-management and reducing learning time, and the various functions of the SHAD system have been emphasized. Regarding transparency, issues such as the normalization process; repetition and practice, and a sense of immersion; are reinforced by positive ambiguity. Identifying and overcoming distractions and communication strategies such as closing messages enhance focus.
Conclusion: The mediation of the SHAD system has expanded the temporal and spatial possibilities and the degree of freedom of action of the students. Increasing the efficiency of learning in the group to understand actions and the difference in the type of knowledge of the content presented has been in line with reducing multistability and increasing transparency.
