Showing 15 results for Learning
Dr. Mohammad Hassan Azimi, Dr. Shahnaz Khademizadeh, , ,
Volume 0, Issue 0 (5-2022)
Abstract
Objective: Learning through mobile phone is a type of distance learning that takes place in many situations with social interaction and content through personal electronic devices. The purpose of the present study was to investigate the factors affecting the behavioral intention of learning graduate students of Shahid Chamran University of Ahvaz through mobile phones.
Method: The current research is applied in terms of its purpose and survey in terms of its execution
Findings: The results showed that all the structures of the theory of planned behavior and the technology acceptance model have an effect on the behavioral intention of the graduate students of Shahid Chamran University of Ahvaz to learn through mobile phones.
Conclusion: by considering the characteristics and needs of users and their applications in the virtual education system, buy or rent powerful servers for Providing virtual education services and taking into account the use of new educational technologies in evaluating the performance of faculty professors will improve the level of using educational systems while learning through mobile phones.
Abolghasem Karimi, Alireza Rousta, Majid Ahmadi, Saeid Daniali,
Volume 0, Issue 0 (5-2022)
Abstract
Information search strategies change rapidly in continuous mode, and successive searches gradually teach the user what can be retrieved inside the system. Users must be able to interact with the system appropriately to achieve their information needs. The information revolution is not a new issue, but understanding information seeking behavior is important and vital in this era. In future projects, extraordinary efforts should be made to create intelligent systems. Therefore, success or failure in this matter is not the responsibility of the new information technology, but it requires awareness of human needs and his behavior to obtain information. Therefore, in the companies based in Pardis Technology Park, according to the technology-oriented approach and innovation, it is necessary to pay attention to the issue of market information learning and joint innovative capacities to improve the organization's performance. Generally, because the environment and technology are constantly and rapidly changing, and specifically, the demographic characteristics of customers and their expectations undergo changes and transformations, Certainly, in order to have a successful presence in the national and international arena and their dynamism, as well as greater adaptation to environmental changes, these companies should aim to activate their potentials through improving the performance of the organization. In fact, this research seeks to answer the question of what is the role of explaining the effect of market information learning ability and joint innovative capacities on the organization's performance with an information approach?
Methods and Materoal
This research is based on the applied purpose and according to the descriptive type of correlation, according to the model, we should use the structural equation modeling method. The statistical community of the research is top and middle managers of companies that are members of Pardis Technology Park in Tehran. Using Cochran's formula, 384 people were selected as a sample and 400 questionnaires were distributed by available sampling method and 387 questionnaires were collected in 50 companies. The data collection method of this research was done by library method and using books and articles, and questionnaire was used in the field method. To measure the variable of market information learning ability with 7 items, internal learning ability with 10 items, relational learning ability with 7 items and administrative innovation with 6 items from Teece et al., 1997; Weerawardena et al., 2015; and to measure the variable of service innovation with 4 items and organization performance with 5 items from Thakur & Hale, 2013 questionnaire; and to measure the variable of shared innovative capacities with 3 items, Oly Ndubisi et al., 2019 questionnaire was used.
Resultss and Discussion
Demographic characteristics of the sample include gender, age and education. In the method of structural equation modeling, the fit of the model is checked to ensure the accuracy and correctness of the findings before implementing the model to test the hypotheses. Also, Cronbach's alpha indices of combined reliability of average variance were extracted and the coefficient of determination was used to measure the model. The average values of the extracted variance of all 7 model structures are at the optimal level. The amount of Cronbach's alpha and composite reliability is for all model constructs, so the questionnaire has good and acceptable reliability. The amount of Cronbach's alpha and combined reliability for all model constructs is more than 0/7, so the questionnaire has acceptable and acceptable reliability. The value of R2 for the endogenous constructs of the research confirms the appropriateness of the fit of the structural model. The results of the Q2 criterion for the endogenous structure indicate the appropriate predictive power of the model regarding the endogenous constructs of the research and indicate that the fitting model has appropriate and favorable predictive power. Confirmatory factor analysis is used to measure the reliability and validity of the measurement scale. The final results of the confirmatory factor analysis are reported in Table No. 4. Factor loadings greater than 5% have good validity. Figure 1, shows the confirmatory factor analysis for the whole model. Figure 2, shows the analysis of significant coefficients for the whole model. Since all the numbers on the paths are above 1/96%, it indicates the significance of the paths, the appropriateness of the structural model and the confirmation of all research hypotheses. The GOF criterion was used for the overall fit of the model, Since three values of 0/01, 0/25 and 0/36 are determined as weak, medium and strong values for GOF and on the other hand, the coefficient is in a good condition (0/598), Therefore, the results show that the fit of the model in the statistical population of the research is appropriate. Also, the t-test for all hypotheses is greater than 1/96. Therefore, with 95% confidence, the relationship between the variables is significant.
Conclusion
The present research was done by explaining the effect of market information learning ability and joint innovative capacities on the performance of the organization with an information approach. Organizational performance is a valuable activity at the community level. It also has a fundamental role in the economy and is considered as a useful tool to achieve economic growth and benefits of the organization. In fact, it is like an umbrella that includes all concepts related to the success and activities of the entire organization. In this research, 7 hypotheses were tested and the results of the hypothesis analysis indicate that the ability to learn market information plays a role in the internal learning ability (0/945) and the ability to learn interfaces (0/785) and internal learning ability (0/220) and interface learning ability (0/662) have been effective on administrative innovation. Also, administrative innovation has had an effect on the organization's performance (0/488), and shared innovative capacities have a significant effect on service innovation (0/904). Finally, service innovation has played a role in the organization's performance (0/590).
Afshin Motaghi Destenaei, Ali Karami, Milad Piri Fath Abad,
Volume 0, Issue 0 (5-2022)
Abstract
Background and purpose: During the last 25 years, artificial intelligence has made achievements in some fields that have also affected education, although criticisms have also been raised against excessive optimism regarding contemporary artificial intelligence research. Little research has been done on the expectations of the role of artificial intelligence in education and its potential impact on education. The purpose of this study is to analyze and investigate the role of artificial intelligence in education.
Methodology: This study was conducted using the SWAT analysis method. The research community includes 20 articles on the application of artificial intelligence in education, which have been collected using Sandelowski and Barroso's systematic review framework.
Research findings: The findings of the SWAT analysis of the use of artificial intelligence in education show that the strengths include the effective use of computer-based STEM systems, teachable agents for natural language learning, learning tool ecosystems, and evaluation of learning models. On the other hand, weaknesses include dumb training systems, biased data and algorithms, and interference of AI customization with standardization. Opportunities include changing the role of teacher to guide, freeing teachers from routine tasks, providing assistance to students anytime and anywhere, and enabling personalized learning. But the threats include changing the role of the teacher to the custodian of the system, fear of unemployment, lack of readiness to use artificial intelligence in education, and disruption in the creation of independent learning skills in students along with its unquestioning acceptance due to the hype surrounding artificial intelligence.
Conclusion: From various aspects, it seems that artificial intelligence has an advertising mode, but like other advertising fields, it has the potential to grow with specific applications in educational and learning activities. Being aware of artificial intelligence and studying the role of artificial intelligence in education will reduce the risk of substituting artificial intelligence for the use of artificial intelligence in education.
Mohammad Ramin Naderi, Yazdan Mansourian,
Volume 1, Issue 3 (12-2014)
Abstract
Background and Aim: This study attempts to propose a suggestive model for theorising in the field of Inquiry-Based Information Behaviour (IBiB).
Method: To achieve the research aim, Piaget’s Cognitive Development Theory, Dewey’s Constructivist Theory, as well as IBL Pedagogy were analysed. Taking into account the current information behaviour models and theories which are developed based on the so called theories, we employed deductive reasoning to propose our suggestive model. Methodologically, this interpretivist study is done based on library method and implemented qualitative content analysis technique.
Results: Admitting different cognitive competencies in different age-groups as well as the role of active experience in cognitive development, each child needs her own customized cognitive-appropriate experience to be able to engage with the learning process. The specific style and rate of cognitive development makes children unique learners.
Conclusion: The proposed preliminary conceptual model showed that active learning, open inquiry-based practices, and children’s personalized methods for responding to learning and cognitive needs, all have information ethos. And, children’s IBiB determines the extent to which they could succeed in the above processes. Testing this hypothesis, the IBiB theory which explains this phenomenon needs to be developed.
Mahsa Fardehosseiny, Mohammad Harandipour,
Volume 2, Issue 1 (4-2015)
Abstract
Background and Aim: In order to comprehension of interactive content and content production standards, and also users interaction with LMSs, and their behavior in dealing with information, the aim of this paper is to examine the users interaction information provided in the eFront application, an open source Learning Management System, by emphasizing SCORM standard.
Method: The method that used in this study, is Netnograghy which is a qualitative method and it is ethnography in online society. All the data is collected online by using the software reports.
Results: by comparing users’ behavior between two courses in eFront application we understand that in courses which the content is provided by text and images need to have an online teacher and that content is not enough. The users who was attended in course “Installing virtual reference desk" not only need information in text format and images but also need to interact with teacher directly. In the first three chapters of this course which have made in film format, users had fewer problems. The users who have attended in course with web conference passed the course more successful than before. In the course "EndNote” which content have made in film format, users could make good communication with information and had less problem.
Conclusion: Provide educational content in the context of "interactive learning management system" should be the terms and conditions. You can not just put the text and image content to reach the desired result. Although content in the form of educational films can provide more help to the user, to achieve better results, we need to fully interactive content which is available to users, in order to control their activity in learning environment.
Hassan Rastegarpour, Faezeh Movahedi, Zeynab Barkhordari,
Volume 2, Issue 4 (3-2016)
Abstract
Background and Aim: Generally, where learning and teaching concerns, instructional technology’s presence had been certain. Instructional technology by having the standards and components of a profession needs ethics. Therefore, as a professional, an instructional technologist has to yield to ethical criteria, knowledge, standards, and appreciate ethical responsibilities in order to succeed. To recognize the ethical responsibilities in any profession, its stakeholders should be identified first.
Method: This research thoroughly analyzes and goes over the main points of definitions of instructional technology, and explains the educational technology as a profession. The existence of the term “ethics” in the definition of the field, and studying instructional technology as a profession is an entrance into a professional discipline and articulating its code of ethics.
Result: Findings reveals that in Instructional Design Technology discipline, the change in the definition, modifys the functions and responsibilities of professionals in the field. Hence, the field encompasses five separate activities, yet these interaction closely with one another. These activities are: application, development, management, design, and evaluation. Technologists may be involved in one or more of the aforementioned activities, but what is of most value is the ethics in all of them.
Conclusion: It may be concluded that Instructional Technology enjoys professional ethics. So, it should be categorized as a profession withholding rights and ethical responsibility. Stakeholders in this field have dual responsibilities, due to its inherent nature of face-to-face and virtual learning activities.
Leila Khalili, Aziz Hedayati Khoshemehr, Samad Rasoulzadeh Aghdam, Behnaz Sheibany,
Volume 4, Issue 2 (9-2017)
Abstract
Background and Aim: Information literacy is a key element in the development of an independent and effective learning in higher education in the 21st century. The aim of this study was to investigate the relationship between information literacy and learning motivation in undergraduate students. In addition, the mean score of information literacy was measured based on educational and demographic variables.
Methods: This applied research carried out with a quantitative approach and survey method. The data collection instrument was a questionnaire. The study population was undergraduate students at Azarbaijan Shahid Madani University and 379 samples were selected using stratified random sampling. Descriptive and inferential statistics analyses (Pearson correlation, independent T and ANOVA) were performed using SPSS software.
Results: Students' information literacy based on five standards was 2.48. Based on the findings of the Pearson correlation coefficient with 99 percent confident there was positive and significant relationship between information literacy and learning motivation. In addition there was positive and significant relationship between information literacy and Grade Point Average (GPA) of students with 99 percent confident. Based on independent T-test was not observed a significant difference in male and female students' information literacy. ANOVA test showed a significant difference with 99 percent confident between information literacy and entrance year of students. Based on ANOVA test there was no significant differences on students' information literacy based on field of study.
Conclusion: Students' information literacy unsatisfactory. Information literacy had a positive relationship with learning motivation. Also there was a positive relationship between information literacy and academic performance (GPA). Information literacy of senior students was more than freshmen. Information literacy of students in four areas of study (Humanities, Engineering, Agriculture and Science) was almost similar.
Miss Soheila Khoeini, Dr Nader Naghshineh,
Volume 6, Issue 3 (10-2019)
Abstract
Background and Aim: E-learning is an important topic in the educational settings and students are significant prerequisites of it, who have an essential role for the acceptance and effective use of e-learning management systems so that knowing their attitudes and mental models is essential for the successful implementation of such a method. Therefore, the aim of this study was to investigate the Adoption Rate of students' mental model with the structure of the learning management system of the University of Tehran using the card sorting method.
Methodology: Research had qualitative approach with card sorting and interview tools. Usabilitest software, descriptive statistics, distance matrix, and hierarchical clustering were used to analyze the data. Sample consisted of 15 postgraduate students at Tehran University (second semester of the academic year 2019-2020) that were interacting with the learning management system (Moodle).
Findings: Findings indicate that out of 42 cards examined, the status and classification of 36 cards (85%) in the learning management system were fully consistent with the participants' mental model and only in some cases such as "Help" and" Recent lessons referred" according to their mental model, users expected these sections to be placed in other categories. As well as labeling; 66% of users found the "settings" tag more appropriate than their "preferences" and the function of some, such as "medal management", "medal preferences" was unclear to them. Also, the categories presented in the three sections: "User Profile", "Quick Access" and "My Lessons" were approved by users.
Conclusion: The results show that the degree of adaptation of students' mental model to the structure of the learning management system of the University of Tehran is at a desirable level.
Mr Sajjad Mohammadian, Dr Nader Naghshineh, Dr Maryam Nakhoda,
Volume 8, Issue 2 (9-2021)
Abstract
Background and Aim: The meaning of cross-domain recommendation is that instead of dealing with each domain independently, transfer knowledge gained in one domain (source) to another domain (target) and use it. The present article systematically reviews the research in this field in terms of foundations, applications and challenges.
Method: The Prisma guidelines had been used. Search in Persian and English scientific information sources with related keywords were conducted and 98 English language sources were found in the period 2007 to 2021. Applying the initial refinement, inclusion and exclusion criteria by experts, 28 English documents were selected to enter in the systematic review.
Findings: There are four levels of cross-domain recommendations: Attributes, types, items and systems. Machine learning algorithms are used to predict user rating in cross-domain recommendations, and three categories of: Prediction, ranking, and classification criteria are used to evaluate predictions based on confusion matrix. Cross-domain recommendations can be used to increase the accuracy of recommendations, resolve cold start problems, cross-sell, and improve personalization by transferring knowledge between domains. The most challengeable recommendations of cross-domain is the differences between domains. These differences include the mismatch between the properties of the domains and/or unclear relationships between the domains. In addition, differences in domain size and poor performance of basic algorithms in predicting user rating are other challenges in cross-domain recommendations.
Conclusion: While this subject has been shaped in the last decade, but the keen attention of computer science and information researchers shows its importance. Items level are the main category of cross-domain recommendations. Due to the formation of e-business groups, in the future, cross-domain recommendations at the system level will be given more consideration. Cross-domain recommendations could be used to improve the performance of recommender systems, user modeling in human-computer interaction, and e-commerce.
Ms. Maryam Abolghasemi, Dr. Fatemeh Fahimnia,
Volume 8, Issue 4 (2-2022)
Abstract
Background and Aim: In processing large data, scientists have to perform the tedious task of analyzing hefty bulk of data. Machine learning techniques are a potential solution to this problem. In citizen science, human and artificial intelligence may be unified to facilitate this effort. Considering the ambiguities in machine performance and management of user-generated data, this paper aims to explain how machine learning can be combined with the active citizenship concept. In addition, it discusses the necessary conditions for advancing the citizen science and beyond.
Method: The review method and comprehensive systematic study was applied to assess the concept of machine learning, citizen science and human-computer interaction.
Results: Many research problems seem to be computationally insolvable and may demand human cognitive skills. Therefore, due to classification activities which are performed in the majority of large-scale citizenship science projects, in addition to participants who may learn lessons about the science, machines also learn lessons about human and imitate him and slowly its learning capacity enhances over time. Artificial intelligence, particularly machine learning is a debatable topic with related ambiguities and biases which should strongly take into consideration.
Conclusion: The application of machine learning techniques carries many advantages including classification time cut and masterful evaluations in the process of making decisions on big data sets. However, algorithms usually act as a black box where data biases are not observable at first glance. Taking this problem into consideration may mitigate serious risks arising from the application of such techniques.
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Volume 9, Issue 2 (9-2022)
Abstract
Aim: The purpose is to provide a comprehensive overview of the current state of research in the field of flipped learning and classroom. It is a science metrics attempt to extract and analyze bibliographic networks based on the international scientific indexing (ISI)
Methodology: Systematic search technique was applied: A set of scientific productions indexed in the field of flipped learning and classroom between 1990 and 2018 extracted from the Web of Science Database (3259 records). VOS viewer software was used to analyze bibliographic networks using data mining technique. Text mining techniques were implemented on keywords, titles, and abstracts in order to network scientific graphs.
Findings: Analyzes of published scientific product collections by year, Universities and institutions of higher education and countries are revealed in tables. Bibliographic networking techniques have been applied to countries and Universities to identify the extent of their contribution to science production. The findings of this study were also used to evaluate the quality of scientific output through the number of citations.
Conclusion: Flipped learning is a new educational topic which its significance to other subjects has not been explored nor its various dimensions have been sufficiently and effectively researched.
Professor Saleh Rahimi, Ms Fatemeh Rahimi, Samira Daniali,
Volume 9, Issue 3 (10-2022)
Abstract
Purpose: Due to increasing the amount of information and the importance of applying images in various fields, the significance of visual literacy is obvious and research showed that visual literacy has a positive effect on learning. So, the purpose of this study was to determine the importance of visual literacy and to identify the necessity of its use in education and learning, as well as to dictate the components of visual literacy to improve learning.
Methodology: Using the library method and utilizing descriptive research method, the literature in the field of visual literacy has been reviewed
Findings: Visual literacy is typically considered as an ability to evaluate, analyze and interpret the meanings of images and their use, also as a main concept is contemplated.
Conclusion: Visual literacy standards help us study, analyze, understand, and recognize visual elements based on a reasonable and pre-defined framework. It makes people benefit more appropriately from information resources in the form of symbols and images. The concept of visual literacy is evolving and requires more advanced tools. Therefore, students must be acquainted with the tools of this technique.
Mansour Torkiantabar,
Volume 10, Issue 1 (6-2023)
Abstract
Purpose: This study was conducted to evaluate the organizational learning process of university library librarians based on the Marquardt model.
Methodology: This research is applied in terms of purpose and descriptive-survey method. The statistical population includes 552 librarians at the libraries of the Islamic Azad University. The sample size was estimated to be 227 people using the Krejcie Morgan table. To collect the required data for the research, a researcher-made questionnaire was used to assess the five components of learning organization based on the Marquardt model (learning dynamics, organizational transformation, empowerment of individuals, knowledge management, and application of technology). The collected data were analyzed using SPSS26 statistical software and statistical formulas of Kolmogorov-Smirnov, Cronbach's alpha, and t-test.
Findings: The results showed that organizational learning in the libraries of Islamic Azad University has a favorable situation and this situation for all five components (learning dynamics, organizational change, empowerment, knowledge management, and technology application) Was also approved.
Conclusion: Although the results of this study indicate the favorable situation of organizational learning in the libraries of Islamic Azad University, the continuation of this type of learning due to the many changes and developments that we see in the world today for all organizations, especially types Libraries are a basic necessity.
Ebrahim Khalil Abbasi, Alireza Badeleh,
Volume 10, Issue 2 (9-2023)
Abstract
Objectives: Nowadays, the learning management system is one of the key tools of university education systems. This system increases the efficiency and learning power of students because it activates the students' mind and facilitates the understanding of knowledge. In addition, the use of learning management systems increases students' motivation for active learning and improves their self-confidence in academic exams. Also, these systems reduce the duration of teaching and the workload of teachers and are effective on students' visual literacy.
The design of learning management systems is the result of the collaboration of educational experts and software engineers, who identify the required capabilities and the expected service quality by considering various psychological, social, cultural, educational, and technical aspects. These capabilities and qualities are the basis of the software design of the system that is ultimately used by students and teachers, and the success and failure of the system largely depends on their satisfaction. Therefore, knowing the expectations of students, teachers, and other users using learning management systems and then implementing these expectations in the design and development of these systems is of key importance.
In Farhangian University, education is based on physical and online education, and some university courses have been always held online. Therefore, designing and implementing effective online education software is a high priority for Farhangian University. In addition, the use of information and communication technologies in education is one of the values highly highlighted in the document of Fundamental Evolution of Education.
We identified only a few research that has been conducted to study the expectations of Farhangian University teachers from learning management systems. To fill this gap, in this article we aim at understanding the expectations of teachers of Farhangian University from the learning management systems. Our main objectives are to find out to what extent the teachers feel satisfied with using these systems, what software features of these systems are highly requested by the teachers, what are the main defects the teachers have observed in these systems, and what are the main values of using these systems for education.
Methodology: The research method of this research is based on the qualitative research method of content analysis with comparative categorisation approach to identify and represent the experiences and expectations of Farhangian University teachers from the university's learning management system. For more interaction with the teachers, the interview method was used to gather their expectations, in which they answered the questions of a pre-designed interview. The interview questions were finalized after applying the opinions of some experts in software, educational sciences, and educational technology. The statistical population of the research was all teachers and lecturers of Farhangian University in the academic year 1402-1401. In this research, teachers who had practical and useful experiences in organizing online classes as well as who were experts in this field were invited for an interview, and 12 colleagues declared their presence for the interview. The authors conducted the interview process in parallel and then jointly completed the data forms. Qualitative interviews were conducted in accordance with its standards in a time between 30 to 60 minutes, physically on site or online on the platform of social networks. First, the aim of the interview and its topic were explained to each interviewee and then the interview was conducted. Considering the semi-structured nature of the interview, in addition to the pre-designed questions, other related questions were also asked to clarify the meaning of the answers during the interview. Also, the authors used some examples when there were ambiguities between the interviewer and the participated teachers.In this research, to analyze the data obtained from the interviews, three types of coding including open coding, axial coding, and selective coding were used. In the open coding, the main sentences related to the topic of the research were extracted from the data forms and recorded as primary codes. Then, the created codes were placed in a category based on the similarities. In the stage of axial coding, the primary codes and categories that were created in the open coding were compared with each other and similar items were merged and finally the axial categories were extracted. Then, for similar codes that were placed in the same category, by doing this process, several main topics were obtained that show the main basis of the interviews. If there is an equivalent standard or term for a subject in the field of education or software engineering, that equivalent and definition has been used in the article. Selective coding, based on the results of open coding and axial coding, defines the final framework of categories. The synthesised results then are reported in this article.
Findings: The results show that half of the teachers are satisfied with the learning management systems, three teachers are with relative satisfaction, and the remaining three are unsatisfied. Regarding the expected software features from these systems, we categorised the identified features into two main categories namely generic and user-interface-specific features. Because the participants in the interview do not have specialized knowledge of software engineering, in responding to their expectations from the systems, they expressed a combination of capabilities, quality attributes, and other requirements. Therefore, capability in this research means the general requirements of the participants, which can be a functional requirement, non-functional requirement (quality attributes), software capability restrictions, or a combination of them.Assisting teachers during the online class, learnability, usability, adaptability, error detection and prevention, facilitating the interaction between teachers and students are examples of the generic software features expected by the teachers. The participants also expect that the system provides them information of any events and tasks being progressed. In addition, they expect the system should be flexible and extendable enough so that they can add new tasks and generate new reports.In terms of the user-interface-specific features, the teachers expect the systems provide hedonic, simple, and customisable user interface. They also expect easy access to the system features. In addition, better content representation is another requirement the teacher expressed. The defects observed by the teachers are also categorised in generic and user-interface-specific defects. As for the generic defects, the teachers reported that it is not easy to learn the learning management systems. They also complained about the audio and video latency during the online classes. Another defect reported is that performing some tasks is time consuming which requires going through several steps. Poor and busy user interfaces are main defects reported by most of the teachers regarding the interface of the learning management systems. Inconsistent representation of the application in the mobile devices is another user interface defect. We have also understood that better time management, improved social interaction, and decreased stress of using information and communication technologies for education are the main values indicated by the teachers as the consequences of using the learning management systems. Being respectful and self-disciplined are other values reported by the teachers.
Conclusion: It can be concluded that despite the good features of learning management systems and the teachers’ relative satisfaction with them, there is a need for these systems to be flexible according to the needs of users and give the teachers more control on the education process. Also, interaction with students and features that improve people's participation in the education process are among the most important expectations of teachers from these systems. Moreover, the user interface of learning management systems is very important for teachers because it provides their interaction with students. Teachers expect to be able to adapt the system and especially their user interface according to their needs and add new features at the lowest cost.
We also synthesized several design guidelines for the system developers. The system should provide support for both expert and novice teachers. Expert teachers expect more customization capabilities and novice teachers expect more advice and automatic error handling. Moreover, the system should help the novice teacher to be experienced in using the system continuously. As each teacher has his/her own teaching strategy, another guideline is to design the system so that each teacher takes control on the education and teaching process individually.
Since an online learning system is an interactive application, its user interface design is very important. User-friendly and customisable user interface which nicely represented in different devices with different resolutions is a high priority guideline. This design guideline becomes even more important when we know that most of the students use their mobile phones for participating in online classes. We finally highlighted the importance of considering values in the design and development of learning management systems. In these systems, capabilities such as speaking in turn, the need to obtain permission to speak, remaining silent when others are speaking, and being neat during online presentation are aspects of respect. Their accomplishment, therefore, requires relevant software features. Moreover, the interaction between teachers and students necessitates establishment of ethical rules and standards to be respected by the users and the software. The privacy and security are two important subjects that requires more attention in learning management systems.
Miss Maryam Emamverdi*, Dr Fatemeh Fahimnia, Dr Sepideh Fahimifar,
Volume 10, Issue 4 (3-2024)
Abstract
Abstract: Researchers emphasize the role of digital annotation technologies and tools in teaching and learning. The purpose of the present study was to improve the learning and reading experience of users about vocabulary by using different types of annotations (audio, phonetic transcription). The approach of this research was quantitative and the research method was semi-experimental and its design was pre-test-post-test. The statistical population are users with no knowledge of Persian language. In order to carry out the research, 30 non-Persian speaking users were selected from the statistical population using a non-probability and targeted sampling method and were randomly assigned into two experimental and control groups (15 people in the experimental group and 15 people in the control group). The tools used in this research were two questionnaires to perform practical work, one questionnaire in the pre-test stage and one questionnaire in the post-test stage. After the pre-test, the experimental group received support such as adding an interactive tutorial introducing the work program and IPA to users in order to improve the learning experience and strengthen reading. While the control group did not benefit from this intervention during the research process. The results showed that there is a significant difference between the reading scores between the experimental and control groups. Also, a significant difference was observed between the pre- and post-test scores in the experimental group. But this difference before and after the test was not observed in the control group. The average scores of users' learning and reading experience in the control group before the international transliteration training is equal to 18.6 and after the international transliteration training is 19.8, while the average scores of the users' learning and reading experience in the experimental group before the transliteration training International is equal to 1.19 and after the training of international transliteration, it has increased to 2.23. Also, in the pre-test stage, the average distance from the correct answer (error rate) of the experimental group was 4.09 and in the post-test stage, it reached 1.1, showing a significant decrease. In the control group, the average distance from the correct answer (error rate) of people was 3.4 and in the post-test stage it reached 3.6, which did not change much. Therefore, according to the above evidence, it can be said that the types of annotations (audio, transliteration) have resulted in a significant change in the learning and reading experience of users, and international transliteration training has been effective as a method to support the learning and reading experience of users.