INFORMATION AND COMMUNICATION TECHNOLOGY IN EDUCATIONAL SCIENCES
Year:2015 | Volume:5 | Issue:3 (19)|Papers Count:8

The aim of the study was to design and validate a conceptual model for open and distance universities academic tests. The research adopted a quantitative (descriptive survey) and qualitative approach to conduct the study. The statistical population included all faculty members of Payame Noor University in the academic year 2013-14 in Iran. The sample size was 286 people based on Krejcie and Morgan table who were randomly selected and the qualitative sample comprised 7 experts in test developing who were selected by snowball method. A researcher-made questionnaire with 58 questions with the reliability of 0.964 and semi organized interview served as the research tools. The five factors of philosophy, objective, design, implementation and result analysis along with the triple indices of each element were analyzed through descriptive statistics and one sample t-test. The results showed that the element of philosophy had the average at the criterion level (9), and the other elements had averages higher than the criterion and all 5 elements were meaningful at 99%. Indicators of development prospects, philosophy of higher education and distance and open university had the average at the criterion level (3.6) which were significant at 99%, the indexes of the University's goals, departments’ course and faculty objectives had average higher than criterion and were significant at 99%, the assessment rules index and test quality in test design had averages above the criterion and were significant at 99%, but the standard index of question developing had the average similar to the criterion which was not significant. The policy and implementation in implementation stage had the average at the criterion which was significant at 99% and the implementation had the average higher than the criterion and was significant at 95%. Two indices of correction and grading in assessment criterion had the average close to the criterion and the averages of analysis and feedback were higher than the criterion and were significant at 99%. The results showed that this model can be used in the design of open and distance university exams.

This study aimed at comparing the impact of constructivist-oriented E-learning with collaborative learning on the cognitive function of students at Islamic Azad University of Sari Branch in 2012-2013. This study adopted a quasi-experimental design. The statistical population consisted of 125 male and female students at 2 educational planning classes, among whom 44 subjects (in two 22 individual gender-based classes) were chosen as the sample based on random cluster sampling. The data collection tool to measure the cognitive function was a final multiple choice exam questionnaire with a reliability of α=0.80 applied as a post-test for both experimental and control groups. The data were analyzed via descriptive statistics (including frequency, percentage, mean and standard deviation) and the inferential statistics (including independent two-sample test) using SPSS software. The results of the study showed that cognitive function in electronics group with constructivist approach was higher than that of the collaborative group. Also, there was no significant difference for cognitive function among men in both groups, but there was a significant difference among women in both groups and no meaningful difference was found for cognitive function by separating work experience and the educational majors in the two groups.

The purpose of this paper was to evaluate the effectiveness of a four-component multimedia-based instructional design model in learning complex issues. To achieve this purpose, a quasi-experimental approach with pretest/posttest with control group was used. All sophomore high school male students in Karaj comprised the population of this research. The sample was selected through cluster sampling method including 60 subjects who were divided in three groups (experimental 1, experimental 2 and control group). Intended subject matter was presented to the control group with the traditional teaching methods and the first experimental group was taught with common multimedia software available on the market and the second experimental group was instructed with multimedia software designed with four component multimedia-based instructional design model. Then, for all the three groups, the pre-test and post-test were conducted. Data gathering tool was a researcher-made test with a reliability of 0.84. Covariance analysis and Scheffé post hoc test were used to analyze the data. The Results showed that there was a significant difference between the scores of the control and experimental groups. The dependent variable, that is, the students’ learning in the class based on the common multimedia software was better than the group that was trained with traditional method. In addition, students being taught with four-component multimedia-based instructional design model were better than students who were taught with common multimedia software. Accordingly, it is recommended that in teaching complex issues, potentialities of multimedia based instructional model, particularly the four-component instructional model, be used to teach complex subjects.

The purpose of the present study was to produce a web-based curriculum model. This study was an applied descriptive-analytic survey. The statistical population of the study consisted of 524 individual teachers and 58 pedagogical experts from Lahijan, Iran in 2014, among whom 308 teachers and 58 pedagogical experts were selected as the sample size. The researcher-made questionnaire including 72 items on web-based curriculum was used as the data gathering tool. The validity of the questionnaire was estimated by the Kaiser-Meyer-Olkin (KMO) measure of sample adequacy and Bartlett test of sphericity which proved an adequacy for conducting the factorial analysis and reliability of the questionnaire was estimated by Cronbach Coefficient (α=0.946). To analyze the data, the descriptive statistics and inferential statistics with factorial analysis test were used. The factor analysis was conducted based on the analysis of the main components, and the results revealed that the web-based curriculum model comprised of 6 main components which could be modeled. The main components, totally, explained the 51.280% of the variables total variance. Finally, simple structure of factors was obtained by using the oblimin rotation of factorial matrix. The factors were termed as 'objectives and needs', 'content and sources', 'learning-teaching methods', 'implication' and 'evaluation'. Finally, based on these factors, a conceptual model for web-based educational programs was designed.

The purpose of this study was to identify the main factors causing the tendency to e-learning among the professors of Islamic Azad University of Islamshahr. Considering the purpose, the study was an applied research adopting an exploratory survey approach for the data collection. The statistical population consisted of 300 faculty members working in different faculties in 2014. Using the stratified random sampling and according to the H. S. Bola table, 169 people were selected as the statistical sample. A researcher-made questionnaire was used to identify the factors causing the tendency to e-learning among the professors. The validity of the questionnaire was verified by professors and experts and the Chronbach's alpha was used to estimate the reliability which was 0.79. Using the SPSS software and the exploratory factor analysis, the research data were analyzed in two sections of descriptive and inferential statistics. Based on the findings, the factors including managers’ support, environmental factors, infrastructures, educational system equipment, and e-learning content had the highest impact (70%). Also, the other factors including high-speed internet, hardware facilities, and observing standards influenced the tendency to e-learning among the professors of Islamic Azad University of Islamshahr. According to the variance results, the first and second priorities are respectively managers’ support and environmental factors, infrastructures, and e-learning equipment.

The purpose of this research was to identify and explain the preventing factors in the use of ICT in universities from the graduate students’ perspective at the University of Sistan and Baluchestan. This research adopted a descriptive cross-sectional study particularly using structural equation modeling. The statistical population comprised all graduate students of the University of Sistan and Baluchestan in 2013. A sample of 350 students was selected through simple random sampling method using Krejcie-Morgan table. The data gathering tool was a questionnaire designed by the researchers, the validity of which was confirmed by specialists and experts and its reliability was estimated by Chronbach's Alpha coefficient (0.85). The data collected from the questionnaires were analyzed using Exploratory and Confirmatory Factor Analysis. The major results of the study indicated that from students’ prospective of the University of Sistan and Baluchistan, Seven general factors including economic, personal, educational, technical, subjective norm, environmental and attitudinal factors were explained. Also, among the factors identified, the subjective norm and economic factors with the respective factorial load of 0.81 and 0.44 had the maximum and minimum impact on preventive impact in the use of Information and Communication Technology.

The present study aimed at investigating the relationship between the use of computer games and educational status of female high school students in Babol. The study adopted a correlation- descriptive approach as its methodology. The population of the study consisted of 7542 female students at secondary level in Babol in the academic year of 2013-2014. Based on Krejcie and Morgan table, 364 persons were chosen as the sample through cluster random sampling. The data gathering tool was two researcher-made questionnaires of computer games and educational status including 25 closed-answer questions in 5-point Likert scale, the content and face validity of which were confirmed by experts and specialists in the field of educational technology and psychology. The reliability was estimated as 0.828 by Chronbach's alpha coefficient. Data were analyzed at two levels of descriptive statistics including tables and diagrams, mean and standard deviation and inferential statistics using Kolmogorov-Smirnov test, parametric tests, one sample t-test and Pearson coefficient of correlation test. The results showed that most of the female high school students in Babol used computer games. Also, the findings showed that there was a strong relationship between computer games with educational failure and motivation, and there was a weak relationship between computer games and female high school students’ learning in Babol.

The problem of forgetting course subjects during the long Norouz holiday and summer vacation in Iran sits among one of the main teachers’ concerns. This article aimed at investigating the impact of a researcher-made game called Dalan-e-Sabz to recall basic chemistry concepts. The present applied study aimed at investigating the impact of Dalan-e-Sabz game to help recall basic chemistry concepts among the first year high school students in 2014. In this study, the experimental and control groups designed by removing a covariate effect were used. In fact, covariate scores were the same measured pretest scores before applying any treatment on learners. The samples in the study were three groups of 30 people (90 people) from a high school for boys in Koohrang City. Due to the long research process and reducing the subjects’ failure to zero, a convenience sampling was used. The data analysis was performed by SPSS with covariance (ANCOVA) analysis. Research findings revealed that Dalan-e-Sabz game and none-concept chemistry game, considering the covariate variable, showed to be significantly different. What can be concluded from the study is that this game had an important role in recalling the course subject, so it can be used for improving the learners’ free time.