EDUCATIONAL STRATEGIES
Year:2019 | Volume:11 | Issue:5|Papers Count:22

Introduction: The integration of information and communication technology in education plays an important role in facilitating and enhancing learning. Information and communication technology، especially educational simulation، can provide benefits for teachers and increase learning and enhance learning outcomes especially at elementary and high school levels. The purpose of this study was to investigate the effect of computer-based educational simulation on mental well-being and lifelong learning in students. Methods: This is an applied research and with quasi-experimental method of pre-test-post-test design with control group. The statistical population of this study are all the students of Second high school in Tehran In the academic year 2016-2017 that 60 of them (30 in the experimental group) and (30 in the control group) were selected as sample by available sampling method. The research tools consisted of Mental Well-Being of Keyes and Magyar-Moe and Life-Long Learning Wetzel and et al of Questionnaire. Results: The findings of the study showed that after controlling the effects of pre-test، in the mental well-being (P < 0. 025، F = 106. 02)، and in the life-long learning (P < 0. 025، F = 145. 59)، there was a significant difference between the two experimental and control groups and can be said that educational simulation has been effective in improving mental well-being and lifelong learning of students. After controlling the effects of pre-test، in emotional well-being (P = 0. 016، F = 8. 85)، psychological well-being (P < 0. 016، F = 86. 79) and social well-being (P < 0. 016)، F = 84. 16) and in the beliefs related to learning and motivation (P < 0. 016، F = 76. 34)، the information search skill (P < 0. 016، F = 36. 60) and attention to individual competence With (P < 0. 016، F = 52. 38)، There was a significant difference between the two experimental and control groups and can be said that educational simulation has also been effective in improving components of mental well-being and lifelong learning of students. Conclusions: The results of this study showed that computer-based educational simulation has an impact on mental well-being and lifelong learning in students and increases the mental well-being and lifelong learning of students.

Introduction: The present study was conducted with the aim of teaching philosophy for parents and determining its effectiveness with the philosophy education program for children in the ethical evolution and self-governing of the sixth grades female elementary school students. Methods: The research method is semi-experimental (pre-test، post-test with control group). The statistical society of the study included all the sixth grade female students and their mothers in Ilam city. 100 students and their mothers were selected as a statistical sample. The ethical evolution questionnaire (Linde، 2004 and 2005) and self-governing scale (2004) were used for gathering data. The collected data were analyzed by using statistical descriptive and inferential indicators (multivariate covariance analysis) with SPSS. 22 software. Results: The findings revealed that the group significantly affects the self-governing (F(3، 90) = 36. 31، P < 0. 0001 and partial? 2 = 0. 54) and ethical evolution scores (F(3، 90) = 25. 25، P < 0. 0001 and partial? 2 = 0. 45) score. At the end of the study، the mean scores of ethical evolution and self-governing of the mothers in the experimental groups were higher than that of the control group (P < 0. 01). The mean scores of the students in the experimental group were also higher than those in the control group in all scales (P < 0. 01). There were no significant differences in any of the scales of the mothers and daughters in the control group (P > 0. 05). However، in two scales of self-governing and ethical evolution، the scores of the experimental group mothers were significantly higher than the experimental group daughters (P < 0. 01). Conclusions: It was concluded that، the philosophy education program affected the ethical evolution and self-governing of the students and their parents. Therefore، this program can be used to improve the ethical evolution and self-governing of the students and their parents.

Introduction: This study was carried out aimed to comparing the method of teaching through social network and face training and its impact on the level of learning and retention of adult students in the social sciences. Methods: A Quasi-Experimental method was used with two experimental in this study. The pretest-posttest with control group was used in this study. The population of this study includes all students of kharazmi private adult male school in khoramdar who studied in the academic year 2015-2016. Random sampling method was used in this study and a 30-member class from this school was selected as sample. The researcher-made tests were used to determine the rate of students' learning and retention. The indices of average and standard deviation of scores have been investigated to analyze the findings in the descriptive statistics section. Analysis of covariance (ancova), multivariate analysis of variance test have been used in the inferential statistics. Results: According to the findings of the first hypothesis, the students' learning who use telegram social network was more than in-person training (f = 9. 556, P < 0. 05). Also, the second hypothesis showed that the rate of students' retention during the telegram social network was more than in-person training (f = 7. 065, P < 0. 05). Conclusions: Deploying virtual social networks can be an opportunity to improve teaching and learning. Teachers and professors can use these networks to improve the quality of their teaching and deepen their learning, content retention, and increase the student's academic achievement due to the possibilities offered by virtual learning networks.

Introduction: The purpose of this study was modeling the role of the mediator of Mindfulness in the relationship between the basic mental needs and Physical health of medical students. Methods: Methodology of the research in terms of the main strategy, was quantitative, in terms of the strategy, was field, and in terms of analytical, was descriptive-Correlation. The statistical population was students of Ardabil University of Medical Sciences during the academic year 2017-2018. The sampling method was random. The sample size according to the Kregci-Morgan model and with error α = 0. 05, was considered 240 persons. To collect data, the Mindfulness Knowledge Questionnaire (FFMQ) by Baer et al. (2006), basic mental needs (PNS) by Dyes and Ryan (2000), and the Physical Health Index (PHC) of Boardman (2004) were used. Validity of the tools was confirmed by the professors of education and psychology. Data were analyzed using two software’ s SPSS vs. 22 and lisrel. 8. 50 and analyzed by structural equation modeling. Results: The results showed that the proposed model had suitable fit (x2/df = 1. 49, GFI = 0. 92, AGFI = 0. 92, CFI = 0. 91, NFI = 0. 93, RMSEA = 0. 046) and the component of basic mental needs has a direct and indirect effect through the component of mindfulness on Physical health (P < 0. 05). Conclusions: Basic mental needs by mediating mindfulness are important components in the development and improvement of students' physical health. Therefore, attention to the factors of mindfulness and basic psychological needs to advance goals and efforts to push students toward effectiveness recommended and stressed.

Introduction: Internet is widely used in science and technology and its attractiveness in recent years has led to a phenomenon known as "Internet addiction" emerge. The aim of this study was to investigate the relationship between internet addiction and mental health in students. Methods: In so doing, the study was descriptive correlational study was used. The study population consisted of all students at Ferdowsi University of Mashhad in the 94-95 school year that Morgan table 384 using stratified random sampling method and questionnaires internet addiction (IAT), public health (GHQ-28), and demographic information checklist completed. Data analyzed using ANOVA and multiple regression analysis was performed on the same way. Results: Results showed between predictor variables and the criterion variable overall score of Internet addiction as there is a linear relationship (P < 0. 001). The results of analysis of variance showed that the observed significant F (P < 0. 001, F (314, 4) = 99. 12) a component of public health in general are able to predict Internet addiction. Conclusions: The results of this study indicate that the overall score of general health and its anxiety components such as physical harm depression and social functioning disorder have a significant positive correlation with the total score of Internet addiction and its six components. In other words the level of general health in students is associated with their Internet addiction.

Introduction: Many educational problems of students such as academic failure and maladaptive behaviors stem from their inadequate educational motivation. Teaching lessons based on Keller's motivational strategies can be effective in enhancing and motivating studentsPromoting students' motivation will empower students as future physicians of the country, which in turn will play a vital role in promoting community health. This study was done to develop and design Keller's educational-motivational package and its effectiveness on the motivation of medical students in the basic sciences of Iran University of Medical Sciences. Methods: This study is an educational and semi-experimental intervention. The statistical population consisted of all undergraduate students studying in the basic sciences of Iran University of Medical Sciences during the academic year of 96-97, which 412 of them were selected as the research sample by hierarchical cluster method. After completing the Valerand Motivation Inventory, people who received scores less than 112 (117 people) were contacted, 104 of whom wished to continue their participation in the study, and the researcher divided them into experimental and control groups by using the random blocks method. Results: The findings of this study showed that education based on Keller's strategies is significantly effective in increasing motivation, which indicates the positive effect of education. Conclusions: It seems that the use of motivational strategies is effective in raising academic motivation of medical students and it will lead to better student learning and better educational adjustment of them. Training and learning are among the methods that increase motivation. The results showed that promoting student's academic motivation with correct training is Learnable, which, in turn, leads to success in the teaching-learning process. In this way, promotion of motivation and improving the quality of teaching affects students' academic performance, their behavior and attitudes and will contribute to active participation of students in the learning process.

Introduction: One of the important factors in the development of countries is scientific production and turning science into wealth by Universities. Investigating and identifying the problems and barriers of scientific production of universities is very important. The purpose of this research is to investigate the barriers of scientific production from the viewpoint of faculty members the University of Tabriz. Methods: In this cross-sectional study, 250 faculty members from the University of Tabriz were taught in the first semester of the academic year of 2016-2017 selected by simple random sampling. The data gathering tool was a researcher-made questionnaire with 81 items with a five-point Likert scale. The validity of the questionnaire was approved by the experts and reliability by Cronbach's alpha, which was 0. 82. Data were analyzed using SPSS 25 and one-sample T-test and Friedman test. Results The results of this study showed that the factors such as curriculum and content, publishing scientific findings, organizational-managerial barriers, faculty members issues, teaching methods, nature of research, research tools, the connection of scientific production with society and industry, deficiency of facilities and opportunities and Over-organizational barriers to inhibiting scientific production. Among these factors, the over-organizational factor has the highest rank and the content and curriculum have the least rank in hindering scientific production. Conclusions Given the high contribution of the over-organizational factor to barriers to scientific production, it can be said that in order to establish an effective transformation in the scientific production, a systemic view of the interrelationship between the various economic, political, cultural and social parts is essential.

Introduction: Problem solving is a skill that should have grown from a student's period in nursing students, and this will only be possible through a curriculum. Therefore, the purpose of the present study was to design the curriculum model based on the development of problem-solving skills for undergraduate nursing. Methods: Based on the review research and in order to determine the elements necessary for preparing a curriculum based on the development of problem-solving skills, the books and resources and internal and external articles were first studied and taken notes. Then, by conducting a survey of supervisors and counselors and refining and completing the information obtained, they were classified, organized and presented in the form of tables through the descriptive statistics. Results: The curriculum based on the development of problem-solving skills has different dimensions such as goals, content, teaching-learning methods and evaluation, each of which has a variety of levels and should be considered in this curriculum. Conclusions: Problem-solving skill is something that is acquired and achieved through the achievement of higher levels of perceptual, cognitive, emotional, etc. Therefore, education will have a significant role in improving the problem-solving skills of learners, especially nursing students (due to specific sensitivity of their chosen field).

Introduction: One of the problematic factors in the field of education and learning is academic procrastination. The aim of the present study was the survey of the role of moral intelligence and cell phone addiction in predict academic procrastination of students. Methods: The research method was a descriptive-correlation. The population consisted of all male and female students studying at Azerbaijan Shahid Madani University in the 2017-2018 academic year that according to Krejcie and Morgan table, 357 students were selected by multistage cluster sampling method. For data collection from academic procrastination assessment scale (Solomon & Rothblum, 1989), Lennick and Kiel moral intelligence questionnaire student (2011) and Savari cell phone addiction were used. Data analysis was performed using the Pearson correlation coefficient and multiple regression analysis (stepwise) in software spss version 16. Results: Correlation coefficients showed that there was a significant negative correlation between moral intelligence and academic procrastination and there was a significant positive correlation between cell phone addiction and students' academic procrastination (P < 0. 01). Also, the results of multiple regression analysis showed that moral intelligence and cell phone addiction could significantly predict students' academic procrastination. Conclusions: In educational programs for the prevention and reduction of academic procrastination among students, moral intelligence and cell phone addiction require more attention.

Introduction: HIV/AIDS prevention training through curriculum can have a broad health benefits for the society.Therefore,the purpose of this study was to design a curriculum for HIV / AIDS prevention training for the health educators in secondary education. Methods: Based on qualitative design and case study,and using semi-structured questionnaire with purposeful sampling and theoretical saturation technique to providing the components for designing a HIV / AIDS prevention curriculum,the views of medical professors and health professionals in the field of HIV were collected,Then the data were analyzed by using the N-vivo software version 11,through thematic analysis.The findings were categorized and organized in the form of a basic organizing,and global themes network.The triangulation method was used to validating the qualitative data. Results: According to finding,the curriculum for HIV / AIDS prevention education has dimensions such as causes,diagnosis,general considerations,ethical considerations and prevention as organizing themes,and each of them has a variety of basic themes that can be used in designing HIV / AIDS prevention curriculum Conclusions: If the curriculum of HIV / AIDS prevention education is designed and implemented in a specialized and technical way,it can help provides the skills needed for health behaviors and strengthen the positive attitudes needed to reduce the incidence of HIV / AIDS.

Introduction: Researchers in the context of reading comprehension, have either a cognitive-social view or a self-regulating learning perspective. There is lack between combinations of a cognitive-social perspective with self-regulation learning. The aim of present study is to combine the social cognitive perspective (scaffolding) and self-regulation learning (self-monitoring and metacognitive strategies) to improve the reading comprehension and reading motivation in students. Methods: The research method was semi-experimental pretest post-test with control group. Sample size consisted of 53 fourth grade elementary students (28 in experimental group, 25 in control group) who were selected by cluster random sampling method. For data collecting PIRLS reading literacy test and Wigfield and Guthrie reading motivation questioner were used. The experimental group received combination of self-monitoring strategies and meta-cognitive scaffolding training for 18 sessions while the control group was trained with traditional method. In the end, reading comprehension test and reading motivation questioner was accomplished on both group. Results: Data were analyzed by covariance analysis method. Obtained result showed that reading comprehension and reading motivation of students in experimental group who received combination of self-monitoring and meta-cognitive scaffolding training were significantly higher than control group who received traditional method. Conclusions: Based on the obtained results, it is possible to emphasize the importance of teaching self-monitoring strategies and metacognitive scaffolding on students 'reading comprehension, and reading motivation so this method can be used to improve students' reading comprehension skills and reading motivation.

Introduction: The aim of this study was to investigate the effect of gender and field of study on student-teachers′ critical thinking, meta-cognitive reading strategies, and academic delay of gratification. . Methods: 234 student-teachers of humanities and basic sciences of Shiraz Farhangian University were selected first by quotas sampling and then random cluster sampling and California critical thinking questionnaire (Form B, 1990), metacognitive reading strategies of Mokhtari & Richard (2002), and academic delay of gratification of Bembenutty & Karabenick (1998) questionnaires were conducted on them. Results: Data were analyzed using independent T-test. The results showed that there was a significant difference between mean score of critical thinking and academic delay of gratification of male and female students; however, there was no significant difference between the mean score of global, support and problem solving metacognitive strategies of male and female students. Also, there was a significant difference between the mean score of critical thinking in the fields of humanities and basic sciences; however, there was no significant difference between the mean scores of metacognitive reading strategies and academic delay of gratification in the fields of humanities and basic sciences. Conclusions: According to the results of this research, it is recommended that educational workshops be held to promote critical thinking skills and academic delay of gratification in male students also in basic sciences.

Introduction: In this era of human life has become more widespread and is forced to meet and interact with different communities to learn about the country dream. The aim of this study was to evaluate the effectiveness of Pattern of organizing teaching strategies on improving your needs determination (autonomy, competence and perceived communication) and meaning of education among students of high school in the faculty of medical sciences in the English language. Methods: This quasi-experimental study in which the pretest-posttest control group was used the sample was 40 students of second year students of the faculty members of Lorestan university of medical sciences randomly selected single-stage and randomly assigned to experimental and control groups. To collect the data of the scale self-determination and Meaning of education questionnaires in the pre-test and post-test was used. Data were analyzed by analysis of covariance. Results: Covariance analysis showed significant differences between the experimental and control groups in meaning of education and needs determination showed in learning English. Conclusions: According to the results, it became clear that according to the meaning of education and the needs of needs determination in learning English is required. the findings also showed that the teaching of advanced organizers on increasing the level meaning of education and needs determination is effective.

Introduction: The present study was a kind of exploratory mix designs (qualitative and quantitative) that aimed to design and validate the cognitive empowerment model of faculty members in blended learning environments. Statistical population of this qualitative research comprised all faculty members of Payame Noor Universities of Isfahan in 2017-2018 and 15 people were selected using snowball sampling method. Methods: The components of cognitive empowerment were identified by documentary and central coding method and they were prioritized using the Friedman test. Then, after designing the model, this model was validated formally and content by experts in two phases. Reliability of the questionnaire was also evaluated using SPSS. 20 software. Results: The analysis of data has been done by the Multiple Regression and Pearson Correlation Coefficient method. The results indicated that there is relationship between the rate of use virtual social networks with the enthusiasm and academic engagement of students. (P < 0. 01) There is a positive and meaningful relationship between the rate of virtual social networks and the components of academic engagement (cognitive, behavioral and motivational engagement). (P < 0. 01) There is a positive and meaningful relationship between the rate of use virtual social networks and components of the academic enthusiasm (cognitive, emotional and behavioral enthusiasm) (P < 0. 01) as well. Conclusions: Cognitive empowerment, 5 indicators including career development, research knowledge, management, learning and teaching methods, job enrichment and 26 components were identified. The components of participation in activities, activities in a workshop with small groups, self-efficacy and independence had the highest priority and the components of curriculum planning, research skills and decision making had the least priority. The model was composed of management components, research knowledge, learning and teaching methods, professional development and job enrichment. The validity of the model was confirmed on the basis of the Kendall’ s Coefficient of Concordance and agreement rate of the experts and its retest reliability was reported at 0. 754.

Introduction: The present study aimed to study the components of philosophical thinking from the viewpoint of contemporary thinkers in the form of constructing and evaluating the validity and reliability of the philosophical thinking questionnaire. Philosophical thinking is a conscious attempt to discover and explain the meaning and concept of the world and life, and the relation of man to it and the result of the question. Methods: This study is a mixed study. The statistical population in the qualitative section consisted of all contemporary thinkers and in the quantitative section, consisted of all the high school teachers in Khoy city which were 1056 people. The sample size was estimated according to the analysis method and using a simple random method, 228. To determine the content validity of the questionnaire qualitatively were used from ideas of five experts of this field. For data analysis, exploratory factor analysis and second-order confirmatory factor analysis were used with maximum exponential method. Results: The results at the level of analysis of the questions showed that all questions with their component, except for the inventive component, have an appropriate load factor (> 0. 40). Also, the results showed that the general construct of philosophical thinking with the mediating component had the highest impact factor (0. 88) and the least-coefficient coefficient with the inventor component (0. 63). The results of the analysis indicated that the fitting model was designed with experimental data and the validity of the philosophical thinking structure was confirmed both at the level of the questions and at the component level. Conclusions: In this study, 10 main components of philosophical thinking were obtained. The results of this study showed that the philosophical thinking questionnaire with high validity is a valid tool for application in educational and psychological researches.

Introduction: Recruiting’ s process is considered a forgotten dimension in the education system in Developing Countries. Various studies in the world show how recruiting based on professional merits leads to economy’ s advancement and development. Methods: This qualitative study was conducted in February 2012 with a phenomenological approach on 18 experts on education and human resources management, through targeted sampling to data saturation. The data collection was done via interviews with focal groups. All interviews were recorded, handwritten and analyzed. Results: Analyzing and integrating the main components, 1 main component and 69 extra components were identified: unemployed at the time of arrival, students' reluctance to engage in scientific activities, taking final tests and issuing certificates, evaluation and supervision of learning processes in practical and theoretical ways, evaluation of internship period’ s effectiveness, publication of special books of Farhangian University, creation and establishment of electronic library, sending students abroad, smart classroom management, use of global experiences, development of students’ professional qualifications, attention to tpck, replacing teaching-oriented teachers with research-based ones, mentoring in education, to stop education’ s reward system, dare skills, faculty skills, the ability to recognize abnormal behavior of children and youth, the skill of creating desirable behavior in children, improvement of focusing and accuracy, designing and supervision of a desirable system for students’ evaluation, Hysterical knowledge. Conclusions: 57 obtained axes, showed that the importance and attention to take the final exam and getting the certificate are the most important factors that should be considered in upgrading the professional merits of students-teachers.

Introduction: Due to the different learning styles in learners, it is better for teachers to determine the learning styles of learners and to adopt appropriate teaching methods based on the characteristics of each style. In this study, project-oriented assignments were designed as a suitable approach with an absorbing and converging learning style in teaching emergency medicine lessons to the operating room students and its impact on learning style was determined. Methods: In a study with the control group, the project-oriented assignment design steps were extracted based on the project-oriented learning criteria derived from the literature review. Then, project-oriented assignments were presented in the classroom to the 34 undergraduate operating room students (10 subjects in the intervention group and 24 subjects in the control group) participating in the study. The Kolb's Learning Style Questionnaire was used before and after the completion of the course to measure the students' learning styles. Results: There was no significant difference in terms of learning style change between the group presenting the project and the group attending the class and participating in the discussion (P > 0. 05). Moreover, despite the fact that the mean scores of learning styles in both groups (project presenter and discussion participator) increased in all the modes, the difference between before and after training were insignificant in both groups (P > 0. 05). Conclusions: Project-oriented assignment design can be implemented for the operating room students as a teaching method compatible with the absorbing and converging learning style. Learning style is a habitual behavior and it seems that a change in the type of learning style in the short term cannot be achieved. Further studies with greater sample size, less limitations and frequent measurements are recommended.

Introduction: Academic well-being is an important variable in the field of education and learning, whose underlying factors must be identified. Therefore, the aim of this study was to investigate the structural relationship between sense of coherence, self-compassion and responsibility with academic well-being. Methods: This descriptive correlational study was performed on students of Tabriz University of Medical Sciences. A number of 350 students (181 males and 169 females) who were selected through multi-stage sampling method completed the questionnaires of sense of coherence by Antonovsky, self-compassion by Neff, responsibility by gough, academic burnout inventory by Salmela-Aro et al, and schoolwork engagement inventory by Salmela-Aro & Upadya. The data were analyzed using structural equation modeling method. Results: The hypothetical model of academic well-being provided a good fit to the research population (X2/df = 2. 68, RMSEA = 0. 06). Direct path of sense of coherence, self-compassion and responsibility to academic well-being was significant. Also, direct path of sense of coherence and self-compassion to responsibility was significant. Indirect path of sense of coherence with mediating role of responsibility was significant. But indirect path of self-compassion to academic well-being wasn't significant. In total, 35% of the variance of academic well-being was explained by the variables of the proposed model. Conclusions: Given the direct and indirect effect of sense of coherence, self-compassion and responsibility on the academic well-being, it seems that reinforcement of responsibility, self-compassion and sense of coherence may enhance student’ s academic well-being.

Introduction: During teaching in web-based learning environments, a new and different environment must be created compared to face-to-face environments. However, the lack of physical presence of teachers and learners in an online learning environment can turn into a major dilemma that can have adverse effects on learners' satisfaction and learning. So the aim of this study was to Investigating the relationship among educational, social and cognitive presences with students' academic performance in e-learning courses. . Methods: The the present research had a descriptive-correlational research design (causal model). The population of this study included all students enrolled in the web-based courses during the academic year 1396-1397 in tehran. a sample of 307 students at the postgraduate level were selected through cluster random sampling and responded to the Arbaugh et al(2008) Community of Inquiry framework survey instrument of which, 271 questionnaires could be analyzed. Data were analyzed using path analysis. Results: The results showed that the structural model of learner's academic performance in e-learning courses is a valid model and data are fitted with theoretical model (RMSEA = 0. 076). Based on this model, 48% of the variance in academic performance can be explained. Therefore, teaching presence on social presence, cognitive presence and academic performance, social presence on cognitive presence and academic performance and cognitive presence on academic performance have a significant direct effect. As a result, these factors can properly explain the academic performance of learners in the web-based courses. Conclusions: Accordingly, it is possible to improve the academic performance of learners by enhancing presence factors

Introduction: Teachers performance affects the efficiency of educational system. Efficient And competent teachers have the capacity to change and innovate and quality of their Performance and professional competencies facilitate the development of educational system. The purpose of this study was to design and explain a component for professional competencies primary school student-teachers at Farhangian University based on the literature and teachers – training scholar's viewpoints. Methods: This study was conducted using qualitative approach and documentary analysis research methods and interviews. As far as the Documentary analysis is concerned, domestic, foreign research texts were analyzed and the samples were taken based on data saturation principle. In the interview section, ten teachers-training scholars were purposefully selected and semi-structured interviews were conducted. In document analysis section, the note-taking form was applied as a research tool. Using documentary analysis approach for review the literature and research background and interviews were analyzed in two phases including, open and axial coding. Results: The research findings show that teachers’ professional competency model includes four main dimensions: professional knowledge, professional practice, values and attitudes, and personality traits. In fact, every dimension has various features that indicate its details. These details should be taken into consideration to formulate the framework. Conclusions: The study of this topic shows that teachers’ professional competency consists of an integrated whole obtained by means of an active combination and an interconnected relation of its aspects. Generally, teachers’ professional competency refers to the development of teachers' knowledge and attitude on one hand and the action to facilitate the meaningful education process and creation of knowledge on the other hand.

Introduction: Improving the quality of midwifery education is crucial for the promotion of maternal and neonatal health. The aim of this study was to evaluate of the quality of the educational activities of midwifery departments of nursing and midwifery faculty of Shahrekord University of medical sciences. Methods: This descriptive cross-sectional study was conducted in midwifery departments in 2017. The study population consisted of midwifery students (n = 36), graduated employers (n = 6), head of EDO (n = 1), midwifery department head (n = 1) and all midwifery faculty members (n = 11). Sampling in the faculty member was done in a census and the other subjects were convenience sampling. The data gathered through questionnaires, observation and the Check list. To determine the strengths and weaknesses of the domains under study, the faculty members in their several meetings, determine ideal points for each of the criteria selected. If Score of any domains were less than 50% considered undesirable, between 50-80% were relatively favorable and higher than 80% desirable. Data were analyzed by descriptive statistics including frequency and percentage, mean, standard deviation, and sum with SPSS software. Results: The results showed that midwifery department in all of the nine domains examined achieving more than 83. 21% of total score. The status of the midwifery group in the areas of mission and educational goals, management and organizing educational programs, faculty and assessment and evaluation are in a good position. But in the areas of students, educational resources, research, and graduates domains are at a relatively good level. Conclusions: Although the midwifery department situation was desirable in terms of the score obtained, but the areas of students and graduates need more attention. Therefore, it is necessary to eliminate the weaknesses points and to promote the group especially in two mentioned areas.

Introduction: Academic agility refers to the notion that the need for improvement never ceases and modern standards are tomorrow's outdated methods. To achieve the agility every organization needs a set of tools that are called enablers. Methods: The purpose of this research is to identify the agility enablers of universities by qualitative method. Instrument is a semi-structured interview. The statistical population was the members of the board of directors of the public universities of Tehran. Using a proposing sampling method, ten of them were selected for interview and data were analyzed by content analysis method. Results: Factors of the model are: formation of knowledge-based organization, rules and procedures, agile workforce, organization culture, information technology, cooperation, team work, renovation capability, management, future studies, financial capabilities, Evolution in educational curriculum and planning, independence. Conclusions: Based on the present research, three factors consist of futures studies, financial capabilities and evolution in educational curriculum and planning, were identified for the first time as agility enablers in universities that enriching the literature and can applied to agility in universities.