Design and validation of faculty members cognitive empowerment model in blended learning environments

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Bakhtyari Azam; FARAJOLLAHI MEHRAN; SARMADI MOHAMMAD REZA; Zarabian Forozan

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Journal: EDUCATIONAL STRATEGIES Year:2019 | Volume:11 | Issue:5 Page(s): 122-130

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Information Journal Paper

Title

Design and validation of faculty members cognitive empowerment model in blended learning environments

Author(s)

Bakhtyari Azam | FARAJOLLAHI MEHRAN | SARMADI MOHAMMAD REZA | Zarabian Forozan | Issue Writer Certificate

Keywords

DesignQ1

ValidationQ1

Cognitive empowermentQ1

Blended learningQ1

Faculty membersQ2

Abstract

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.

Cites

An Empowerment Model of Managers of Vocational Health Education and Training Centers in Non-governmental Sectors: A Case Study

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APA: Copy

Bakhtyari, Azam, FARAJOLLAHI, MEHRAN, SARMADI, MOHAMMAD REZA, & Zarabian, Forozan. (2019). Design and validation of faculty members cognitive empowerment model in blended learning environments. EDUCATIONAL STRATEGIES, 11(5 ), 122-130. SID. https://sid.ir/paper/387447/en

Vancouver: Copy

Bakhtyari Azam, FARAJOLLAHI MEHRAN, SARMADI MOHAMMAD REZA, Zarabian Forozan. Design and validation of faculty members cognitive empowerment model in blended learning environments. EDUCATIONAL STRATEGIES[Internet]. 2019;11(5 ):122-130. Available from: https://sid.ir/paper/387447/en

IEEE: Copy

Azam Bakhtyari, MEHRAN FARAJOLLAHI, MOHAMMAD REZA SARMADI, and Forozan Zarabian, “Design and validation of faculty members cognitive empowerment model in blended learning environments,” EDUCATIONAL STRATEGIES, vol. 11, no. 5 , pp. 122–130, 2019, [Online]. Available: https://sid.ir/paper/387447/en

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