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Ms Zahra Ghafouri, Dr Saeid Zarghami-Hamrah, Dr Akbar Salehi,
Volume 15, Issue 49 (11-2024)
Volume 15, Issue 49 (11-2024)
Abstract
This research has been done with the aim of identifying the strengths and weaknesses of developing critical thinking from Enis' point of view in the learning management system (LMS). The main purpose of the research is to identify the aspects of LMS mediation and the decreasing and increasing changes that take place in the experiences or perceptions of learners in the field of critical thinking. Post-phenomenology, which is a philosophical approach in technological studies, allows us to examine how the experience and perception of learners change when using these technologies, so this method has been used in this research. The statistical population of the research was the students participating in virtual classes who were selected by convenience sampling and using the snowball sampling method and considering the principle of saturation, and their experiences by conducting a semi-structured interview about the use It has been investigated from the learning management system. The findings of the research show that through virtual education through LMS, easy access to various educational resources, creating opportunities for discussion and conversation in various ways, the possibility of learning in small groups, understanding diverse perspectives, environment Constructive training and the possibility of personalizing training, flexible time and place, and the possibility of strengthening problem-solving skills and developing self-efficacy are among the strengthened aspects of students in using LMS, which gives them more ability in critical thinking. . In contrast to the reduction of face-to-face interactions between learners and professors, the lack of possibility of direct and face-to-face questioning and answering, cognitive defects in the understanding and interpretation of materials, the impossibility of directly monitoring learners and the impossibility of creating a sense of participation and belonging. The differences between learners and the educational environment are obstacles for students' critical thinking.
Mr Mohamad Reza Sarvehoveida, Dr Mokhtar Arefi, Dr Mahmoud Goudarzi, Dr Omid Moradi,
Volume 16, Issue 50 (3-2025)
Volume 16, Issue 50 (3-2025)
Abstract
Introduction: The present study aimed to investigate the development of a causal model of communication patterns and perfectionism on test anxiety with the mediating role of learning styles among students.
Methods: The descriptive correlational research method was structural equation modeling. The statistical population included all male first-year high school students in Kermanshah in the academic year 2022-2023 (6578 people), of which 338 were selected using multi-stage cluster sampling. The research tools included the questionnaires of Koerner and Fitner Patrick's family communication patterns (1990), Najarian et al.'s perfectionism (1378), Abolghasemi et al.'s test anxiety (1375), and Kolb's learning styles (2005). Data analysis was performed using Pearson correlation method, structural modeling, partial least squares (PLS) algorithm and software (SPSS) and was analyzed at a significance level of 0.05.
Findings: The findings showed that family communication patterns have a positive and significant effect (p<0.001; β=0.310) and perfectionism has a negative and significant effect (p<0.001; β=-0.257) on learning style. Also, family communication patterns have a negative and significant effect on test anxiety (p<0.001; β=-0.198), perfectionism on test anxiety (p<0.001; β=0.682), and learning style on test anxiety (p<0.001; β=-0.229). Also, the results showed that the indirect effect of the variable of family communication patterns on test anxiety through learning style was equal to (p<0.001; β=0.211) and the indirect effect of perfectionism on test anxiety through learning style was equal to (p<0.001; β=0.215).
Conclusion: Based on the research findings, it can be said that communication patterns, perfectionism, and learning styles play a key role in predicting students' test anxiety, and it seems necessary for counseling and psychotherapy centers to pay more attention to these variables in predicting students' test anxiety.
Methods: The descriptive correlational research method was structural equation modeling. The statistical population included all male first-year high school students in Kermanshah in the academic year 2022-2023 (6578 people), of which 338 were selected using multi-stage cluster sampling. The research tools included the questionnaires of Koerner and Fitner Patrick's family communication patterns (1990), Najarian et al.'s perfectionism (1378), Abolghasemi et al.'s test anxiety (1375), and Kolb's learning styles (2005). Data analysis was performed using Pearson correlation method, structural modeling, partial least squares (PLS) algorithm and software (SPSS) and was analyzed at a significance level of 0.05.
Findings: The findings showed that family communication patterns have a positive and significant effect (p<0.001; β=0.310) and perfectionism has a negative and significant effect (p<0.001; β=-0.257) on learning style. Also, family communication patterns have a negative and significant effect on test anxiety (p<0.001; β=-0.198), perfectionism on test anxiety (p<0.001; β=0.682), and learning style on test anxiety (p<0.001; β=-0.229). Also, the results showed that the indirect effect of the variable of family communication patterns on test anxiety through learning style was equal to (p<0.001; β=0.211) and the indirect effect of perfectionism on test anxiety through learning style was equal to (p<0.001; β=0.215).
Conclusion: Based on the research findings, it can be said that communication patterns, perfectionism, and learning styles play a key role in predicting students' test anxiety, and it seems necessary for counseling and psychotherapy centers to pay more attention to these variables in predicting students' test anxiety.
, Mostafa Ghaderi, Kambiz Poushaneh, Alireza Assareh,
Volume 17, Issue 51 (10-2025)
Volume 17, Issue 51 (10-2025)
Abstract
Introduction: Interaction is not limited to face-to-face relationships between the teacher and students in the classroom, but also occurs between the teacher and students through technology in an online environment. And it is one of the most important components of any learning experience. The idea of learning without interaction is meaningless, and this element plays a fundamental role in the effectiveness and success of today's blended learning systems. In past studies, the effect of interaction on online learning has been less discussed, and there is scattered empirical research that shows how online interactions should be used to improve meaningful and effective learning. Therefore, the purpose of the current research is to identify the types of interaction in the online learning environment and what effects the interaction will have and how it can be effective in the online curriculum. The questions of the current research include the following:
What are the indicators of online interaction? What are the effects of interaction in the online learning environment? And what factors contribute to the effectiveness of interaction in the online curriculum?
Method: The paradigm of the current research is qualitative, and among the different qualitative research approaches, research synthesis was used to present the types of interaction, effects and effectiveness factors of interaction in the online curriculum, which is a special form of review research. Research synthesis is used to describe the approaches of combining, aggregating, integrating and synthesizing primary research. The inclusion criteria for experimental research include valid Persian and English articles from 2005 to 2021, and the exclusion criteria include invalid articles before 2005. The target population of this research is literature in the field of learning, online curriculum and texts related to e-learning, and the sample size for related literature is to the extent that the researcher can reach the answers to the research questions based on the input and output criteria in the research synthesis method. 41 studies were selected for the final synthesis.
Discussion and conclusion: The data analysis shows that there are multiple interactions between the learner, the instructor, the content, the technology, and the support. All of these interactions are connected by a web of relationships and are all part of a larger system and are considered central to a successful learning experience by actively engaging students in online learning. Changes in each of these elements affect other elements and levels of interaction. The effects of interaction include processing ideas and consciously answering questions and problems, creating deep and well-reasoned discussions, scientific focus, creating a sense of belonging, providing an impersonal experience, creating goals, shared values and a sense of trust, less time pressure, reducing isolation and fear. , broad participation of learners, closing the communication gap, the possibility of creating new knowledge, providing a continuous learning experience and motivation for continuous improvement, strengthening critical thinking, better academic performance, participation in active learning and the effectiveness of interaction is achieved by factors such as immediate feedback, simultaneity or frequency of interaction, non-personal interaction, the nature of discussion questions, reducing factors for the response level of learners, learning community, characteristics of learners, teachers' facilitation.
After analyzing the data for validation by using the fuzzy Delphi method, questions with the number of indicators were prepared and given to 32 experts in two rounds. To express the importance of each index, linguistic variables were used based on the Likert scale and converted into triangular fuzzy numbers. Then, the fuzzy average of the scores was obtained and converted into a definite number. Based on this, the difference between the average of the first and second rounds of fuzzy Delphi is less than 0.1, which shows the consensus of experts about the criteria and indicators of interaction. The framework of this study can help policy makers, planners and practitioners in the field of education to use the types of interaction presented in this review in the online curriculum. Also, use interaction effectiveness factors to improve and enhance learning and the potential abilities of diverse learners. It is recommended that for an effective learning, the context for multiple interactions is provided and the learning results obtained from the interaction, the relationship between the learners' understanding of interactive performance and the frequency of their use of multiple interactions are examined.
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