علی اکبر عجم

Given the growing importance of the use of novel technologies, especially in the field of education, and with regard to the necessity of learning the use of e-learning by community members, specifically students, the present study aimed to evaluate the role of critical thinking disposition and academic self-efficacy in the acceptance of e-learning by students. This was a descriptive survey research, and the statistical population (n=1289) included tenth-grade male students in experimental sciences and mathematics disciplines in Mashhad, Iran. In total, 288 students were selected by cluster sampling method and based on the Morgan table. Data were collected using Morgan and Jing Academic Self-Efficacy Scale (MJSES) (1999), Ricketts' Critical Thinking Disposition Questionnaire (2003), and Technology Acceptance Model by Davis and Bagozzi (1989). Notably, the instruments had confirmed validity and reliability. Data analysis was performed in SPSS version 20 using Pearson’s correlation coefficient and stepwise regression. The research question was “do critical thinking disposition and academic self-efficacy play a role in acceptance of e-learning by tenth-grade male students in experimental sciences and mathematics disciplines?” According to the results, critical thinking disposition and academic self-efficacy significantly predicted students’ acceptance of e-learning. In fact, the variable of critical thinking disposition had a share of 0.068 in the amount of acceptance of e-learning in a significant way and based on the standardized beta coefficient. Therefore, this concept can be used as a predictor of e-learning acceptance. Therefore, it is suggested that these skills be reinforced in students by families, principals, teachers and educational authorities to improve the acceptance of new educational innovations and enhance students’ academic achievement.

The present study aims at investigating the efficacy of blended learning in distance education on educational performance of 7th grade secondary school students in the lesson of art in Gonabad city. The research method is quasi experimental with post-test, pre-test and control group design. The statistical population consists of all female students in the 7th grad secondary school in Gonabad city who were studying in the academic year of 2016-2017. The research sample was 58 participants selected through available sampling and assigned into two experimental and control groups who were homogeneous based on educational achievement. The experimental group was given instruction based on blended learning system and the control group was under traditional teaching style. The pre-test of educational performance of the lesson of art was performed on both experimental and control groups and after 12 instruction sessions in blended learning to experimental group, the post-test of educational performance in art was administered among both groups. The results were analyzed using Covariance Analysis in SPSS software. The findings indicated that the educational performance of experimental group in Iranian painting, designing applicable objects based on fruit and flower patterns, new ideas and new pattern of objects, and educational performance in regular design textures have been enhanced and there was a significant difference between educational performance of experimental and control groups in art lessons with a higher achievement of experimental group.