بهمن زندی

The issue of culture is very important in the field of e-education. Accordingly, the purpose of present study was to investigate the learners’ cultural characteristics of e-education at PNU. The research method was descriptive and the instrument was a researcher-made questionnaire which was designed based on the four dimensions of Hofstede's cultural theory. These four dimensions investigated were power distance, uncertainty avoidance versus uncertainty acceptance, masculinity versus femininity, and collectivism versus individualism. Its content validity was determined by experts and its reliability was estimated using Cronbach alpha (83%). Participants were the students of PNU in Khuzestan province, who were studying in e-education courses in the academic year 2021-2022, and 897 participants responded to the online questionnaire using the available sampling method. Mean, standard deviation and one sample t-test were used for data analysis. The results compared with the test value of number three revealed: the mean of cultural characteristics of learners in PNU students in power distance are higher than that of the society mean, and the mean of the uncertainty avoidance factors is higher than the society mean and the mean of the factors of Uncertainty acceptance is lower than the society mean, in the dimension of masculinity verses femininity in both factors, the mean is higher than the society mean, in the dimension of collectivism verses individualism, mean of the factors related to collectivism is lower than the society mean and the mean of the factors related to Individualism was higher than the society mean. The research results provide guidelines for the design and implementation of e-learning courses.

Purpose: The aim of this study was to design a combination learning model in technical and vocational education. Methodology: This study was applied in terms of purpose and exploratory (quantitative and qualitative) in terms of implementation method. The research population was in the qualitative part of documents and resources and specialists in the field of combined learning and in the quantitative part were the principals and students of technical and vocational schools in Zanjan province in the academic year 2018-19. The sample of research was in the qualitative part of documents and resources related to combined learning and 17 experts in the field of learning who were selected according to the principle of theoretical saturation by sampling method of network experts and in the quantitative part were 176 administrators and students who according to Krejcie and Morgan table with Cluster sampling method was selected. Data were collected by filing methods, interviews and a researcher-made questionnaire (39 items) whose face and content validity of the questionnaire was confirmed and its reliability was obtained by Cronbach's alpha method of 0.81. Qualitative data were analyzed by open and axial coding method based on Klein model and quantitative data were analyzed by Delphi methods to determine the validation of the model and t-test. Finding: The results showed that combined learning in technical and vocational education included 43 basic concepts and 9 structural concepts including learning objectives, learning content, learning activities, learning strategies, grouping, learning materials and resources, learning time, learning location and evaluation. The combined learning model of design and its validity by experts with Delphi method was approved in two stages and the number of basic concepts was reduced from 43 to 39. The results of t-test also showed that technical readiness and readiness of human factors combined learning had an effective role in technical and vocational education. Conclusion: According to the results, the designed model of combined learning approved by experts can be used in combined learning environments in technical and professional organizations and can be a criterion for future research in this organization.