محمدرضا سعیدآبادی

A professional learning community consisting of dialogue and engagement. Interaction does not mean simple one-way transfer of information from teacher to learner, but the discovery of ideas through others, the search for answers to questions and problem solving with others. In this paper, 15 papers were reviewed and analyzes continued to saturation. The registration unit was considered in this research. At the end of inductive content analysis, 6 categories and 17 subcategories emerged with continuous comparison of the obtained codes A professional learning community consisting of dialogue and engagement. Interaction does not mean simple one-way transfer of information from teacher to learner, but the discovery of ideas through others, the search for answers to questions and problem solving with others. In this paper, the factors contributing to the professional learning community in distance learning have been studied. Using qualitative content analysis method, a structured interview of teachers, experts and e-learning students at the educational institution was conducted in a targeted way. 15 papers were reviewed and analyzes continued to saturation. The registration unit was considered in this research. At the end of inductive content analysis, 6 categories and 17 subcategories emerged with continuous comparison of the obtained codes. The main categories are teacher, participation, online environment, time, tools and evaluation. The result from this article can be a guide to the action of trainers and distance education designers to increase student participation in formal education courses and finally to form a community of professional learning in this environment.

By causing a serious gap in the optimistic literature on European integration processes, Brexit has provided numerous challenges for international relations theorists. In this regard, in the present article, three influential theories that best explain Brexit will be discussed: neorealism, constructivism, and the English school of international relations. Notwithstanding that both neorealism and constructivism are able to raise important issues, it seems that there are still certain shortcomings in the two theories in explaining Brexit. Neorealism relies too much on macro-analysis and material factors, and, on the other hand, constructivism tries to account for essential factors from the domestic or secondlevel analysis. Therefore, the paper's central question is how does the English School provide a convincing explanatory framework for understanding Brexit? In response to the question, the paper adopts a theoretical perspective to analyze and explain both the micro-level and macro-level of the Brexit phenomenon by utilizing the English School’s central assumptions: institutions, the great power status, pluralist-solidarist debate, and the balance of power. It is concluded that English School is able to explain Brexit more satisfactorily. According to the school’s assumptions, Brexit is not an oddity, but a natural consequence of internal and external equations in the United Kingdom.

The UK’s departure from the EU is a pivotal moment in the history of Europe. The United Kingdom and the European Union has a longstanding relationship going back to 1973; however, against all expectations, in a referendum on June 23, 2016, the British people voted to leave the EU. According to the referendum result, more than 51.9% of the voters voted to leave. There is a hypothesis that British national identity can be the source of UK hostility to European integration. The main question to be posed here is that, how the unique formation of British identity drove the majority of people to vote in favour of leaving the EU in the 2016 referendum. In order to achieve this objective, Social Identity Theory has been applied as the main theoretical framework. Moreover, this study employed a qualitative methodology, and data was gathered from the existing survey polls such as Ipsos MORI, Eurobarometer and British Social Attitudes (BSA) surveys. The findings of this paper indicated that British identity has not been Europeanised as much as other European countries yet, and Britain’s weak sense of European identity was a key contributor to the Brexit vote.