درخت حوزه‌های تخصصی

Purpose: This study aimed to examine the role of informal learning and the organizational learning capacity in learning motivation and professional ethics of faculty members in the Eastern Azerbaijan ′s Universities. Methodology: It used survey approach. Statistical population included 2500 individuals of faculty members in Eastern Azerbaijan from which 400 people were selected using random sampling. Data was collected using four standard questionnaires. To analyze data and examine the relationships of the variables, correlation method and stepwise regression were used. Findings: Results showed a positive and significant correlation between informal learning variables and learning motivation and professional ethics. Also, a positive and significant correlation was found between organizational learning capacity, learning motivation, and professional ethics. Maximum correlation coefficient belonged to informal learning and learning motivation (r=0.73). Based on the findings, the regression model for predicting learning motivation and professional ethics through informal learning and learning capacity is significant. Conclusion: Regarding the findings, it can be concluded that any increase in informal learning and organizational learning capacity is associated with increased academic motivation and professional ethics; hence, attention to informal learning and learning capacity in East Azarbaijan universities It can be of great importance in increasing the learning motivation and professional ethics of the faculty members of the universities of East Azarbaijan.

Purpose: The main of this research was to calculate the efficiency of 9th grade high school female students as well as educational process development to increase the math literacy. Methodology: This educational process is done by combining realistic mathematics education and the process of solving mathematical problems by quasi-experimental method. The statistical population of the study was 242 ninth grade students in district 19 of Tehran province in the 98-99 academic year; they were divided into two groups of 122 students as experimental group (A, B) and 122 students as control group (C, D). The data analysis method was based on Data Envelopment Analysis (DEA). The output-oriented Charles, Cooper, and Rhodes (CCR) model was used for determining the efficiency of the students. Findings: Each student was considered as a decision-making unit (DMU) in which inputs were mathematical pre-test scores and outputs were the mathematical post-test scores. 91.185% of class A students and 93.6% of class B students from the experimental group were efficient, which has much better offspring than the control group. Conclusion: The results showed that the students involved in problem solving and realistic math instruction were efficient and the Pisa test performed very well. In addition, data envelopment analysis was a suitable method for evaluating and analyzing students' annual performance.

Purpose: This study uses TAM theory to better understand variables that are indicative of MOOCs’ courses’ completion rates; furthermore, this paper scrutinizes the quantitative relationship between MOOC platform usage and learning satisfaction. Methodology: This was an applied research in a virtual community called Coursera where people all over the world participate. The research design was quantitative and the questionnaire link was posted on the Coursera, with convenience sampling. Data collection process started from November 12, 2020 until February 23, 2021, and 234 users of the selected MOOC platform (Coursera) participated to evaluate the proposed model. A multivariable systematic technique (PLS) was applied to analyze the model. To conduct the reliability test, individual item loadings and internal consistency were consulted. Convergent validity of the model was measured via the Structural Equation Model (SEM). The examination of the SEM was incorporated an evaluation of the path coefficients and R2 values. Findings: The loadings of all measurement items are larger than 0.792, indicating sound internal reliability of the dataset. Moreover, the Cronbach's alpha values are all > 0.7 which proves the internal consistency of the research model. In this research, the range of CR is 0.838 to 0.947 and the range of AVEs 0.634–0.857, both exceeding the threshold values for desirable convergent validity. To obtain discriminant validity, the square root of AVE should be larger than the correlation among the constructs. The value of each AVE’s square root is greater than the off-diagonal components. The model explains 21.1% of the variance in perceived usefulness, 20.9% in perceived ease of use, 26.9% in attitude to use, 20.0% in MOOC platform actual usage and 24.2% of the variance in learning satisfaction. The path coefficient from quantity and quality of knowledge (β=0.261, p<0.01) and perceived feedback (β=0.215, p<0.01) to PU are positive. The results show that perceived feedback (β=0.275, p<0.01), perceived complexity (β=-0.367, p<0.01) significantly and meaningfully affect PEOU. The PU showed a positive and strong effect on attitude to use (β=0.271, p<0.01), MOOC platform actual usage (β=0.360, p<0.01), and learning satisfaction (β=0.277, p<0.01). Conclusion: The results indicated that the quantity and quality of the knowledge and perceived feedback have a positive and significant impact on the perceived usefulness of MOOCs. The perceived complexity as a negative construct was found to be an important indicator of MOOC platforms usage.

Purpose: The present research was performed to design interactive model of digital marketing in the area of online service startups based on mobile commerce in modern sociology. Methodology: This study was of fundamental type regarding the objective, and combined type regarding the method of implementation (qualitative and quantitative). The research population consisted of experts familiar with the issue in Hormozgan province in 2020, out of whom 20 were chosen as the sample through purposeful sampling method as the sample. The research instrument of the qualitative part was based on domestic and international research, wide the research instrument for the quantitative section was a 20- item questionnaire based on the qualitative part. In the qualitative section, using fuzzy Delphi method, the factors were identified and confirmed or screened, while they were ranked in the quantitative section using fuzzy DANP method. Findings: The results indicated that after three rounds of fuzzy Delphi, 15 indices were identified across six elements including technical/technological, personal user, social, customer orientation, perceived value, and reliability. Other results based on the fuzzy DANP method indicated that the user personal elements, plus social elements, reliability, perceived value, technological/technical, and customer orientation had the largest weights respectively. In addition, validity, personal innovation, and online experience claimed the first to third ranks in terms of weight. Conclusion: The results indicated the effective role of three elements of personal user, social, and reliability in comparison to other elements, which could be exploited by managers and planners to improve digital marketing based on mobile commerce.

Purpose: The objective of the present study was to present a model for training organizational citizenship behaviors in the Education Organization based on grounded theory. Methodology: The present study was applied in terms of objective. For a rich description of the experiences, attitudes and perception of the interviewees towards training organizational citizenship behaviors, the qualitative research method was used and in particular grounded theory (systematic approach) was used to achieve a paradigm model. The population of this study included professors, university experts and directors of education in Kermanshah Province. Sampling in the present study was purposeful, in which 14 people were selected from the mentioned ones. In this study, interviews have been used to collect their views related to the training of organizational citizenship behavior in the Education Organization. Content validity was used to evaluate the validity of the construct and Cronbach’s alpha coefficient was used to evaluate the reliability. The research tool in this section was a questionnaire and for data analysis, SMART PLS3 and SPSS23 software were used. Findings: The results showed that causal conditions (employee empowerment; decentralization; and employee awareness of organizational citizenship behavior); axial phenomena (chivalry and forgiveness, conscientiousness; organizational spirituality; respect and esteem; and civic virtue); strategic factors (organizational contexts, fair and rapid feedback; observance of justice in the organization; policy making; and increasing employee motivation); confounding variables (personality traits; and cultural, social, political and economic conditions); background conditions (organizational culture, transformational leadership, and organizational support) and consequences (effectiveness and improvement of organizational performance; employee satisfaction; organizational commitment, cooperation and participation) affect the training of organizational citizenship behavior in the Education Organization. Conclusion: The study results showed the effect of each of the different categories on the training of organizational citizenship behavior. So, to succeed in this regard, special attention should be paid to these categories. Therefore, in order to achieve higher effectiveness and proper hiring of employees with extra-role behaviors, the Education Organization should consider and implement the necessary program and preparation for training organizational citizenship behaviors.