مطالب

Meeting of marriage candidates each other before marriage to reach a final decision to marry or cancel it is so popular in the Islamic society of Iran that it is not even thought to be “denied” and even the most fanatical religious person cannot forbid it; While most jurisprudential schools have allowed seeing suddenly the girl’s face and hands to wrists for the proposal, and some have allowed the girl to see the boy’s face as well, provided that the proposal does not enjoy her if it happens involuntarily and by force, some have prescribed it only once for the proposal to see the girl, and some have prescribed to see her several times. Some jurists have prescribed seeing the female body more than the face and hands to wrists, and seeing the girl’s body behind a lace covering even with pleasure. However, most schools have forbidden meeting and talking, and some jurists have allowed it on the condition of not committing sin. The study of the opinions of all jurisprudential schools shows that these opinions are inferential and based on their own ijtihad. They are not an indisputable legal verdict. They are based on restricting marriage to the pleasure and enjoyment of couples, ignoring other aspects of marriage and limiting the relationship between men and women to a pleasurable relationship. Criticizing the jurisprudential opinions and their principles, it is concluded that the ruling to allow the marriage candidates to meet and talk to the extent of a definite.

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: 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.