مطالب مرتبط با کلیدواژه

traditional learning


۱.

Identifying and Prioritizing the Components of Blended Learning in Elementary Schools(مقاله علمی وزارت علوم)

کلیدواژه‌ها: Blended Learning E-Learning elementary schools traditional learning

حوزه های تخصصی:
تعداد بازدید : ۵۰۵ تعداد دانلود : ۷۰۲۱
The general aim of the present research was to identify and prioritize the components of blended learning in elementary schools. This mixed-method research is of sequential exploratory type. In the qualitative stage, the content analysis method was used while in the quantitative stage, the descriptive survey was applied. Participants of the qualitative part were professors of educational sciences, fifteen of whom were selected for interview in a targeted manner. In vivo, coding was used for data analysis. Finally over 150 indicators and 6 main components (1- tools, 2- contents, 3- teaching method, 4-design, 5-evaluation, and 6- learning theories) were achieved. The research community of the quantitative part included all headmasters and head teachers, experts, and teachers of elementary schools in west Islamabad, in 2017-2018 academic year. Out of 650 individuals, 242 individual were selected through a stratified random sampling method with Morgan table. A questionnaire was designed and distributed based on the findings whose face validity was confirmed by the professors with the reliability of 0.87.  For descriptive analysis, the central and dispersion parameters were used, and for inferential analysis, the Smirnov test, Friedman test were applied using SPSS & LISREL. In addition to confirming and explaining the components, the findings showed that the internal correlation between the six components of the blended learning education is positive and meaningful, meaning that the application and promotion of each component in a combination allows the application, enhancement and strengthening of the other components.
۲.

Comparing the Impact of Audio-Visual Input Enhancement on Collocation Learning in Traditional and Mobile Learning Contexts(مقاله علمی وزارت علوم)

کلیدواژه‌ها: Collocation Knowledge Input enhancement Narrative Writing traditional learning mobile learning

حوزه های تخصصی:
تعداد بازدید : ۳۶۸ تعداد دانلود : ۲۴۴
: This study investigated the impact of audio-visual input enhancement teaching techniques on improving English as Foreign Language (EFL) learnersˈ collocation learning as well as their accuracy concerning collocation use in narrative writing. In addition, it compared the impact and efficiency of audio-visual input enhancement in two learning contexts, namely traditional and mobile learning contexts. First, 120 homogenous intermediate EFL learners were randomly divided into four groups, two experimental and two comparison groups. Next, two pre-tests, a collocation and a paragraph writing test, were administered. The experimental groups received enhanced target collocations through input enhancement teaching techniques while in the comparison groups the “unenhanced” collocations were taught through conventional simple vocabulary teaching method. After the treatment sessions, the researcher administered two post-tests including a collocation and a paragraph writing. As the data analysis suggested, with regards to the first research purpose, audio-visual input enhancement positively affected EFL learners' collocation learning and enhanced their accuracy concerning collocation use in narrative writing. Regarding the second purpose of the study, the results revealed that, in comparison to traditional learning context, audio-visual input enhancement teaching techniques were significantly effective in mobile learning context in terms of collocation learning. The efficiency of audio-visual input enhancement teaching techniques was not significantly different between the experimental groups in the two learning contexts in terms of enhancing EFL learners’ accuracy concerning collocation use. The findings of this study can create awareness for second language teachers and learners about the critical and beneficial role of input enhancement and mobile assisted language learning in successful language acquisition and learning.