Distance education

Our aim in this research is to design a model for children TV education with a cognitive approach to environmental education. People are bombarded by information in the media age, and this subjection to various news has made the learning process hard. Especially because a part of this sort of education is done by these media. The public education whose addressees are the public is done by mass media. As in schools' official education, using cognitive science approach toward education increases the efficiency of education, finding the shaping characteristics of cognitive education on TV can improve the long-distance education, and greatly develop access to children living in villages and remote areas deprived of access to high-quality education. Considering the exploratory and multi-dimensionality aspect of this research, we have used experts from different disciplines (like psychology, communication, and education) by implementing focus groups qualitative research method. The result of our  research in this study shows how the benefit of knowing the characteristics of children's cognitive development in visual and audio fields, and also utilizing the principles of cognitive education in drawing attention, analyzing and solving problems can have a longer-term effect on cognitive distance education so that children can have better and more lasting learning about environmental issues, and so that the location limitations may not delay the vital education about environmental issues to remote areas. 

The use of podcasts in learning has been supported by distance education theories that deal with the role of interaction as well as communication in improving teaching and learning. New technologies such as podcasts can have influential learner support in distance education and address learner cognitive requirements by incorporating communication within study resources. The present study investigated the effects of learners’ autonomy on their vocabulary podcasting tasks, gain and retention in an E-learning context. Two separate one-way multivariate analysis of variance (one-way MANOVA) were run in order to answer the questions. The results revealed that autonomy levels significantly affected Iranian EFL learners’ vocabulary gain and retention. The participants who had higher autonomy levels had higher levels of vocabulary gain as well as retention applying audio podcasts plus still pictures and audio podcasts plus animated pictures. As the effects of attitude and autonomy on language learning are unquestionable, the present study can help teachers and learners have better considerations of attitude and autonomy in an E-learning context.

Purpose: The aim of this study was to identify the components of distance education in rural areas in order to provide a model in secondary schools in the country. Methodology: The combined research method was exploratory. In the qualitative part of the study, content analysis with inductive approach was used. Research environment in this section, 84 documents including 67 articles and books, 17 texts of interviews in the field of distance education that were selected as a sample, the components obtained in this research include 7 main components including management and leadership infrastructure, Economic infrastructure, technical infrastructure, educational infrastructure, socio-cultural and value infrastructure, organizational infrastructure and human infrastructure and 25 sub-components. The relative content validity coefficient was used to assess the validity and the Holsti coefficient was used to determine the reliability of the themes. The extracted reliability coefficient was 0.98 which indicated the high reliability of the themes. In the quantitative part, 290 members of the sample were selected by Cochran method and stratified random sampling method. The research tool was a 70-item researcher-made questionnaire. To evaluate the validity of the questionnaire, face, content and structural validity were used, and to assess its reliability, Cronbach's alpha with a value of 0.90 was used. Descriptive statistical methods were used in the analysis of quantitative data including frequency distribution tables and graphs and in the inferential section of confirmatory factor analysis. According to the relative Chi-square fit indices, adaptive fit, adaptive fitting and barbell, the model had a good fit. Findings: The results showed that among the identified components, educational infrastructure was ranked highest and human infrastructure was ranked lowest, respectively. Discussion: E-learning is useful for rural areas in terms of knowledge, better job opportunities, advancement and learning of developing technologies in marketing, and focusing on rural areas helps people's social development and mental ability.

The purpose of this study was to determine the effectiveness of web-based distance learning model in the context of a constructivist learning approach on learning performance, satisfaction and attitude of Payame Noor Sardasht students. The research method was quasi-experimental with pretest-posttest design. The statistical population of the study included all students of Payame Noor University of Sardasht who selected 45 people as the research sample, using Morgan table and cluster sampling method. Of these,15 students were assigned to conventional distance education group, 15 to the distance education group based on reproductive learning, and 15 to the project-based group. Data collection tools included a teacher-made test to measure learning performance as well as a researcher-made satisfaction and attitude questionnaire that the content validity of the teacher-made test was reviewed and approved by professors. And its reliability through splitting method was 82% in pre-test and 85% in post-test using Spearman-Brown formula. The content validity of the satisfaction questionnaire and the attitude questionnaire were reviewed and approved by experts and the reliability of the satisfaction questionnaire was 84% and the attitude questionnaire was 80% using Cronbach’s alpha. Data analysis was performed using inferential statistics and one-way analysis of variance. Emphasizing the research findings, it can be claimed that both web-based distance learning models have a positive effect on students learning, satisfaction and attitude. Based on these findings, it can be concluded that these two educational models (project-based learning and reproductive learning) have a great impact on increasing students’ learning performance, satisfaction and attitude.

The main purpose of this research is to explore various countries experiences about developing blended learning system in distance education universities. Blended learning, as a third wave in developing learning environment, has become commonplace after the resident and e-learning environments in universities. The goal of this movement is improving learning qualities, extending the boundaries of education and decreasing educational costs. In this study, a qualitative approach and a comparative method were used. The qualitative method was used to understand the social contexts of distance education universities and comparative approach was applied to compare universities in terms of observable categories. Among 17 distance mega universities in the world, four universities, including Indirah Gandhi National Open University in India, Anadulu Open University in Turkey, Open University of China ( OUC) , and Alberta Open University in Canada were selected using purposeful sampling. The data collecting tool consisted of a checklist that was prepared with emphasis on 10 categories of social and cultural features of the countries including general situation of public and higher education, distance education, policies related to blended learning, learning management system, content development and presenting method, learning activities and resources, support system, interaction systems, teaching and assessment method, and evaluation system of learning quality. The required data were also collected through note taking procedure from sites of universities and related articles and books. For data collection and analysis, George Brody's four-step method ( Description, Interpretation, Proximity, and Comparison) was used . At first, required data was gathered from articles, university web sites, and interaction with informed people through note taking. Next, data were interpreted after continuous review with regard to university social and cultural contexts. In the third stage, data was organized and categorized based on similarity and differences and then were compared. Results showed that each four universities uses British open university framework in organizational structure. Each university included blending learning in their system based on their polices. Along with self-learning textual content, the universities started providing electronic content and designing learning activates with using ICT possibilities, while the Athabasca University emphasizes on individual and group learning activities. In each four universities, using educational TV as a learning aid is common place. Support services system in each university is Commensurate with social and cultural conditions. Online synchronous and asynchronous teaching is part of teaching activities in each university, but its quality is different. Learning assessment in different in four universities, but formative and summative evaluations are emphasized in all universities. Quality assurance system in Athabasca and OUC is based on PLAR, in Anadolu University based on the Bologna scheme, and in Indirah Gandhi, based on Council of Higher Education. In this research, for developing blended learning in Payame Noor University, a framework is provided at the end.

Faculty members are of the main components of the higher education system and universities with a significant role in educating entrepreneurs. The purpose of this study was to examine the relationship between thinking styles and entrepreneurship characteristics of faculty members of distance learning. The study was descriptive-correlational considering the method and applied in terms of purpose. The population was all faculty members (contractors, covenants, formal and adjunct professors) of distant learning universities in West Azarbaijan, teaching at the university in the first semester of 2012-2013, who were 2000 people. From among the population, 270 subjects were selected as the sample by cluster sampling. The data was collected using two standard questionnaires. One questionnaire was related to thinking styles with Cronbach's alpha of 0.87 and the other one was related to entrepreneurship characteristics with Cronbach's alpha of 0.89. Data were analyzed using SPSS, Pearson correlation, and multivariate regression analysis. The results suggested that pragmatic thinking positively and realistic thinking negatively are related to entrepreneurial characteristics, and other thinking styles have no significant relationship with entrepreneurial characteristics. Moreover, the findings showed that realism and pragmatism have a larger share in explaining the entrepreneurial characteristics of faculty members in the distance education system. Accordingly, it is suggested that the thinking styles of the faculty members be considered while recruiting them.

This study aimed to explain a role of faculty development on social capital in distance education. The research method was descriptive and data analysis method was SEM that Sample size was determined 181 faculty members of Tehran branch of Payam Noor University by Stratified random sampling. Faculty development made questionnaire design with the reliability [α =0/94] and social capital questionnaire of Nahapiet & Ghoshal[1998] with the reliability [α=0/92] were used to collect data. Results showed faculty development and social capital of sample size higher than the average and faculty development [r=0/71] had a significant positive correlation with social capital of sample [p

The purpose of the present research was to conduct a meta-analysis of Iranian studies on blended learning and academic achievement. As the third generation of distance education, blended learning integrates the strengths of face-to-face and online approaches. The methodology involved estimating the effect size for the relationship between blended learning and academic achievement. Out of 231 studies conducted between 2010 and 2017, 20experimental and quasi-experimental studies were selected as the sample using purposive sampling based on 9eligibility criteria. Data were analyzed using structured meta-analysis and were interpreted using Cohen’s for gauging small, medium, and large effect sizes. The results showed that the relationship between blended learning and academic achievement is significant, as the effect size for this relationship was 0.591, which is above medium in Cohen’s approach. Overall, the findings suggest the real positive effects of blended learning on learning outcome.

The traditional face-to-face language school has been replaced with online schooling by virtue of the COVID-19 outbreak. However, recent studies have significantly covered teachers’ emotional attitudes toward online education. What is not yet clear is their cognitive attitudes toward online language education, particularly during the recent pandemic. To fill the current gap, researchers selected Innovation diffusion theory (IDT) as the main theoretical framework and explored 11 Iranian EFL teachers’ attitudes through semi-unstructured interviews. The findings of the deductive content analysis revealed that teachers had positive attitudes toward compatibility features of online education; however, they had negative attitudes toward complexity stemming from Computer Assisted Language Learning) CALL (illiteracy, power cut, and low internet speed. Furthermore, teachers prioritize traditional language learning over online ones. Among many pedagogical implications, this study suggests that pedagogical experts should run some teacher training programs and workshops for English teachers to escalate their pedagogical and professional needs to teach both receptive and productive skills through online platforms. Additionally, English teachers should escalate their CALL literacy to efficiently manipulate their online classrooms, culminating in integrating more online tools in their language classes and placing a premium on online teaching rather than traditional ones.

Parallel with the global outbreak of Covid-19 disease in 2020 which widely affected the educational milieu, many institutions of higher education shifted to fully online blended and/or synchronous courses and programs. The extent to which each of these modalities (i.e. fully online blended courses versus online real-time ones) may contribute to language learners’ achievement is largely unknown. Previous studies on blended learning (BL) across various disciplines including foreign language teaching have largely focused on courses featuring a combination of face-to-face and online sessions. This quantitative quasi-experimental study presents an attempt to compare the effectiveness of a fully online blended technical English course with a mix of online synchronous sessions and asynchronous interactive content with that of an online real-time course. The language achievement of 25 university level students attending this online blended course was compared with that of students in an online synchronous course. Drawing on independent and paired sample t-test results obtained from two sets of pre and posttests, it was observed that while both groups performed significantly better in the final language achievement test, students in the fully online synchronous course outperformed those in the blended one. The findings speak to the significance of careful design of online blended courses in terms of session and content delivery along with the essence of increasing peer-to-peer and learner-teacher interaction opportunities to improve the effectiveness of these courses for language learners.

The main goal of the current research was to design a learning model using the characteristic of the structural approach in a blended learning environment in high school. This research is practical and theoretical in terms of purpose, and a qualitative and quantitative sequential mixed research method has been used. To do this research, the first question of the research was answered by studying and reviewing the available texts, documents and written sources and using the literature and research background and scientific sources. To answer the second question, Meyering and Delphi content analysis technique was used. In the first stage, the answer to the second question was obtained by using the qualitative study method, the content analysis technique of Meyering, and the desired components were extracted and used as a complement to the Delphi method. In the second stage, a panel of participants was formed using the snowball sampling technique, and the relevant experts were selected, and after presenting various questionnaires and conducting interviews, the desired components and indicators were selected and confirmed by the experts.Next, to answer the third question of the research, in order to validate the designed model, the Reigeluth questionnaire and Cronbach's alpha were applied to measure its reliability.Also, Kendall's coefficient of concordance was used to determine the level of consensus in the Delphi method. In order to check the content validity, the index model (CVI) was used and to determine its general suitability, (S-CVI) applied, and finally, based on the results and taking into consideration the corrections and suggestions of the professors, the final model was designed and approved.

While various aspects of Group Dynamic Assessment (GDA) have been explored in previous studies, cumulative GDA in distance education is an under-researched area. This study aims to examine the effect of on teaching of cumulative GDA in English as a Foreign Language (EFL) settings with a focus on discourse markers. To this end, a mixed-methods design was adopted with speaking tasks of First Certificate in English (FCE) test and interviews used as the main instruments for collecting data in the quantitative and qualitative phases of this study. A total of 64 homogenized female EFL learners were randomly divided into experimental and control groups. Cumulative GDA instruction of discourse markers in the experimental group was conducted by a teacher well-trained in intervention workshops. The analysis of the data based on T-test and analysis of covariance (ANCOVA) showed a positive effect of GDA on the test group. In the qualitative phase of the study, interviews were used as the tool to reveal the attitudes of ten participants in the experimental group who opted to attend interview sessions. The content analysis of the interview results revealed that they had varied attitudes towards online cumulative GDA, and dominantly favoured this teaching approach in distance learning. The results highlight the importance of Assessment for learning (AfL) over Assessment of Learning (AoL) in distance education. Findings have implications for policy, practice and research.

The present research was done to conceptualize the open pedagogy in the thought of Michel Foucault and Jacques Derrida and its progression in the distance education system. In terms of the type of research, the present research is theoretical, the statistical population includes all sources and documents related to open pedagogy, the educational perspective of Michel Foucault and Jacques Derrida, and distance education, which contains all electronic and written books, articles, magazines, sites and reliable databases, theses, and doctoral theses. The statistical sample is all available sources and documents related to the subject. The method of data collection is the library and the researchers studied and analyzed all electronic and written books, articles, magazines, sites, and reliable databases, theses, and doctoral theses to the extent of sufficiency. To answer the research question, the collected information was classified, analyzed, and interpreted. Education experts’ opinions have been used to determine validity and reliability. Nine key categories were extracted from the collected information: 1. Aim, 2. Teacher, 3. Student, 4. Teaching method, 5. Content and topic, 6. Planning, 7. School, 8. Evaluation, and 9. Resources. The results of the research reveal that the concept of open pedagogy existed in most of the main subcategories, except for the two categories of planning and resources. Open pedagogy is the most suitable pedagogy for distance education.

Although the EFL teachers' challenges in developing and enhancing Professional Identity Formation (PIF) in face-to-face and virtual instruction contexts have extensively been explored, there were a limited set of practical and advantageous strategies, particularly for the novice teachers, in promoting their PIF in E-teaching especially since the emergence of changed priority of teaching contexts amid the COVID-19 outbreak. Accordingly, this study attempted to check the Iranian novice EFL teachers’ PIF, uncover the potential impacts of utilizing Online Image Management (OIM) strategies in promoting their PIF, and identify the most-preferred OIM strategies. Based on the convenience sampling, 184 male and female Iranian novice EFL teachers were selected to participate in this quasi-experimental study. Two instruments, including a Questionnaire of Perceived Professional Identity (QPPI) and a series of Quantitative Online Interviews (QOIs), were used to collect the data via the virtual platform of Survey Planet. The descriptive statistics and Independent Samples t-Test packages in R were utilized to analyze the data. The results confirmed the low levels of professional identity among Iranian novice EFL teachers, verified the significant effects of OIM strategies in promoting PIF of Iranian novice EFL teachers, and shed light on reflection practices and strategies in enhancing digital literacy as the most-favored OIM strategies in promoting PIF among these teachers. This study may provide implications for EFL teachers and trainers in helping novice EFL teachers to promote their PIF with OIM strategies.

Virtual learning has been defined as any system of education and instruction that brings together participants who are separated by geographical distances or time. Significantly, in a virtual learning environment, interactive telecommunications systems are utilized to connect learners, resources, and instructors. As such, the present study sought to investigate the possible effect of a synchronous virtual learning environment on the reading comprehension of undergraduate EFL university students. To this end, from the population of students majoring in English translation at Islamic Azad University, Isfahan, Iran, one control group, and one experimental group were non-probabilistically selected based on their availability. Indeed, thirty students were chosen for the control group and thirty students were nominated for the experimental group. Live interactive teaching rooms were utilized in the experimental group during the term, whereas asynchronous instructional practices were adopted in the control group within the study. According to the results of paired samples t-test, the experimental group, which was instructed by live interactive teaching rooms over the term, progressed at the end of the period as compared to the beginning of the term. Moreover, the independent samples t-test showed that the students' scores on the post-test in the experimental group were higher than that of the control group. Evidently, the results of the present study may have practical implications for EFL teachers, online instructors, distance education programmers, materials developers, and syllabus designers.

The purpose of this study was to provide additional research to investigate the effects of mnemonic techniques and digital game-based task on teaching vocabulary to Iranian EFL students through distance education. To that end, a quasi-experimental research method with a pretest posttest non-equivalent control group design was used . The participants of the study were 75 pre-intermediate EFL learners and were chosen from among female learners. After homogenizing the participants through the Oxford Placement Test (OPT), the vocabulary knowledge test (VKS), developed by Wesche and Paribakht (1996), was used as the pretest and the posttest. For measuring the reliability of the test, it was piloted with thirty students who were similar to main sample of the study, which was found to be acceptable in terms of Cronbach’s alpha. The only difference between the pretest and posttest was the order of the items to diminish the practice effect. Then the participants were randomly divided into three equal groups of 25 (two experimental groups and one control group). During a 30-day teaching period, students in the experimental groups were taught English vocabulary using mnemonic and digital game while students in the control group were taught lessons using the traditional methods. After 7 sessions, a posttest of vocabulary was administered. Results of data analysis showed that mnemonic and digital game-based task techniques had a significant effect on teaching vocabulary to Iranian EFL students through distance education. However, no statistically significant difference was found between the effects of the two techniques. The findings of this research may have implications for EFL learners, teachers and curriculum designers.

Online learning has recently turned to one of the most well-known channels of education; however, the controversy over the quality and outcome of such online medium is still a concern. This study sought to determine the pros and cons of online courses as perceived by Iranian language teachers and learners. Two tailor-made questionnaires, along with a semi-structured interview, were used to collect the data. The participants were 71 college students who have experienced online educations and 31 language teachers who taught web-based classes in the Department of English Language Education at three universities in Iran, Isfahan, Sheikhbahaee, and Ashrafi. An overall analysis of questionnaires and interviews revealed that students and teachers could not find online education easier than its conventional counterpart. Online education provides teachers with a precise image of applying the appropriate teaching methodology in their online classes as well as enhancing their autonomy. The research recapped that online educators and administrators of faculties ought to lay the foundations for making the benefits of online education bold for learners. The findings may be a contributing factor for teacher educators to create the climate for professional development.