Virtual Training

Purpose: Increasing improvement in the field of computer sciences, appearance and development of information networks, especially internet, facilities and new ways are provided for the programmers and executives of training plans. The purpose of present research is planning and validation of curriculum model of medium period technological competence. Methodology: This research has mixed strategy. To answer these questions, the research was done in four phases. The first phase was done with qualitative approach and other phases with quantitative approach. Handling this research in the first phase, interview, search and investigation was used for data collection. After doing interviews with 12 persons of elites and using the articles of related researches, obtaining data were collected and the questionnaire including 76 questions in 6 main effective indices on curriculum model of medium period technological competence was planned. In the next step of this questionnaire, it was distributed among some elites of managers and assistants of electronic training schools to determine efficiency amount of each noted factors in the questionnaire on curriculum of medium period technological competence and based on their idea using confirmed element analysis method was designed for medium period technological competence. Finding: Obtained findings indicated that 6 indices with 15 components make the status of network substructure with two access components to network and network quality, relation tool and collaboration with two components of concurrent and in-concurrent relationships, non-technical competences and technical skills with three components of knowledge, skill and attitude, strategies of simplicity training with three components of patterning and cooperation, management and supervision, training strategies for increasing trust with three components of trust, honesty and appreciation and management with two components of time management and support for curriculum model of medium period technological competence. In addition, confirmed element analysis of obtaining components indicated that there is acceptable curriculum model of medium period technological competence with data. The most element load was related to management (0.964) and the least one related to network substructure (0.579). Conclusion: Due to obtaining findings, we can conclude that based on the idea of experts, hardware factors such as substructure of communication networks and internet and technical skills along with software and human factors such as management play the role in designing curriculum of medium period technological competence.

Background and purpose: This study aimed to determine the effect of stress management skills training and problem-solving methods virtually on the mental health and test anxiety of high school students. Cases and Methods: The research method is quasi-experimental and the research design is pre-test-post-test with a control group. The statistical population consisted of 700 high school male students in dandi city. 93 people were selected by available sampling and randomly in two experimental groups (problem-solving and stress management) and A control group was placed. Research tools include ten sessions of stress management Anthony et al. (2007) and a summary of the problem-solving training program (Heidari and Rasoulzadeh Tabatabai, 2007; Adapted from Dixon and Glover, 1984), Goldberg Mental Health Scale (1979) and Anxiety Scale The exam was Friedman (1997). Results: The results of the analysis of covariance showed that the two groups that had been trained in stress management and problem-solving skills had higher mental health (f =25.02 and P<0.001) and lower test anxiety (f = 16.65 and P<0.001) than the control group. Conclusion: The results of this study showed that stress management training and problem-solving skills virtually can be used as an effective intervention to increase mental health and reduce test anxiety. Therefore, using virtual education, stress management skills, and problem-solving methods can improve students' mental health and reduce stress and anxiety in students.

The purpose of this study was to investigate the effect of philosophic mindedness training on the effectiveness of students’ virtual training components. The present study was a quasi-experimental with a pre-test and post-test design with a control group. The statistical population of this study includes all student’s master’s degree of curriculum in Payame Noor University, south Tehran branch in 1399-1400 academic year. The sample consisted of 32 students who were selected by goal-based random sampling method and randomly assigned into two experimental (n=16) and control (n=16) groups. After conducting pre-test on both groups, the experimental group received Smith's philosophical mentality dimensions (Comprehensiveness, Penetration, Flexibility) (1956) in six sessions of sixty minutes and within six consecutive weeks by e-learning method, but the control group received no intervention. The research tool was a 34-item researcher-made questionnaire. The content validity confirmed by judgment of experts and professors, and its reliability was calculated and at an acceptable level. Data were analyzed using univariate analysis of covariance (Ancova). The results showed that there is a significant difference between the two groups of experimental and control in the effect of philosophic mindedness training on the effectiveness of virtual training. Therefore, it can be concluded that by training and enhancing the dimensions of philosophic mindedness of students of the target community, it can be increased the effectiveness of virtual training courses.