Publication Date: 2016
Australian Educational Computing (1443833X)31(1)
The research aims at the evaluation of ICT use in teaching-learning process to the students of Isfahan elementary schools. The method of this research is descriptive- surveying. The statistical population of the study was all teachers of Isfahan elementary schools. The sample size was determined 350 persons that selected through cluster sampling method. The research tools were researcher made questioner in use of ICT in teaching-learning process which has been used after confirming its reliability and validity. The results showed that the use and the application level of ICT in teaching-learning process has a meaningful relationship with ICT equipment in schools, their Literacy and information skills (their e-readiness), and the teachers’ attitude to use ICT in teaching-learning process. Also, the challenges of ICT tools use have been specified in 5 levels of organizational, management, equipment-financial, attitudinal, and educational at schools. © 2016, Australian Council for Computers in Education. All rights reserved.
The integration of AI tools in learning experiences is becoming increasingly common for students in different levels. This research employed a qualitative research design with a phenomenological approach to explore the perceptions of senior high school students regarding AI in educational contexts, its challenges as well as strategies that schools can implement to overcome these barriers. A total 21 students (11-12 grades) were attended in semi-structured interviews. The findings revealed that the most significant challenges they experienced were related to technical barriers and the quality of AI-generated contents. Furthermore, the most frequent concern which they perceived schools should consider is the negative impacts of AI tools on students’ cognitive skills. The primary recommendation from students for enhancing AI effectiveness in education was the provision of comprehensive training on the proper use of the AI tools. The insights contribute to the current discourse on the integration of AI in education provide actionable strategies for its effective implementation. © 2025 IEEE.
Publication Date: 2023
International Journal of Technology Enhanced Learning (17535263)15(1)pp. 1-13
The purpose of this study is to investigate the effect of brain-compatible courseware on students’ learning achievement and retention in computer programming course. In this quasi-experimental study, 60 eleventh grade female students in computer vocational schools were randomly assigned to two experimental groups and one control group of 20 each. The control group was taught in the conventional method. The first experimental group used the researcher-made brain-compatible courseware and the second experimental group used the non-brain-compatible courseware. A researcher-made programming test was conducted as the pre-test, post-test and retention test. The results of the ANCOVA test indicate that using the brain-compatible courseware significantly improves the students’ learning achievement and retention compared to the second experimental and control group students (p<0.05). It is inferred that the use of brain-compatible courseware is more effective than the use of non-brain-compatible courseware and the conventional method. © 2023 Inderscience Enterprises Ltd.. All rights reserved.
Radi afsouran, N.,
Charkhabi, M.,
Siadat, S.,
Hoveida, R.,
Oreyzi samani, H.R.,
Thornton iii, G.C. Publication Date: 2018
Journal of Management Development (02621711)37(9-10)pp. 711-720
Purpose: The purpose of this paper is to introduce case-method teaching (CMT), its advantages and disadvantages for the process of organizational training within organizations, as well as to compare its advantages and disadvantages with current training methods. Design/methodology/approach: The authors applied a systematic literature review to define, identify and compare CMT with current methods. Findings: In CMT, participants get involved with real-world challenges from an action perspective instead of analyzing them from a distance. Also, different reactions of the participants to the same challenge aid instructors to identify the individual differences of participants toward the challenge. Although CMT is still not considered as a popular organizational training method, the advantages of CMT may encourage organizational instructors to further apply it. Improving the long-term memory, enhancing the quality of decision making and understanding the individual differences of individuals are the advantages of CMT. Research limitations/implications: A lack of sufficient empirical researchers and the high cost of conducting this method may prevent practitioners to apply it. Originality/value: The review suggested that CMT is able to bring dilemmas from the real world into training settings. Also, it helps organizations to identify the individual reactions before they make a decision. © 2018, Emerald Publishing Limited.
Publication Date: 2009
Journal of Applied Sciences (discontinued) (18125654)9(18)pp. 3385-3390
This study aims to investigate the cultural context of the society in Iran and also learner's ability concerning learning English in primary school, in order to propose practical strategies for starting teaching English as a foreign language in its proper time in Iran. This descriptive study was performed on 314 high school teachers working in cities of Tehran, Esfahan, Shiraz and Kerman, who were selected by random sampling method. The data gathering tool was a researcher made questionnaire including 60 items based on 5 point likert scale ranging from completely disagree to completely agree. The validity of the questionnaire was confirmed by experts and its reliability was 0.89 by Cronbachs Alpha. The data was analyzed by SPSS software using t-test, ANOVA, Tukey and paired t-test. The response rate was almost 98%. The total mean score indicating the appropriate cultural context among teachers for establishing English language teaching in primary school was 3.58±56 out of 5. There was a significant difference between this mean and the assumed average score of 3 (p = 0.01). The mean score for children's ability as well as their tendency to start learning English language in primary school was 4.6±0.53 which had a significant difference with the average score of 3 (p = 0.001). According to the results, there is appropriate cultural context in Iran's society for starting teaching English language in primary school. Also, children encompass proper ability and tendency to start learning English language in primary school age. For establishing teaching English language in primary school, taking advantage of the experiences of other countries could be very useful. © 2009 Asian Network for Scientific Information.
Nasr isfahani, A.R.,
Nasr isfahani, A.R.,
Avizhgan, M.,
Ja’fari, S.E.M.,
Esfahani, A.R.N.,
Changiz, T. Publication Date: 2015
Journal Of Research In Medical Sciences (17351995)20(4)pp. 387-392
Background: Identifying the strengths and weakness points is one of the effective methods to analyze current status, and prioritizing actions based on the gap between current and optimal status is necessary for short-term and long-term planning in departments and colleges. The aim of this study was to determine the gap between current and optimal status of curriculum leadership in the postgraduate courses in two Iranian universities. Materials and Methods: In this cross-sectional study, a sample of 212 faculty members from the two Iranian universities (one medical and one nonmedical) was randomly selected through stratified random sampling method. Data were collected by using a researcher-made questionnaire, with 55 items categorized in four areas of main dimensions in curriculum leadership. The validity of the questionnaire was determined by curriculum studies scholars, and the reliability was confirmed as the Cronbach’s alpha calculated 0.969. Data were analyzed using descriptive and inferential statistics according to the variables. Results: There was a gap in all dimensions and roles. The maximum gap (−1.70) with the highest frequency (98%) were related to “improving the educational atmosphere” dimension. As for items, the maximum gap (−2.41) was related to “society needs and expectations and the labor market” in “curriculum development and revision” dimension. Conclusion: The negative gap between all dimensions of curriculum leadership implies faculty members’ dissatisfaction. Curriculum leadership at universities, colleges and departments of the study in all aspects need to be improved. Hence, it is necessary for managers to make use of the viewpoints of the faculty members to decrease the gap. © 2015, Isfahan University of Medical Sciences(IUMS). All rights reserved.
Nasr isfahani, A.R.,
Nasr isfahani, A.R.,
Rahimi, A.,
Borujeni, S.A.M.,
Esfahani, A.R.N.,
Liaghatdar, M.J. Publication Date: 2010
Procedia - Social and Behavioral Sciences (18770428)9pp. 2069-2073
In the world of curriculum development, quality of education, actual move toward decentralization, and maximum participation of instructors in curriculum planning are the major concerns of specialists. After 1980s, curriculum mapping was introduced as one of the most important strategies for improving quality of education, culture of participation and collaboration in educational institutions. This strategy can help students' performance, improve the quality of education. In addition, researches showed that institutionalization of curriculum mapping in educational institutes has a positive effect on organizational culture and space. In this article, curriculum mapping is explained as a strategy for gaining these desired outcomes. © 2010 Published by Elsevier Ltd.
Publication Date: 2022
International Review of Education (208566)68(3)pp. 467-488
Over the past two decades, efforts have been made to enrich curriculum studies internationally. Among the field’s new theories which have emerged in recent years is itinerant curriculum theory (ICT), proposed and developed by João Paraskeva. Its aim is to free curriculum from the dominance of Western discourses and make room for diverse international epistemologies. The purpose of this article is to explain and analyse ICT. After explaining the meaning of this theory and its three basic components – global cognitive justice, the “river” and “the South”, and concerns about the type and application of language –, the author goes on to analyse these basic components. In his analysis, he considers (1) ICT’s view of the Western and non-Western worlds; (2) ICT’s perception of the meaning and territory of what is referred to as “the South”; (3) ICT and advancements of curriculum studies at national and international levels; and (4) ICT, internationalisation and increasing participation of countries in the generation and sharing of curriculum knowledge. The article concludes with a summary of the advantages of ICT, complemented by some suggestions how it could be further strengthened. © 2022, UNESCO Institute for Lifelong Learning and Springer Nature B.V.
Publication Date: 2021
Iranian Journal of Management Studies (20087055)14(4)pp. 699-720
The staff is the most important contributor to the development of an organization. A new approach in modern organizations is personal branding. This study aimed to design a personal branding model for the staff of the Iranian Judiciary with an emphasis on organizational training. Building on a qualitative approach and grounded theory, the study incorporated faculty members and specialists in the field of personal branding and human resource management as its statistical population. Sixteen individuals were recruited via purposive sampling and were subsequently interviewed. Strauss and Corbin's systematic approach was employed to analyze the data. According to the conceptual model, personal branding was the axial phenomenon in the model, while effective communication, professionalism, individual dynamics, creative thinking, ethical behavior, and individual characteristics were the causal conditions, organizational culture and climate and environmental factors were contextual factors, constructive negotiations, service compensation system, perceptual skill, and human resource management system were intervening conditions, knowledge management, preservation of human resources, the strategic plan, personal brand management, performance management, organizational dynamics, staff training system, and resiliency were strategic factors, and the administrative system health, self-improvement, idealism, human resources productivity, and optimization of decisionmaking were the consequences of the research model. © 2021 University of Tehran, College of Farabi. All rights reserved.
Nasr isfahani, A.R.,
Nasr isfahani, A.R.,
Shirani bidabadi, N.,
Esfahani, A.R.N.,
Mirshah jafari, E.,
Abedi, A. Publication Date: 2019
Journal Of Educational Research - Uk (19400675)112(3)pp. 421-428
The authors investigated the effect of a mathematical curriculum (CU) developed based on verbal and practical activities on the mathematical competency (MC) and learning behaviors (LB) of preschool children. In a quasi-experimental design, 60 children (5- to 6-year-old girls) were selected using the accessible sampling method. The children were randomly divided into an experimental group and a control group, and the relevant concepts were taught to the children in both groups. While the control group received the typical kindergarten education based on the usual textbooks and worksheets, the CU was taught to the experimental group. Structural equation modeling was used to model the data and statistical evaluation. The results demonstrated a significant difference between the two groups in MC and LB. The CU significantly improved MC directly, and indirectly through the improvement of LB (i.e., engagement and learning focus, verbal behaviors, and type of activity). © 2019, © 2019 Taylor & Francis Group, LLC.
Publication Date: 2023
International Journal of Management in Education (17503868)17(5)pp. 460-478
The present study aimed to develop and validate a transformative classroom management scale in the school settings. The research method of the study was survey (factor analysis). The population of the study included all of the primary school teachers in Isfahan in 2020. According to the Cochran sample size determination formula, 240 teachers were selected using random sampling based on the inclusion and exclusion criteria. The results of the convergent validity evaluation showed that the average variance extracted for all of the factors was satisfactory since it was higher than 0.5. Moreover, the Cronbach's alpha reliability and composite reliability indices were higher than 0.7 and indicated that the reliability and convergent validity indices of the transformative classroom management scale were satisfactory. It was argued that, this scale could be used as a reliable and valid instrument in the education system in order to train both the novice and experienced teachers. © 2023 Inderscience Enterprises Ltd.
Publication Date: 2023
International Journal of Educational Management (0951354X)37(7-Jun)pp. 1228-1242
Purpose: The present study aimed at developing and validating a self-development training package and determining self-development's effectiveness on job variables and human capital agility among secondary school principals in Isfahan. Design/methodology/approach: In the first phase, the researcher conceived a full version of the self-development training package by studying the theoretical evidence of research and interviewing experts as well as using content analysis. The questionnaire was presented to several experts (n = 8) in that field of study for evaluation after compiling the initial version of the self-development training package, with the aim of determining the face and content validity. In the second phase of the study, the effectiveness of the self-development training package was experimented on secondary school principals using a quasi-experimental pre-test–post-test design and follow-up with a control group. Findings: The evaluation results were suitable for the training package based on the proposed Lawshe method. The results also indicated that the implementation of a self-development training package in the experimental group had a significant effect on job performance and its dimensions, as well as human capital agility. The effect of the training package on increasing job performance in the post-test stage was 55.3% and was 50.2% in the follow-up stage. Also, the effect of this package on increasing the agility of human capital in the post-test phase was equal to 34.8% and was equal to 28.9% in the follow-up stage. Originality/value: Question 1: What are the components of a self-development training package? Question 2: What is the credibility of the developed training package from the experts' point of view? Question 3: Does the self-development training package have an effect on job performance and its dimensions? Question 4: Does the self-development training package have an effect on human capital agility?. © 2023, Emerald Publishing Limited.
Publication Date: 2012
International Education Studies (discontinued) (19139020)5(2)pp. 175-184
The purpose of this study was to provide an exploratory investigation of faculty member's efficacy inventory in higher education. Review of the literature showed a few studies about this subject and current instruments did not consider the theoritical foundations of faculty member efficacy. Moreover, most researches were limited to schools area and K-12. After an extensive review of the literature, first, a set of items to operationalize faculty perceptions and beliefs of efficacy in their tasks was developed. At second stage, higher education colleagues who were working in our university and other nearby universities examined the items for critique, and consulted with their colleagues about content and face validity. Third, a pilot study was initiated to map the domain of the construct and refined the measure and the meaning of faculty efficacy through the statistical methods. The instrument was field-tested and refined using a representative sample of universities faculty. Fourth, a factor analysis was utilized to identify factors related to efficacy scale of faculty members. Fifth, we reduced items and agreed about 18. Four factors were appeared in the factor analysis consisting of teaching competencies, research competencies, social competencies, and personal competencies. We insured all four sources of efficacy (mastery experiences, vicarious experiences, social persuasion, and emotional arousal) were represented in each efficacy components (teaching competencies, research competencies, social competencies and personal competencies). Cronbach's alpha coefficient was calculated for each factor and in overall the instrument was a reliable scale 0.83. Finally, differences between faculty members were studied based on some demographic variables such as gender and academic ranking. Results showed that there were not significant differences between all female and male faculty members efficacy and so based on academic ranking.
Publication Date: 2022
Journal Of Higher Education Policy And Leadership Studies (27171426)3(2)pp. 85-101
This study describes the development and validation of an instrument aimed at measuring the faculty's academic optimism in higher education. The data were collected from 211 faculty members who graduated from Iranian, Indian, Australian, United States, and British universities. At first, a question pool was developed to operationalize experts' perceptions about academic optimism in their academic environments. In the second stage, the face and content validity of the scale were examined. Then, a pilot test was deployed to clarify the construct ambit and settled the measure and the meaning of academic optimism, through statistical methods. Then, an exploratory factor analysis was performed on 29 items, followed by a confirmatory factor analysis, which result in an ultimate scale of 23 statements in three factors including professionalism, academic emphasis & collective trust. The Cronbach's alpha coefficient was applied and showed a reliable scale (r= 0.83). The final model represented very good fit (GoF =0.73), and the psychometric properties, such as discriminant, convergent and factorial validity, as well as reliability was assessed. Lastly, the implications of this tool for future research directions are discussed. © 2022 Ali Khorsandi Taskoh. All Rights Reserved.
Publication Date: 2012
World Applied Sciences Journal (discontinued) (18184952)18(1)pp. 107-112
One of the most important factors influencing academic performances of individuals is academic anxiety. It is essential to identify these factors in order to clarify and control academic anxiety. The present study compares early maladaptive schemes in individuals with high and low academic anxiety. The method adopted in this study was causative-comparative. The samples consisted of 360 individuals randomly selected from college students. The instruments included the early maladaptive scheme questionnaire and the academic anxiety questionnaire. The results derived on the basis of variance analysis revealed that there is a significant difference between individuals with high academic anxiety and low academic anxiety in the early maladaptive schemes and those who experience high levels of anxiety report higher levels of early maladaptive schemes. Although the connection between these variables has not been explored, the results of the study are in line with the present theories. The results give more insight for academic planners and researchers and consultants into what goes on in the examinees minds other than the learned material during the exam session. On this basis, it seems essential to take into account the maladaptive schemes and to develop intervention and psychologicaleducational plans in academic and college contexts. © IDOSI Publications, 2012.
Publication Date: 2025
Policy Futures in Education (14782103)23(1)pp. 10-30
In an increasingly complex and uncertain world of the future and aligned with the emergence of Society 5.0, exploring alternative futures of education and the curricula in terms of fulfilling the mission of education systems is necessary. Therefore, this study set out to do foresight for the primary school curriculum in Iran. The study was conducted using the scenario planning method, which resulted in four alternative scenarios. The first scenario, called “The Magic School Bus” represents “curriculum as a personal roadmap.” The second scenario, entitled “The Pursuit of Happyness” describes the “curriculum revival.” The third scenario, named “The Ice Age” represents the “curriculum collapse.” The fourth scenario, entitled “Dead Poets Society” narrates the situation of “curriculum in limbo.” The findings showed that innovation comes from agency of players rather than impeccable structures and requires a transformation in perspectives about the educational aims in the digital era, as well as an increase in the authority and empowerment of schools. A key policy priority should thus be developing practical ideas for reshaping the curriculum and producing prototypes of future-proof educational models. © The Author(s) 2023.
Publication Date: 2025
Integration of Education (19919468)29(2)pp. 368-384
Introduction. Although previous research has separately addressed proactive personality and emotion regulation, the combined effect of these variables on learning agility – particularly among talented students – remains underexplored. This study fills this gap by focusing on how specific emotion regulation strategies mediate this relationship. In today’s rapidly evolving educational landscape, learning agility has emerged as a crucial meta-competency for adapting to new challenges. This study investigates how emotion regulation strategies mediate the relationship between proactive personality and learning agility among talented students. With the increasing recognition of the role of personality traits and emotion regulation in effective learning, understanding these dynamics is essential for supporting students in navigating academic and social demands. Materials and Methods. The research sample comprised 297 talented students from the University of Isfahan, Isfahan University of Medical Sciences, and Isfahan University of Art. Participants completed three assessments: the Gravett and Caldwell Learning Agility Questionnaire, Gross and John’s Emotion Regulation Questionnaire, and the condensed Bateman and Crant Proactive Personality Questionnaire. Data analysis included statistical methods to determine both direct and mediating effects of proactive personality and emotion regulation strategies on learning agility. Results. The analysis revealed that proactive personality significantly affects learning agility, and emotion regulation strategies – specifically reappraisal and suppression – mediate this relationship. Students who effectively manage their emotions are better equipped to exhibit higher levels of learning agility, indicating a stronger ability to adapt and thrive in academic environments. Discussion and Conclusion. This study highlights the pivotal role of emotion regulation in enhancing learning agility, emphasizing that effective emotion management can significantly influence academic success. The findings suggest that interventions focusing on emotion regulation could improve learning outcomes for talented students. Future research should further explore additional factors influencing learning agility and develop targeted strategies to support student adaptation in diverse educational settings. © Shavaran S. H. R., Nasr Esfahani Karladani M., Davarpanah S. H., 2025. The content is available under a Creative Commons Attribution 4.0 License.
Publication Date: 2009
Information Sciences and Technology (17355206)24(4)
Publication Date: 2021
Strides in Development of Medical Education Journal (26453452)18(1)
Background: The dentistry profession requires a high level of soft skills whose training seems necessary to respond to the community and increase the quality of specialized practice. Objectives: The present study was conducted to examine the status of soft skills training in dentistry basic sciences courses and identify the capabilities of each basic sciences course for the process-oriented integration of soft skills in the dentistry profession. Methods: The present qualitative study was conducted in 2018-2019.Semi-structured interviews were used to collect the data. The study’s statistical population included the faculty members of the basic sciences of Isfahan and Mazandaran universities of medical sciences Iran, using purposive sampling. Moreover, the content analysis method was used to analyze the data. Results: Soft skills training in the dentistry profession was not one of the educational objectives of basic sciences courses in this field, and teaching and evaluation methods used by professors had less capability to develop these skills. Additionally, the results showed that most of the identified soft skills in five domains had the integration capability in most basic sciences courses. Only some differences were observed in the integration of soft skills in the cognitive-intellectual domain. Conclusion: It is suggested to include soft skills training in the objectives of dentistry basic sciences courses and consider the capabilities of each course and curricula to correct teaching and evaluation methods in this regard. Furthermore, it is recommended to strengthen the capabilities of basic sciences professors to integrate soft skills. © 2021, Strides in Development of Medical Education is Published by Kerman University of Medical Science.
Publication Date: 2025
Family Journal (10664807)33(3)pp. 399-406
Schema therapy has gained recognition as an effective approach for improving mental health in various populations. This study aimed to examine the impact of schema therapy training on the self-compassion and cognitive flexibility of divorced women living in Shahrekord city. The research utilized a semiexperimental pretest–posttest design with a control group. The sample consisted of 30 purposefully selected divorced women who met the specified criteria and were randomly assigned to either the experimental or control group. The experimental group participated in two sessions of training per week. The research measures included the self-compassion questionnaire and the cognitive flexibility assessment. Data analysis involved univariate analysis of covariance and multivariate covariance analysis. The findings indicated that schema therapy-based education significantly improved self-compassion and cognitive flexibility among divorced women. Future research should explore the long-term effects of schema therapy training on divorced women's self-compassion and cognitive flexibility. Additionally, investigating the role of demographic and psychological factors in mediating or moderating the effectiveness of schema therapy interventions would further contribute to our understanding and refinement of therapeutic approaches for divorced individuals. © The Author(s) 2024
Publication Date: 2023
ASEAN Journal of Educational Research and Technology (28284887)2(3)pp. 239-250
The present study has sought to provide a structural model of the relationships between the influencing factors in the acceptance of e-learning by teachers during the Covid-19 pandemic, based on the unified theory of acceptance and use of technology (UTAUT) model. The research method was descriptive and correlational. The statistical population of this research involved all primary school teachers in Isfahan, Iran, from which 250 primary teachers were randomly selected as samples using Morgan’s table. The tool used included a researcher-made questionnaire based on the technology acceptance and application model. The findings were analyzed using PLS statistical software. As the results showed, the UTAUT model of the factors affecting teachers’ acceptance of e-learning during the Covid-19 pandemic has a good fit. Therefore, performance expectancy, effort expectancy, social influence, hedonic motivation, price value, and facilitating conditions had a direct and significant effect on teachers’ behavioral intention to use E-learning. It was also observed that user intention has a mediating role in the relationship between the mentioned variables and teachers’ use of online education. Therefore, it can be stated that the findings confirm the theoretical foundations of the UTAUT model. © 2023 Bumi Publikasi Nusantara.
Publication Date: 2020
Research in Learning Technology (21567069)28pp. 1-16
The main purpose of this study is to investigate the influencing factors of ICT integration at secondary schools of Isfahan province. In order to obtain a realistic view of the factors especially among those teachers who attended ICT training courses, a total sample of 180 secondary school teachers were recruited randomly and a survey was completed. A researcher-approved questionnaire was developed to measure participants’ access rate to ICT resources, ICT skills and their ICT integration practices. The content validity method was used for estimating the validity of the questionnaire and Cronbach’s alpha coefficient was calculated to verify its reliability. The results were analysed using descriptive and inferential sta-tistics methods. Based on the results, teachers have adequate access to hardware at home and school. However, the access rate to software is not of a desirable level. In spite of attending ICT training courses, secondary teachers were not proficient in using ICT tools and their technology usage in education, research and communication domains is less than the desired level. Results indicate that though there is a tendency to get computers and use the Internet, still using them in different areas remains an unsolved problem. The findings address implications for teacher educators and professional development programme providers. © 2020, Association for Learning Technology. All rights reserved.
The technology enhanced collaborative learning (TECL) approach concerns with how information and communication technology might support learning in groups of students. This learning strategy can be employed to address students' disengagement concern within the academic settings; however, its effectiveness depends on different variables such as grouping strategies. The main goal of the current research was to investigate how the grouping strategies can enhance learners' engagement in a TECL based context. The study was conducted within a modernized learning environment as part of the UNITEL project. The participants were 38 undergraduate students enrolled in the 'Educational Evaluation' course at the University of Isfahan in 2023-2024 academic year. The course offered in blended mode with TECL as its main learning approach which incorporated two different grouping strategies including student-selected grouping (SSG) and heterogeneously assigned grouping (HAG) strategies. Results revealed the SSG strategy improved students' overall engagement; however, this grouping strategy have not influenced the students' effective engagement significantly. This study suggests that, for the present generation of learners, a group strategy that promotes student control and autonomy within the learning environment may be more effective than a strategy emphasizing the diversity of students' abilities, experiences, and backgrounds. © 2024 IEEE.
Publication Date: 2012
International Education Studies (discontinued) (19139020)5(3)pp. 178-186
Holistic education encompasses a wide range of philosophical orientations and pedagogical practices. Its focus is on wholeness, and it attempts to avoid excluding any significant aspects of the human experience. It is an eclectic and inclusive movement whose main characteristic is the idea that educational experiences foster a less materialistic and a more spiritual worldview along with more dynamic and holistic views of reality It also proposes that educational experience promote a more balanced development of - and cultivate the relationship among - the different aspects of the individual (intellectual, physical, spiritual, emotional, social and Aesthetic), as well as the relationships between the individual and other people, the individual and natural environment, the inner- self of students and external. world, emotion and reason, different discipline of knowledge and different form of knowing. holistic education is concerned with life experience, not with narrowly defined" basic skills".
The main purpose of this study is to investigate, from a theoretical point of view, virtual universities in comparison with Social Networking Services (SNS). The theoretical framework constitutes of the Human Motivation Theory (HMT) and the Human Factors (HF) in which Facebook as the most popular SNS is compared with virtual university in general. The main features of these technologies were compared in order to consider whether they comply with mentioned theories. Using an exploratory research methodology, this study concludes that SNSs are more adopted with HMT than virtual university. In the other word, Facebook applications as the most popular virtual community with over 500,000,000 users worldwide, is more compliant with HMT to gratify users' needs. Also, from the perspective of human factors, it is more successful than the virtual university.
Publication Date: 2016
International Business Management (discontinued) (19935250)10(15)pp. 2814-2822
Higher education in a circuit system structure, it can have a key role in the transfer of knowledge. It can be stable according to the national need in order to spread the culture and knowledge of modern management when it created a management system, quality-oriented and customer-centric approach. Implimentation of this system at universities, it needs to consider a variety of factors. The purpose of this research is to identify and rank the factors affecting organizational agility implimentation on Total Quality Management (TQM) at universities. The literature review and based on the model of organizational excellence EFQM, 22 sub-criteria were identified in 9 major factor. These factors and sub-criteria were ranked by a survey of 313 experts, academics and university administrators by AHP fuzzy. The results show that according to experts, the decision to implement organizational agility on TQM, the factors "leadership" and "partnership and resources" shall respectively be considered. © Medwell Journals, 2016.
