مریم رجبیان ده زیره

E-learning has been extensively integrated into the educational system during the COVID-19 pandemic, aiming to enhance the quality of education. While introducing numerous benefits and positive impacts, this rapid transition has also posed new challenges that could potentially increase anxiety among elementary school teachers. Therefore, this study aimed to examine the relationship between web-based teaching components during the COVID-19 pandemic and anxiety levels among elementary school teachers, providing practical operational solutions. This research is applied in terms of purpose and correlational in terms of methodology. The statistical population of the study included all elementary school teachers in the city of Amol, totaling 750 individuals. A sample of 256 teachers was randomly selected from the city of Amol. Data were collected using the Salmi Anxiety Questionnaire, Abedini Chogordani, Ghasemi Nafchi, and Tabashir (2021), and a researcher-made questionnaire to measure web-based teaching components. The validity of the questionnaires was confirmed through face validity, and Cronbach's alpha coefficient was employed to determine the reliability of the research instrument. Data analysis was conducted using Pearson correlation coefficient and multiple regression analysis. The findings indicated that the contributions of web-based teaching components, including support and virtual learning infrastructure (169.0), learning and technological complexity (141.0), electronic content production (267.0), and type of course instruction (203.0), were significant predictors of teachers' anxiety during the COVID-19 pandemic. However, the contribution of the effective assessment component (107.0) was not statistically significant. Virtual education infrastructure, learning technological skills, acquiring content production skills, type of course instruction, were negative predictors of teachers' anxiety during the pandemic. The results of the study revealed a significant negative relationship between some web-based teaching components and anxiety levels. Therefore, it is recommended to reduce teaching anxiety in web-based education by implementing empowerment courses to develop online teaching skills, producing effective content, and fostering technological development in in-service teacher training.

The aim of the current research was to design and validate an electronic learning environment model based on educational neuroscience (knowledge of the mind, brain and education). The method of this mixed research was an exploratory design. First, various sources were examined and the components of the cognitive educational model were determined using the content analysis method. Then, using the Delphi method and the opinions of the judges, the components were finally approved. The statistical population in the content analysis section consisted of experts in the field of educational neuroscience, written and electronic documents and resources from domestic and foreign databases, and in the Delphi section, experts in the field of educational technology and distance learning. To search for and find all the articles related to e-learning based on neuroscience, a systematic review method was used to identify, review, evaluate and analyze the articles. This systematic review was carried out using the prism method.The selection of samples in both sections was purposeful and in the content analysis section there were 22 specialists and experts for interviews and in the Delphi section there were 15 specialists from different universities and institutions in Iran, the Netherlands and AmericThe analysis of the data obtained from the qualitative interview was also done using the inductive content analysis method and in the Delphi section using descriptive and inferential statistical methods. According to the content analysis, six categories of attention, Generation and communication, Emotion, Spacing learning, Individual-environmental factors and social factors were obtained. Also, 17 sub-components were extracted for the main classes. After analyzing the content and extracting the codes, the components and sub-components were presented in the form of a template. The results of internal validation based on experts' opinion have shown that the provided educational model has high internal validity and has the necessary effectiveness for teaching fifth grade students