محمدرضا سرمدی

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.

Purpose: The purpose of this study is to analyze and explain the foundational foundations of the Iranian national curriculum, with emphasis on the concept of morality and the presentation of the "conceptual-moral model" of the program. Methodology: The ethical model elaborated in this paper is a model of evaluation and development of national curriculum, which is applied by the method of analytical-document research in the context of conceptual deduction of the main and semantic foundations of "ethics" based on the analysis of the cognitive value of the national curriculum based on school standards Islamic Realism is formed. Findings: What is conceived as a logical criterion in the model implies that the "concept of morality" in the image of man, the world, and God, in terms of the values involved in the construction of a national curriculum. This "ethical-educational approach" is based on: - the need to emphasize ethical commitment at school, this should be done in teacher education and in school, and this is a topic that needs to be further explored. - Emphasizing the continued practice of the Qur'anic ethics for Children, adolescents, young people and adults on the path to human dignity. Discussion: The need to emphasize the reality of "interpreting ethical values from different perspectives" and the system of common national values. - The need to promote spiritual and moral development in school and society. - Establishment for value Putting on the value and truth of man, the world and God

Purpose: The purpose of this study was to investigate the design of a model based on the impact of information technology on the empowerment components of professors with mediating role of social resilience in the Payame Noor University of Mazandaran province. The research method was descriptive-correlational. Method: The statistical population of this research included all professors (scientific and invited) in Payame Noor University of Mazandaran (2539 people). In this study, 280 people were selected as the sample from three branches of Mazandaran Payame Noor University using randomized cluster method. Three standard questionnaires used as the measurement instruments in this research were Ghasemi’s information technology questionnaire, Spreitzer’s empowerment questionnaire, and Connor and Davidson’s resilience questionnaire. In the descriptive statistics part, plotting charts and calculating the statistical indices were used to describe the hypotheses. Structural equation modeling test was used to analyze the data. The data were analyzed using SPSS22 and Amos software. Results: The findings of this research indicated that the design of the model based on information technology influences the empowerment components of professors with mediating role of social resilience in the Payame Noor University of Mazandaran province and all the paths of the effect of the exogenous variables on endogenous variables and endogenous variables on exogenous variables are significant at the level of a = 0.05. Also, all direct and total effects of the endogenous and exogenous variables were significant (p0.05), and all indirect effects of the exogenous and endogenous variables on the endogenous variables were significant. In the final model of information technology and faculty empowerment variables, the highest path coefficient was for the path from information technology to faculty empowerment (0.72) and then from the components of faculty empowerment to resilience (0.71). Conclusion: Information technology and mediating empowerment components have a resilient effect on empowerment components and have shown their mediating role well.

Purpose: The objective of the present study was to validate the evaluation model of the quality of combined education in higher education based on the CIPP evaluation approach. Methodology: The present study was applied in terms of objective, and cross-sectional in terms of method and data collection. The statistical population included students of the Islamic Azad University of Tehran in 2020 and 140 students participated in this study by power analysis sampling method. A researcher-made questionnaire on a 5-point Likert scale including 9 main categories, 20 sub-categories and 83 items was used for data collection. Convergent validity, divergent validity and Heterotrait-Monotrait Ratio (HTMT) were used to validate the questionnaire and a value greater than 0.7 was obtained from all categories. The reliability of the questionnaire was investigated using Cronbach's alpha, composite reliability and Rho coefficient and calculated greater than 0.7 in all categories. Also, the total Cronbach's alpha of the questionnaire was 0.891. In order to investigate the conceptual model of the research, the partial least squares and Smart PLS software version 2 have been used. Findings: The results showed that the use of appropriate evaluation methods leads to students' increasing knowledge and skills. Finally, this growth will lead to satisfaction with the quality of education, practicality and field of study. Conclusion: According to the study results, it was found that the appropriate selection of managers by increasing the capability and utility of their role will pave the way for appropriate methods of evaluation.

Purpose: Epistemology as one of the philosophical foundations in the field of education can play an important role in blended learning, ie using more than one method, strategy and technique for learning. Therefore, the present study was conducted with the aim of designing and validation the epistemological model in blended learning Methodology: The present study was applied from type of qualitative-quantitative. The population of the qualitative section was the documents related to epistemology and blended learning in the years 1990 to 2020 which 80 books, 60 dissertations and 60 articles were selected by purposive sampling method and in addition, included experts in the field of philosophy of education and distance learning which based on the principle of theoretical saturation number of 10 people of them were selected by purposive sampling method. The population of the quantitative section were faculty members and doctoral students of the department of philosophy of education and distance learning of Payame Noor University in 2020-2021 years which based on Krejcie and Morgan's table number of 200 people of them were selected by stratified random sampling method with using the teacher and student ratio. The tool of the qualitative section was the recording of books, dissertations and articles and interviews with experts, and the tool of the quantitative section was a researcher-made questionnaire whose psychometric indicators were confirmed. Data were analyzed by coding method in MAXQDA software and exploratory factor analysis and one-sample t-test in SPSS software. Findings: Findings showed that the epistemological model in blended learning had 60 subcategories in 9 categories including purpose, evaluation, educational correction, content, teaching method, teacher, learner, media and cognitive presence that its model was drawn. Also, validation of model indicated that the factor load of all 6 questions related to validation of model was higher than 0.30, their validity was higher than 0.50 and their reliability was higher than 0.70. In addition, the mean of all 6 questions was higher than the hypothetical mean of the population (P<0.001). Conclusion: The findings showed that the designed model for epistemology in blended learning had good validity. Therefore, curriculum specialists and planners can use this model along with other models to improve blended learning