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The issue of culture is very important in the field of e-education. Accordingly, the purpose of present study was to investigate the learners’ cultural characteristics of e-education at PNU. The research method was descriptive and the instrument was a researcher-made questionnaire which was designed based on the four dimensions of Hofstede's cultural theory. These four dimensions investigated were power distance, uncertainty avoidance versus uncertainty acceptance, masculinity versus femininity, and collectivism versus individualism. Its content validity was determined by experts and its reliability was estimated using Cronbach alpha (83%). Participants were the students of PNU in Khuzestan province, who were studying in e-education courses in the academic year 2021-2022, and 897 participants responded to the online questionnaire using the available sampling method. Mean, standard deviation and one sample t-test were used for data analysis. The results compared with the test value of number three revealed: the mean of cultural characteristics of learners in PNU students in power distance are higher than that of the society mean, and the mean of the uncertainty avoidance factors is higher than the society mean and the mean of the factors of Uncertainty acceptance is lower than the society mean, in the dimension of masculinity verses femininity in both factors, the mean is higher than the society mean, in the dimension of collectivism verses individualism, mean of the factors related to collectivism is lower than the society mean and the mean of the factors related to Individualism was higher than the society mean. The research results provide guidelines for the design and implementation of e-learning courses.

The present study investigated the relationship between technology acceptance, electronic assessment (e-assessment) methods and the satisfaction of students at Shahid Bahonar University of Kerman, Iran, using a descriptive-correlational design. The research population consisted of all the students (n = 14096) studying at Shahid Bahonar University of Kerman in the academic year 2021-2023. A sample of 387 students was selected using quota sampling. The data were collected using the Technology Acceptance Questionnaire (Teo, 2009) and two researcher-made satisfaction and e-assessment questionnaires, whose validity and reliability were estimated as 0.96 and 0.88, respectively. The collected data were analyzed using descriptive statistics and structural equation modeling (SEM). The proposed model was evaluated using a two-step approach (Anderson & Gerbing, 1988). The Baron and Kenny (1986) approach and Sobel’s test (1982) were used to test the mediating relationships in the proposed model and their significance. The results showed a positive and significant relationship between e-assessment and student satisfaction (β=0.78). There was also a positive and significant relationship between the degree of technology acceptance and student satisfaction (β=0.16), but no significant relationship was found between e-assessment and the degree of technology acceptance among the students (β=0.01). These findings imply that technology acceptance cannot play a mediating role in the relationship between e-assessment and student satisfaction at Shahid Bahonar University of Kerman. However, satisfaction acted as a mediating variable in the relationship between technology acceptance and the assessment method. Keywords: E-assessment, Technology Acceptance, Student Satisfaction, Students, University.

The landscape of education has been revolutionized by the rapid advancements in digital technology, presenting both opportunities and challenges for educators and learners. In this context, the integration of technology into teaching and learning is no longer sufficient; educators must also embrace the power of networked learning to foster knowledge construction in a connected world. This expository article introduces the innovative framework of Connective TPACK, which seamlessly combines technology, pedagogy, content knowledge, and networked learning. By exploring the key elements of Connective TPACK and its implications for education, this article aims to empower educators and learners in navigating the networked environment and constructing knowledge collaboratively. From fostering connections and collaboration to nurturing a culture of self-directed learning, the Connective TPACK Framework paves the way for authentic, global, and learner-centered education. Embracing this holistic approach enables educators to leverage technology and networked learning effectively, preparing learners to thrive in the interconnected world with confidence and agency.

This study is investigated the effectiveness of science education with STEM approach, in a combined (face-to-face and virtual) method, on problem solving skill of the students of the middle school in the topic of energy. This research is a semi-experimental and pre-test-post-test type with the control group. The statistical population is all the 7th-grade male students from middle school in Tabadakan region, Mashhad 2021-2022. From this statistical population, 70 students were selected by the convenience sampling who were in two classes. One of the classes was randomly selected as the experimental group and the other as the control group. The control group received training through the traditional approach, whereas the experimental group underwent training using the STEM method. The research tool was Hepner and Patterson's (1988) standard problem solving skill questionnaire. In order to develop lesson plan with STEM approach, the proposed standard framework (STE(A)M IN INTEGRATED LEARNING SCENARIO) was used. Data from questionnaires was analyzed using SPSS, with statistical indicators calculated and normality. Also, hypotheses investigated using Kolmogorov-Smirnov tests and covariance analysis. The significant values obtained for problem-solving skill (0.033) and its subscales, including Confidence (0.022), Approach-Avoidance style (0.046) and Personal Control (0.025), indicated that the STEM approach was helpful in improving learners' learning and strengthening their problem-solving skill. Also, this study showed that students generally have difficulty learning scientific concepts and problem solving skills, but hybrid approaches such as STEM can improve educational processes and learner performance in developing countries such as Iran. Therefore, the role of STEM approach in education becomes highlighted.

Learning musical instruments has been rapidly popular during the past decades. However, it is faced with COVID-19 pandemic restrictions and lockdowns, which limit face-to-face music lectures. This research aims to design and develop an online instructional system named Nuance for learning musical instruments. The system performance is tested and analyzed to study the impact of the proposed system on cognitive and practical learning skills for a Persian musical instrument named Setar. This study uses a "quasi-experimental research" method for a population of 900 Setar elementary students in Sanandaj city during the 2021-2022 academic year. A convenience sampling method is used to form two homogenous groups, including control and experimental, each with 15 learners. The experimental group uses the Nuance system, while the control group receives online videos. The Shapiro-Wilk test is used to test the data normality, while one-way ANOVA and Tukey post hoc tests are used to analyze data and study the performance of the proposed system. The results show a significant difference between both the groups and support that the proposed system has a better performance for cognitive and practical music learning skills than the standard online system (P <0.05).