درخت حوزه‌های تخصصی

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 aimed to represent the autonomy of teachers adopting the grounded theory semantically. The research approach of this study was qualitative, and the theory method was grounded theory. The statistical population included all primary school teachers and principals in Lorestan, Iran. To collect qualitative data, interviews were conducted with 45 experienced teachers, school principals, specialists, and professors. In this study, the purposive sampling method was used for participant selection. The sampling method was purposefully continued until the researcher reached theoretical saturation. The basic indicators of the model of autonomy of schoolteachers were identified using a review of the research background and content analysis of the interviews. Next, the three stages of axial coding, selective coding, and main category resulted in six main categories: axial Phenomenon, Causal Conditions, Background Conditions, Interfering Conditions, Strategic Conditions, and Consequences Conditions. Teachers' Autonomy Model was developed, including 23 axial codes in the form of six selective codes for the six dimensions of axial Phenomenon, causal conditions (with four axial codes), background conditions (with two axial codes), interfering factors (with two axial codes), strategy (with seven axial codes), and consequences (with four axial codes). The extracted qualitative model can be used in policy-making and professional autonomy planning, especially in the professional development of teachers.