Comparison of social skills of students in in-person training and online system

Background and Objectives:The computer is used as a powerful yet cost-effective tool in people's lives for any work or activity. The use of computers in education has increased dramatically in recent years, and computers and related technologies are now used in many schools around the world. Up to recently people should gather to learn in a specific place and time, but nowadays by the advancement of technological infrastructures and the Internet this need has vanished to a great extent. Soon everyone is able to learn anything, anywhere, at any time. This is accomplished under the umbrella of a new educational system, called e-learning. Social skills include components. Tolerance, how to react in the face of conflict, critical thinking, the decision to accept or reject an opinion and success based on logical reasons and evidence, responsibility, taking on a job or task and being accountable for it, activity Group activities, participation in group activities, duty, self-control, empathy, gaining, enriching and developing new relationships with other people in the community, respecting others, paying attention to relationships that preserve the social status of oneself and others, and finally, cooperation and coordination with the actions of others towards a common goal are components of social skills. Of all the organizations that play a key role in the socialization of individuals, educational systems are the first official place to gain social experience and the most basic element of social development of individuals because the education system of any society. It is the foundation of the social, economic, political and cultural development of that society. The purpose of this research was comparing the social skills of students under conventional training and e-learning education system. Methods:  The research method is quasi-experimental with two experimental groups. The first comparison was done using a “Pre-Test” and second comparison was also done using a “Post-Test”. A total of 48 people were randomly selected as a sample group. These two groups were similar and comparing the dependent variable was done at the same time and under the same condition.  The social skills questionnaire By Garsham & Elliot was used. The Analyze of Covariance (ANCOVA) was used for analyzing data. Findings: The results showed that there are significant differences between the two groups and e-learning environment in terms of social skills and social skills components of users of this environment has shown better performance in comparison to Face-To-Face training. Conclusion: The results of the analysis of research data indicate that the e-learning environment has a positive effect on the level of social skills and its components on students. Students in the e-learning environment scored higher than the other group in the traditional learning environment. This indicates the effectiveness of the environment designed for e-learning in the level of social skills

Impact use of education model based on mobile learning environments on Social peresence and teaching peresence for intellectual schools students in mathematical lesson

Background and Objective:Mobile learning is a subset of e-learning and focuses on the use of portable learning tools. This method of learning allows learning regardless of time and place. In learning, students are able to learn from a variety of sources around the world. This enrichment leads to effective and meaningful learning. In addition, learners in this environment can change their learning environment and use a variety of learning experiences. The role of social (communication) and managerial processes (teaching and classroom skills) is also important in this regard. The purpose of this research is Impact use of education model based on mobile learning environments on Social peresence and teaching peresence for Smart schools students in mathematical lesson. Methods: in this research goal, a mixed methods research was used. In this research we used quasi-experimental with pre-test and post-test design with control group. Research statistical population included all girl students studying in Tehran Smart schools. In order to select the sample size using multi-stage cluster sampling method from among smart schools in Tehran, one school was selected and finally 15 people were in the experimental group and 15 people in the control group. Multivariate analysis of covariance was used to test the first and second hypotheses of the study. Findings: The results showed that the application of this model was effective on all dimensions of social presence and teaching presence in the experimental group compared to the control group (in the post-test). Conclusion:. The present study was conducted to investigate the effect of the application of mobile learning model based on social presence and attendance of smart school learners in mathematics. The results of the analysis of research data indicate that the application of mobile learning model has a positive effect on social presence and the presence of smart school students teaching in mathematics. Students in the mobile learning management system scored higher than the other group trained in the traditional environment. This indicates the effectiveness of the environment designed for mobile learning in terms of social presence and teaching.   ===================================================================================== COPYRIGHTS  ©2019 The author(s). This is an open access article distributed under the terms of the Creative Commons Attribution (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, as long as the original authors and source are cited. No permission is required from the authors or the publishers.  ====================================================================================

Design and Validation of Virtual Social Networks of Iran’s Schools

Background and Objective: The opportunity to participate and interact more in the learning process on social media is a good incentive to use alternative social media tools, in addition to the usual LMS. In contrast, when using Web 2.0 tools such as social media, the learner is placed in a learning community that can reach a high level of meaning making and knowledge/skill building through interaction with peers and content. Communication formed on social networks provides the basis for the implementation of communication and defines education in terms of interactions in a network in which students exchange their knowledge; Therefore, social media represents a good option to be used as an additional learning resource. Hence, the creation and development of a scientific and trusted social network that can cover the educational needs of the learners and teachers in a digital society and is always available to users is felt. On the other hand, the legal requirements of higher documents such as the 1/17 solution of Fundamental Document of Change of Education that states the filling of the digital divide between educational areas and schools, unveils the need to create a social network of Iranian schools as a suitable platform for key users of learning-teaching environment. Therefore, in order to design a virtual social network model in schools, it is necessary to identify the main and sub-components of this model. The purpose of this study was to compile a model for desiging a virtual social network for Iranian schools. Methods This reseach utilized a mixed– quantitative and qualitative – method, and it was carried out with an exploratory design. The study population in the qualitative phase included the accessible 45 written and electronic documents in English and Persian selected by using purposive sampling. Data collection and analysis were done using inductive content analysis method. The quantitative phase was performed using a survey. The study population included the educational technology specialists of Iran from which a sample of 30 educational technology professors and Ph.D. Candidates were selected on an accessible basis. To collect data, a researcher-made questionnaire was used, the validity and reliability of which was determined by professional assessment and by Cronbach’s alpha (0.86), respectively. To analyze the data, a single-sample t-test was employed. Findings: The findings of the study led to the identification of four main features: network learning, network facilitation, network moderation, network technology, as well as sixteen sub-features, which were functionally and semantically similar to the main features. The results also showed that the extracted model has a high internal validity. Conclusion: According to the results of this study, integrating the existing social netwroks into the present LMSs as a learning environemtn can support network learning in alignment with cultural-constructivism and communicativism. In this context, it defines the active roles in the learning environment in accordance with their functions in this era. Regarding the results of the research hypothesis, it can be concluded that, the extracted model, which includes components such as network learning, network facilitation, network management, and network technology, makes it possible to support student learning in the context of network technology. These components make it possible to implement model patterns in schools. The clear and distinct definitions of the components lead to an accurate understanding of the users and their comprehensiveness. Therefore, the model in question was valid from the point of view of experts who had practical knowledge about the use of social networks in learning.   ===================================================================================== COPYRIGHTS  ©2019 The author(s). This is an open access article distributed under the terms of the Creative Commons Attribution (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, as long as the original authors and source are cited. No permission is required from the authors or the publishers.  ====================================================================================