Alireza Niroomand; Ghodsi Ahghar; Leila Fathi Vernosfadrani
Abstract
Purpose: Learning strategies play an important role in performance and academic progress, and the design of various models can be effective in this field. As a result, the present research was conducted with the aim of designing a model of learning strategies.Methodology: The current research was cross-sectional ...
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Purpose: Learning strategies play an important role in performance and academic progress, and the design of various models can be effective in this field. As a result, the present research was conducted with the aim of designing a model of learning strategies.Methodology: The current research was cross-sectional in terms of time, applied in terms of purpose, and qualitative in terms of execution method. The research community was academic documents and experts about learning strategies in 2021. The sample of the research was 15 documents and 20 university experts who were selected as a sample based on the principle of theoretical saturation and after checking the inclusion criteria with the purposeful sampling method. The tools of the current research were note-taking and semi-structured interview, the validity of which was confirmed by the triangulation method and the reliability was obtained by the agreement coefficient method between two coders of 0.85. Data were analyzed by coding method in MAXQDA software.Findings: The findings showed that the pattern of learning strategies had 47 indicators, 7 components and 2 dimensions; So that the dimension of cognitive strategies had 4 components of repetition strategy, expansion strategy, organization strategy and evaluation strategy, and the dimension of metacognitive strategies had 3 components of planning strategy, monitoring strategy and organizing strategy.Conclusion: According to the indicators, components and dimensions of the learning strategies model, to improve the performance and academic progress of learners, it is possible to improve the identified dimensions and components of learning strategies.
Mohammad Reza Ehteshami; Zeinab Golzari; Leila Fathi Vernosfadrani
Abstract
Purpose: The present study was conducted to design a model of professional development courses for faculty members of Farhangian University with a reverse learning approach.
Methodology: This study was meta-combined in terms of applied purpose and method used. The prototype consists of 3152 studies ...
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Purpose: The present study was conducted to design a model of professional development courses for faculty members of Farhangian University with a reverse learning approach.
Methodology: This study was meta-combined in terms of applied purpose and method used. The prototype consists of 3152 studies obtained from scientific databases from 2000 to 2020. After screening in terms of title, abstract, content, research methodology, 60 studies were selected and analyzed. The hyper-combination results led to the identification of 9 main components and 58 sub-components. In the next stage, in order to enrich the research data, an interview was conducted with experts (faculty members of Farhangian University and familiar with professional development courses) in which 12 main components and 50 sub-components were identified. At this stage, data analysis was performed by theme analysis method. Then, the data of both phases were combined with each other, which finally obtained 15 main components and 55 sub-components. In the next step, a questionnaire was extracted from the identified components and provided to the experts to rank the components.
Findings: The components of institutional factors, support and support, pedagogy, evaluation and quality assurance, learning templates were the most important for experts in courses of professional development with reverse learning approach.
Conclusion: Finally, the lavage coefficient was used to validate the components and finally 10 main components and 38 sub-components were approved
