editing and Validating the Virtual Education Model of Transition Literacy Students

Document Type : Research Paper

Authors

1 PhD student in distance education planning, Payame Noor University, Tehran, Iran

2 Professor, Department of Educational Sciences, Payame Noor University, Tehran, Iran

3 Associate Professor, Department of Educational Sciences, Payame Noor University, Tehran, Iran

4 Assistant Professor, Department of Educational Sciences, Payame Noor University, Tehran, Iran

https://doi.org/10.34785/J012.2019.378

Abstract

Objective: Lack of providing optimal and timely use of new technologies in the field of literacy has changed into a belief in the countrywide illiteracy eradication programs in the Islamic Republic of Iran.This reality reflects the significant impact of new technologies on learning and requires strategic changes in the planning system (such as changes in the EdTechtools from unimedium to multimedia) and changes in the teaching methods in general (from traditional approaches to new approaches, which are usually technology-based ones). Literacy education is offered in the ages rangingfrom 10to 49 years in Iran in the form of three courses : literacy, maintenance and transferwhich havetheir own goals and contents. The transition period is considered as a period providing the opportunity for those who have completed the literacy coursesand also for those who do not qualify for further education in the formal education system. A two-hundred-hour teaching program has to be designed and implemented through virtual education or self-teachingprogramsduring the transition time based on the article 10 of the Educational Structure of the Literacy Movement, approved in the 833rd session of the Higher Education Council. This is considered as an opportunity for the planners and educators to take advantage of e-learning and virtual education to help them achieve the goals of the transition period. Although various virtual education models have been used to explain and plan educational activities to achieve success in virtual education programs in recent years, there has been no observed patterns of education and learning for low-educated adults. Therefore, the present study is an attempt to present and validate the virtual education model of adult learners in the transition period. To achieve these goals, three questions were raised: 1. What are the components of the adult virtual education? 2. What are the components of the initialdesigned model? 3.What are the experts’ points of view regarding the validity of the designed model?
Methodology: The present surveyhas been conductedthrough anexplanatory sequentialwhich is basically considered as a kind of mixed-method. Sample size and sampling procedurecriterion, data collection and analysiswere different in different levels and stages of the survey because of the use of the theoretical sampling method. Thematic analysis was used to analyze and interpret the qualitative data. The collected data were analyzed, categorized, organized, and classified using this analytical method. Major categories were extracted and presented in a conceptual model. At first 12 components and 34 sub-components were extracted from the qualitative data based on the documentary and library studies, then the virtual teaching model was developed and presented to the experts for the validation process. In the quantitative part of the survey, the experts validated the model using an electronic questionnaire.
Results:The findings of the analysis of the first question results led to the extraction of the components of the virtual education for the transition students. These components include the virtual literacy teaching, adult literacy features, learning position and teaching elements, learning principles, learning culture, learning environment, learning experiences, objectives, content, teaching methods and assessment. The findings of the second question led to the formulation of a conceptual framework from the initial model of the survey. The initial model consisted of three main components :literacy characteristics, learning status and teaching elements. Regarding the importance of the role of the individuals involved in the teaching and learning process as well as his major role as the most influential factor in his own learning, a component called adult learnerhas beenconsidered at the top of the model. On the other hand, in a new definition, the ability to make change is the criterion of literacy. Accordingly, although learning is often considered as a cognitive activity that happens in mind, it also has cultural origins which is the basis for the formation of interaction between learners, the interaction between the learner and the teacher, and also the changes in the learner's view of the content of learning. These factors represent the formation of a learning culture. The findings of the third question were plotted in a conceptual model. The adult learner in this literacy model is placed in the center of the model and the other factors are considered as the subsidiary ones located around this important and crucial factor. Compared to the existing models, this model has advantages such as consideringthe adult learner at the center of the model, paying more attention to the time andspace of learning, considering planning principles, as well as focusing on the psychology and philosophy of adult education. In the present model, due to the nature of the virtual education and distance education and the central role of the learner, with his literacy at the center of the model, special attention has been paid to his self-direction which actually leads him to an effective teaching-learning environment.
Considering the occupational and family limitations, the adult learner has no limitation on learning time in virtual education and can learn at any time during his leisure or free time. Based on the pedagogical approach and in the age of concepts, the leaning space has removed the limitations of the classroom, school, and any physical dimensions of teaching space. In addition, in virtual education, space is a concept rather than being a place. There is more freedom and more domination in the learning environment. As the concept of learning space evolves, new types of interactions, such as the interaction of content with content, also emerge which enhances the learner's interaction with the content and motivates the learner resulting in removing the traditional teaching and learning gaps. The learning space also allows teachers to play a facilitating role in the learning process for learners and to push education towards new ways of learning.
The validity of the present model was evaluated by experts. Expert responses with an average of 4.40 of the responses indicate that the model is appropriate. The t-test results were also significant at 95% confidence level for all the questions. Based on the findings of this study, the designed model is valid enough to be used for adult learners in the transition period of the virtual education. In future surveys, the validity and effectiveness of this model can be evaluated from the perspectives of literacy students as the most important learning factor and also from the points of view of literacy teachers.This model is the first model developed for adult virtual education; therefore, more surveys have to be conducted to address its potential drawbacks.

Keywords


Alfred, M. V. (2003). Sociocultural Contexts and Learning: Anglophone Caribbean Immigrant Women in U.S. Postsecondary Education. Adult Education Quarterly53(4), 242–260.
Altwam, A. (2018).  Literacy: A New Meaning to the Word.  Retrieved from https://medium.com/literate-schools/literacy-a-new-meaning-to-the-word-6ed9c52637cc Amber,  M. ( 2014 ). Sensemaking in Second Life, Procedia Technology 13, University of Queensland Business School, Brisbane, Australia.
Bagherzadeh, A. (2014). Eradication of illiteracy in the Islamic Republic of Iran. Second
edition, Tehran: Literacy Movement Organization. (Persian)
Barkhoda, S. J., Barari, N., Rezaeizadeh, M., Khorasani, A., & Haj Zin Al-Abedini,
M. (2018). Investigating the relevance of teaching activities and methods in e-learning courses with learning theories. juornal of  Research  in Teaching, 5 (4), 17-31. 
Bokova, I. (2017). UNESCO Director-General, Message on International Literacy Day – September 9, Retrieved from http://en.irunesco.org. (Persian)
Chang, C .(2011). Constructing a Streaming Video-Based Learning Forum for collaborative Learning. journal of Educational Multimedia and Hypermedia. 3 (7), 245-249.
Christian B. S. (2019). Organisational perspectives on the digital transformation of adult and continuing education: A literature review from a German-speaking perspective. Journal of Adult and Continuing Education, 1(1),123-138.
Corbin, J., & Strauss, A. (2008). Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory (3rd ed.). Thousand Oaks, CA: Sage.
Corlane, B., Charlette, D., & Kweku-Muata, O-B. (2018). Investigating critical success factors in online learning environments in higher education systems in the Caribbean. Information Technology for Development, 24(3), 582-611 | Published online
Clair, R. S. (2002). ACVE-Andragogy Revisited: Theory for the 21st Century. Retrieved from: http://www.cete.orglacve/testonly/docgen.asp
Ebrahimzadeh, I. (2006). ICT-Based Education: Conceptual Searches. Peak Noor, 4(4) (16th consecutive):3-13. (Persian)
Rahimi Doost, Gh., & Razavi, S. A. (2012). Feasibility of Implementation of E-Learning Project,  Journal of Educational Sciences, Shahid Chamran University of Ahvaz. (Persian)
Fallah, V., & Akbarzadeh, N. (2018). Review of textbook content in terms of sequence and sequence of similar subjects and aspects in the secondary school. Quarterly Journal of Psychology, Social Sciences and Education, 2(2), 17-30. (Persian)
Farmahini Farahani, M. (2014). Descriptive Culture of Educational Sciences. Tehran, Shabahang Publications. (Persian)
Firouz Far, I., & Ali Shirmard, A. (2016). A Look at Virtual Education in the Iranian Education System. Journal of Comprehensive Management, 1(2), 89-101. (Persian)
Gerdprasert, S., Pruksacheva T., Panijpan, B., & Ruenwongsa, P. (2010). Development of a web-based learning medium on mechanism of labour for nursing students. Nurse Educ Today, 30(5), 464-469.
 Ghorbankhani, M., & Salehi, K. (2017). Representing the Challenges of Virtual Education in the Higher Education System of Iran: A Phenomenological Study. Journal of Information and Communication Technology in Educational Sciences, 7(2), 123-135. (Persian)
 
Hansen, J. M., & Childs, J.(1998). Creating a school where people like to be. Education Leadersh, 56(1),14-17.
Henschke, J. A. (2008). Considerations regarding the future of andragogy.Practitioner's Journal" Adult Learning", 22(1), 35-46.
Henschke, J. A. (2009). A perspective on the history and philosophy of andragogy:An international sketch. Retrieved  fromhttp://works.bepress.com/john_henschke/25/
Isaac Kofi B. (2019). Experiences of adult learners using Sakai Learning Management System in learning in Ghana. Journal of Adult and Continuing Education, Retrieved from  https://doi.org/10.1177/1477971419864372
Jahanara, A. R., Sarmadi, M. R., Esmaili, Z., & Zarabian, F. (2019). Design and validation of project-based distance learning model with emphasis on constructivist  approach. juornal of  Research  in Teaching, 6 (4), 86-105.
Kadivar, M., Seyedfatemi, N., Zolfaghari, M., Mehran, A., & Hosseinzadeh, Z. (2017). The effect of  cybersecurity education on the psychological competence of second level nurses in neonatal intensive care units, Iranian Journal of Medical  Education, 17 (11), 65-78. ( Persian)
Khalil, M., & Saar, V. (2009). The classroom learning  environment as perceived by students in Arab elementary schools. Learning Environments Research,12(2), 143-156.
Khakzad, A. (2019). Adult educational content production guide for literacy programs. First edition, Tehran: Literacy Movement Organization. ( Persian)
Knowles, M., & Richard, A. S. (2005). The Adult Learner The Definitive Classic in Adult Education and Human Resource Development. Elsevier Burlington, USA Corporate Drive.
Mansouri, S., Nili, A., Abadi, M. R., Fardanesh, H., Delaware, A., & Amirtimouri, M. H. (2017). Developing and validating a dialogue-based educational design model. juornal of  Research  in Teaching, 4 (1), 147-174.
Mohseni Zadeh, M. (2019). Validation of Self-directed Learning Ability Scale in Nursing Students. Journal of Strategies of Medical Education, 21(2), 24-40. ( Persian)
Najafi, F. (2018). Investigating the Factors of Visual Attention and Its Impact on Web-
Based E-learning Environments on Students' Learning and Motivation in English Language Lesson with Eye Tracking Technology. M.Sc., Allameh Tabataba'i University, Faculty of Psychology and Educational Sciences,12(3), 132-147. ( Persian)
Nori, A. (2011). Develop a conceptual framework program is compatible with brain, phd
thesis,universityof Tarbiyat modares.
Park, S. (2011). The Impact of Organizational Learning Culture, Goal Orien-tation, Managerial Effectiveness, and Psychological Empowerment on Employee’s Workplace Learning. Doctoral dissertation, University of Minnesota.
Reyahi nezhad, H., & Razaghi,  H. (2018). Higher Education Council Resolutions. First edition, Tehran, Sades Publishing.
Rezaei, F. (2008). Quality of Adult Education in Isfahan Middle School. Knowledge and Research in Educational Sciences – 111( 20), 128-139. ( Persian)
Saeed, N., & Mehrabi, M. (2013). The Effectiveness of Cognitive and Metacognitive Strategies Training on Empowering These Strategies, Self-directed Learning Readiness, and Student Self-Efficacy. Academic Journal of E-Learning. 4(3), 14-33. ( Persian)
Sampaio, R. (2008). teaching and distance learning in the digital age:Basic principles, proceedings of the X international symposium on computers in education. Spain, Salamanca.
Sarmadi, M. R., Saif, M. H., & Talebi, S. (2012). Theoretical and Philosophical Foundations of Distance Education, Tehran: Payame Noor University Publications. ( Persian)
Sarrab, M. (2016). M-learning in education: Omani Undergraduate student's perspective. Social and Behavioral Sciences, 176(2015), 834 – 839.
Schein, E. H. (2004). Organizational culture and leadership (3rd ed. Vol. 1). San - Francisco, CA, Jossey-Bass Inc Pub.
Seraji, F. (2012). Virtual Learning Environments, a Possibility to Help Improve the Learning Process, Journal of Cultural Strategy Research, 3(17,18) 111-129. ( Persian)
Stuart-Buttle, R. (2013) Virtual Theology, Faith and Adult Education: An Interruptive  Pedagogy, Cambridge Scholars Publishing, 12 Back Chapman Street, Newcastle upon Tyne, NE6 2XX, UK.
Tassawar, I., Klaus, H., & Amin, T. (2010). Second Life for Illiterates: A 3D Virtual World Platform for Adult Basic Education. Retrieved from: https://www.researchgate.net/publication/221238121_Second_life_for_illiterates_A_3D_virtual_world_platform_for_Adult_Basic_Education
Tomas, J., & Angela, H. (2008). methods for the Thematic Synthesis of Qualitative Research in Systemetic Reviews, ESRC Natonal Center for Research methods NCRMWorking Paper Series Number(10/7), social Science Research unit,LondonToward a better understanding. High School Journal, 84(2), 35-53.
Tsun-Ju, L., Szu-Yun, W., Scott, G., Ching-Ling, C., & Yu-Ju, L. (2014). Task-based
 teaching approaches of Chinese as a foreign language in Second Life through teachers’ perspectives,Procedia Technology 13, 16 – 22.
Tusting, K., & Barton, D. (2003). Models of adult learning: a literature review. National Research and Devolopment Center for literacy and numeracy, Lancaster University (U.K). 15(3), 19 – 31.
Vella, J. (2007). On Teaching and learning: Putting the principles and practices of dialogue Education into action. San Francisco, CA, Jossey-Bass.
Vodde, R. F. (2008). The efficacy of an andragogical instructional methodology in basic police training and education. Doctoral dissertation, University of Leicester.
Yukselturk, E., & Bulut, S.(2007) Predictors for student success in an online course. Educational Technology and  Socity, 10(2), 71-83.
Yousefian Jazi, R. (2018). Evaluation of the Impact of  E-Learning and ICT on Academic Achievement and Social Cohesion of Mentally Retarded Students. Isfahan Payam Noor University, Mobarak Payam Noor Center. ( Persian)
Zanganeh, H. , Pourmashidi,  M., Velayati,  E., & Abolghasemi, E. (2015). Cognitive Rainfall Management in Designing and Producing Electronic Content. Quarterly Journal of Education and Learning Technology, 8(4), 104-124. ( Persian)