خلاصة:
The present study aimed at investigating the problems of technology-based interaction، self-instructive، evaluation and extra-organizational problems of the distance learning centers according to the viewpoints of Isfahan distance learning high school teachers and students. The research population included 4021 Isfahan male/female students and 402 high school teachers during the academic year 2008-2009 (1387-1388). The research sample included 300 students and 110 high school teachers of those centers who were selected through multistage cluster random sampling method.Two Likert-scale questionnaires were administered among the subjects. The face validity and the content validity of the questionnaires were well established at the experts’ discretion. The Cronbach coefficients were quite satisfactory (teachers’ α=0.88 and students’ α=0.87). Research findings revealed that according to the students’ viewpoints، all types of the problems were greater than the average at the confidential level of probability (P ≤0.05)، whereas the teachers believed that extra-organizational problems were lesser than the average. Moreover، there were significant differences between the demographic characteristics of teachers and students. Thus، the problems of distance learning centers according to the mentioned categories were considered more than average by students and teachers. These problems were due to poor communication infrastructure، lack of technological facilities، lack of proper notification methods، acculturation and evaluation of distance learning centers.
ملخص الجهاز:
Distance Learning, an Innovative Approach in Education: Investigating the Challenges of Distance Learning Centers: Perspectives of Teachers and Students Zohreh Aghakassiri* Maryam Etezadi** Ahmad Shabani*** Abstract {IBThe purpose of the present research was to investigate the problems of information technology-based interactions, self-learning, evaluation, and extra-organizational issues of distance learning centers from the perspective of secondary school teachers and students in Isfahan.
oohay@irisakahgaherhoz (**) Master of Educational Planning (***) Associate Professor and Faculty Member of University of Isfahan {IBDistance learning centers were assessed as being more than unusually problematic in the mentioned categories from the perspective of students and teachers, which stems from the weakness of communication infrastructures, the lack of technological facilities, the absence of proper information dissemination methods, and the lack of culture-building and evaluation in distance learning centers.
Is there a significant difference between the components of technology-based interaction, self-learning, evaluation, and extra-organizational problems of distance education centers from the perspective of students, according to demographic variables (gender, grade level)?
2. Is there a significant difference between the components of technology-based interaction, self-learning, evaluation, and extra-organizational problems of distance education centers from the perspective of teachers, according to employment status (permanent, contractual)?
3. Is there a significant difference between the opinions of teachers and students in examining the problems of technology-based interaction, self-learning, evaluation, and extra-organizational problems of distance education centers?
Discussion and Conclusion In the conducted research, the problems of students and teachers in distance learning centers in terms of information and communication technology-based interactions, self-learning, evaluation, and extra-organizational problems were investigated.
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