Agricultural education
yaghoobi Ahmad; Fatemeh Ali Tavakoli; Azar Safari Navid
Abstract
Electronic media and virtual social networks have become an inseparable part of human life, and their role in improving learning and changing individuals' behavior has attracted researchers' attention. This issue received particular emphasis during the COVID-19 pandemic to compensate for physical attendance ...
Read More
Electronic media and virtual social networks have become an inseparable part of human life, and their role in improving learning and changing individuals' behavior has attracted researchers' attention. This issue received particular emphasis during the COVID-19 pandemic to compensate for physical attendance limitations in educational environments. Accordingly, this study employed the Technology Acceptance Model (TAM) to analyze the use of virtual social networks as a complement to virtual learning programs at the Faculty of Agriculture, Bu-Ali Sina University during this period. For data collection, the standardized Park (2009) questionnaire was used in electronic form after translation and verification of its validity and reliability. From among 780 undergraduate students, 160 were selected as the sample and examined. The collected data were processed using both SPSS and Smart PLS software. Correlation analysis revealed a positive and significant relationship (p < 0.05) between the two variables of 'perceived usefulness of social networks' and 'subjective norm' with students' attitudes and their behavioral intention to use social networks. Additionally, a positive and significant relationship was observed (p < 0.05) between students' attitudes toward social networks and their behavioral intention to use them. However, no significant relationship was found between the two variables of 'perceived ease of use' and 'access to networks' with the variables of attitude and behavioral intention. Evaluation of the research model using Smart PLS software showed that the employed model had relatively good overall fit, explaining 42% of the variance in behavioral intention to use social networks and 32% of the variance in students' attitudes toward using virtual social networks.
Agricultural education
Khalil Mirzaei; Masoud Samian; azam shakori; Marjan Sepahpanah
Abstract
The main purpose of this s tudy was to inves tigate the Inhibitors of e-learning (non-face-to-face) fromthe viewpoint of the Faculty of Agriculture of Bu Ali Sina University. The scope of this s tudy of the FacultyAgriculture of Bu Ali Sina University. The required data for the research has been collected ...
Read More
The main purpose of this s tudy was to inves tigate the Inhibitors of e-learning (non-face-to-face) fromthe viewpoint of the Faculty of Agriculture of Bu Ali Sina University. The scope of this s tudy of the FacultyAgriculture of Bu Ali Sina University. The required data for the research has been collected using a survey andques tionnaire method. In order to determine the reliability of the ques tionnaire, the ordinal theta coefficientwas used, 82% for 46 ques tions. The sample population of the Faculty Agriculture of Bu Ali Sina Universityincludes 81, that were selected by random sampling in several s tages (n=63). Exploratory factor analysis was used to identify the barriers to e-learning. The results of the exploratory factor analysis show thatimplementation obs tacles such as low facilities for evaluating learning progress in courses, low facilities of eelectronic education sys tem for the continuation of learning activities by faculty members, low facilities, in the electronic education sys tem in terms of providing the possibility of feedback by the members of the academics taff, the low level of permission to the learner or the teacher to change the way the lesson is presented,the low level of encouragement of the electronic education sys tem in the communication between learnerand teacher have the mos t significant effect in obs tacles, as a result, removing these obs tacles leads to the development of education It will be electronic.
