Intelligent Recovery Systems
Farshad Parhamnia; Majid Farahian
Abstract
Reflective thinking is the process of using the mind to search for meaning, to understand phenomena, to make decisions, and to solve problems. One of the most important ways to optimize Information-seeking behavior is to use higher-order thinking, especially reflective thinking. The study aimed to predict ...
Read More
Reflective thinking is the process of using the mind to search for meaning, to understand phenomena, to make decisions, and to solve problems. One of the most important ways to optimize Information-seeking behavior is to use higher-order thinking, especially reflective thinking. The study aimed to predict information-seeking behavior of medical sciences students based on their reflective thinking in English for specific purposes (ESP) courses. The present study is an applied research that adopted a survey method. The participants were 377 students of medical sciences of Kermanshah Medical University and Islamic Azad University Kermanshah branch. Two questionnaires namely, one researcher-made to assess information-seeking behavior and one to measure reflective thinking perceptions of ESP students were employed. The results revealed that the overall mean of information seeking behavior was lower than the expected value (3) indicating that the ESP students were not at an acceptable level of information-seeking behavior. In addition, the mean of reflective thinking was also lower than the expected value (3), showing that the participants’ level of reflection was not satisfactory. In addition, the result of regression analysis results showed that there is a significant relationship between the two variables of reflective thinking and information-seeking behavior. Based on the findings, paying attention to medical sciences students’ reflective thinking is an important issue. When learning ESP comes into play such an importance will be doubled. On the other hand, students would get benefit from information-seeking behavior if they use high levels of reflective thinking.
Knowledge Management
Majid Farahian; Farshad Parhamnia
Abstract
The present study aimed to investigate the effect of knowledge sharing on the metacognition of English as a foreign language (EFL) teachers with the mediation of creativity in the era of Covid-19. The research method was applied in terms of purpose and descriptive survey in terms of method. The statistical ...
Read More
The present study aimed to investigate the effect of knowledge sharing on the metacognition of English as a foreign language (EFL) teachers with the mediation of creativity in the era of Covid-19. The research method was applied in terms of purpose and descriptive survey in terms of method. The statistical population of the research includes English language teaching faculty members who were teaching in state and non-state universities of Iran. Out of a total of 450 questionnaires sent to the teachers' emails, 300 were returned, of which 288 questionnaires were found usable. Therefore, the sample size was considered equal to 288 based on the available sampling method. Data collection was done using three questionnaires, include, knowledge sharing, creativity, and metacognition. The results of Cronbach's test showed a desirable level of reliability for the knowledge-sharing questionnaire (0.793), the creativity questionnaire (0.921), and the metacognition questionnaire (0.752). In order to analyze the data, descriptive statistics, multiple regression, and path analysis were used with SPSS 23 and Amos 21 software. The findings of the research showed that the variables of participation in writing, organizational communication, personal relationships, and group activity were able to explain the changes related to creativity. Among these variables, only participation in writing could explain the changes related to metacognition. In addition, the creativity variable was able to explain changes related to metacognition. In general, the results indicated that teachers who have higher degrees of knowledge-sharing are more creative in teaching and this may help to develop metacognition.
Farshad Parhamnia
Abstract
IntroductionOne of the concerns of graduate students is choosing a research topic is writing a thesis. Factors that indirectly affect the creativity of choosing the research topic and directly affect the sharing of knowledge are cognitive factors such as attitude, motivation, awareness and knowledge ...
Read More
IntroductionOne of the concerns of graduate students is choosing a research topic is writing a thesis. Factors that indirectly affect the creativity of choosing the research topic and directly affect the sharing of knowledge are cognitive factors such as attitude, motivation, awareness and knowledge and mental norms. It seems that cognitive factors have a key role in knowledge sharing among graduate students and that knowledge sharing is a factor in the transfer of thoughts and ideas. Therefore, it is likely that it plays a mediating role due to the nature of knowledge sharing. Accordingly, by conducting the present study, the researcher aimed to explore the relationship between cognitive factors mediating the intensity and quality of knowledge sharing with the creativity of choosing a research topic among graduate students of universities in Kermanshah.Research Hypothesis(s)Based on the theoretical foundations, several hypotheses will be answered in this research.Variables of cognitive factors can predict the intensity of knowledge sharing.Variables of cognitive factors can predict the quality of knowledge sharing.Knowledge sharing variables (intensity and quality of knowledge sharing) can predict creativity in choosing the research topic.The change in the subscales of cognitive factors can explain the variance of the intensity and quality of knowledge sharing on creativity in choosing a research topic among master's and doctoral students. Literature ReviewDuring the research conducted in databases, no study was found that directly addressed the relationship between cognitive factors and creativity in choosing a research topic with the mediation of knowledge sharing. But research has been done regarding cognitive factors with knowledge sharing. Therefore, the researcher refers to some of the previous studies that were aligned with some of the variables examined in the present study:The results of the Akhavan and Rahimi (2013) showed that internal motivational factors have a higher priority than external motivational factors among employees. In addition, motivational factors including friendly and intimate communication, and career promotion were recognized as the most important internal and external motivational factors affecting knowledge sharing. The results of the study by Hajianand and Sardar (2017) showed that external and internal motivational factors had an effect on the attitude towards knowledge sharing. In this regard, Nouri Koohani and Nadi (2019) found that that internal and external motivation, attitude about knowledge sharing, perceived behavioral control, mental norms and intention to share knowledge are effective in increasing teachers' knowledge sharing behavior. The results of the research carried out by Martini (2006) revealed that extrinsic motivation has no effect on a person's attitude towards knowledge sharing. Moshref Javadi et al. (2012) also found that motivation and trust factors are effective factors onin sharing knowledge. Shahzadi, Hameed and Kashif (2015) indicate that all individual motivational factors are positively and strongly related to the optimistic knowledge sharing behavior of academics. The research results of Bilginoglu and Yozgat (2018) showed that between the relationship between perceived training intensity and observed knowledge sharing, and internal motivation and self-efficacy as moderating variables had a positive effect on knowledge sharing. Based on Mohammad, Alajmi and Ahmed (2018) extrinsic motivation has a positive effect on knowledge sharing intentions and attitudes, but intrinsic motivation only has a positive effect on knowledge sharing attitudes.MethodologyThe method of the current research was applied, survey-analytical. The statistical population of the research included approximately 9000 graduate students of major universities in Kermanshah in 2019. The sample size was 368 students. The sampling method was available sampling due to the COVID-19 crisis. The data collection tool was done using a 32-item questionnaire. The method of formulating the questions of attitude, motivation, awareness and knowledge variables as cognitive variables and creativity in choosing the research topic as a researcher-made and variable of mental norms using the research of Chennamaneni et al. (2012) the components of the intensity of knowledge sharing and the quality of knowledge sharing from The research of Chiu et al. (2006) was used with general changes. Cronbach's alpha test was used to determine the reliability of the questionnaire. The results of this test showed a total of 32 questions were obtained equal to 0.941, which indicated the acceptable reliability of the scale. Data analysis was done using Pearson's correlation coefficient test, multiple regression, and path analysis based on determining the relationships between independent variables and using SPSS 23 and Amos software.ResultsThis research seeks the relationship of cognitive factors with the creativity of choosing a research topic with regard to the mediating role of the intensity and quality of knowledge sharing among graduate students of Universities of Kermanshah city. Accordingly, the present study attempts to show that cognitive factors by mediating the intensity and quality of knowledge sharing immediately lead to the creativity of research topic selection among graduate students. The results of the first and second hypothesis showed that all cognitive variables had a positive relationship with the mediator variable, i.e. the intensity of knowledge sharing and the quality of knowledge sharing, but in the regression analysis of the motivation subscale, it did not contribute to this research. However, the findings of the research confirmed the first and second hypothesis with three subscales of cognitive factors (attitude, awareness and knowledge and mental norms).The answer to the third hypothesis of the research is that knowledge sharing variables (intensity and quality of knowledge sharing) have the ability to predict creativity in choosing the research topic. The findings of this research also confirmed this hypothesis. The answer to the fourth hypothesis showed that the relationship between cognitive factors and the intensity of knowledge sharing among master's students was better. But in relation to cognitive factors with the quality of knowledge sharing, PhD students were in a better situation. It seems that the quality of knowledge sharing among Ph.D students is very important in choosing the topic of a research thesis. Also, there is a difference between the prediction of the dependent variables of the mediator and the dependent variable of the criterion among master's and doctoral students. In other words, the relationship between the variables of intensity and quality of knowledge sharing with the creativity of choosing a research topic among master's students is in a better condition.ConclusionIn general, the results of this research showed that cognitive factors including attitude, awareness and knowledge, and mental norms can indirectly realize the creativity of postgraduate students' research topic selection by mediating the intensity and quality of shared knowledge. In other words, research creativity will reduce or eliminate the concerns of choosing a research topic for graduate students. Because these students face a big challenge when choosing thesis or dissertation topics. Furthermore, choosing the subject by students requires sharing knowledge among people and spending time on the part of supervisors and advisors. This article has a key contribution. It is one of few studies that have been conducted on the relationship between cognitive factors on knowledge sharing and creativity in choosing a research topic.
Farshad Parhamnia
Abstract
The Chicago School places a strong emphasis on personal and interpersonal communication. In this school, communication between individuals knows the basis of human life, which plays a central role in individual and collective relationships. The main and most famous theory of this school is the theory ...
Read More
The Chicago School places a strong emphasis on personal and interpersonal communication. In this school, communication between individuals knows the basis of human life, which plays a central role in individual and collective relationships. The main and most famous theory of this school is the theory of symbolic interactionism. In this theory, actors strive for common understanding only through logic, cooperation, and through language and symbols. The purpose of the present study was to investigate the status of informal scientific communication in the Chicago school with emphasis on symbolic interaction theory. Symbolic interaction in each actor has a purpose that often involves choosing a tool to achieve that goal. That is, the tools and the goal are empirically and analytically distinct. Symbolical tools and devices of paramount importance are symbols and languages that lead to informal scientific communication between individuals in a perfectly logical environment, free from blind prejudice. Given that action takes place in a social setting and part of social communication and that scientific communication is also a subset of social communication, it can be one of the essential axes of the social institution that plays an important role in the development of science. has it. In the Chicago school, scientific communication is regarded as part of human communication because social life in the scientific community involves all kinds of communication and social interaction between individuals.
Farshad Parhamnia
Abstract
One of the methods of information analysis is the hermeneutic method which is a method for interpreting texts. The aim of the present study was to explain the hermeneutical method in the field of knowledge and Information science and provide a model of hermeneutical process analysis.The present study ...
Read More
One of the methods of information analysis is the hermeneutic method which is a method for interpreting texts. The aim of the present study was to explain the hermeneutical method in the field of knowledge and Information science and provide a model of hermeneutical process analysis.The present study is a critical-argumentative review in which documentary and library methods have been used for information gathering.The findings showed that hermeneutical method can be used as one of the methods of qualitative research in the field of knowledge and Information science. What is shared between the field of knowledge and Information science with hermeneutics is the text's interpretation as information used in the field of data storage and retrieval systems. Moreover, in data retrieval systems, data entry is not possible without prior knowledge. The most important hermeneutic view in this area is that it considers recovery behavior as a text. It can be concluded thatHermeneutics can be used as a method in the field of knowledge and Information science in the production of new knowledge and in a way that plays an essential role in the field of information retrieval systems.
