اثربخشی الگوی سنجش برخط مبتنی بر نظریه ارتباط‌گرایی بر ارتقاء کیفیت یادگیری دانش‌آموزان دوره متوسطه اول

Abedi, R. (2021). Design and validation of a smart personalized learning environment model and its impact on academic engagement, self-regulation, and students’ achievement [Unpublished doctoral dissertation]. Allameh Tabataba'i University, Tehran. [in Persian].

Alipour, K., & Colleagues. (2020). Weaknesses in electronic assessment methods in virtual learning. Curriculum Planning Bimonthly, 6(1), 23–40. [in Persian].

Amin Khandaghi, M., & Baghani, M. (2010). Learner assessment in e-learning environments with a review of the GPAM-WATA model. In Proceedings of the 5th National and 2nd International Conference on E-Learning and E-Teaching (Tehran). Retrieved from https://civilica.com/doc/111601 [in Persian].

Azimi, S., & Bahraei, E. (2022). Designing an educational model based on connectivism theory. Educational Technology in Learning, 5(17), 109–122. https://doi.org/10.22054/jti.2023.72399.1367 [in Persian].

Azizi, A., Ghanbari, S., Ta’ajobi, M., & Afzali, A. (2023). The role of electronic human resource management in the quality of virtual school education with the mediating role of teachers' professional teaching ethics. Teaching Research, 11(4), 1–26. https://doi.org/10.22034/trj.2023.62911 [in Persian].

Fink, L. D. (2005). Meaningful learning in higher education (A. Bazargan, Trans.). SAMT Publications. [in Persian].

Haghighi, F., & Farajollahi, M. (2014). Electronic cheating and plagiarism: The hidden and challenging face of assessment systems in open and distance universities and strategies for prevention – A case study of Payame Noor University. Journal of Education and Evaluation, Winter, 39–49. [in Persian].

Hatami, J., Rezaei, A., & Maleki, M. (2019). Assessment and evaluation in e-learning (2nd ed.). Tarbiat Modares University Press. [in Persian].

Karimi, V., & Amini Mostafaei Abadi, N. (2022). Learner evaluation methods in e-learning and their consequences on academic procrastination. Journal of Information and Communication Technology in Educational Sciences, 12(3). [in Persian].

Nazari, B., Hussin, A., & Niknejad, N. (2021). Connectivism: Promising constructs to the e-learning systems success. In International Congress of Advanced Technology and Engineering (ICOTEN). [in Persian].

Nikfahm, M. (2019). Performance-based evaluation in e-learning. Iranian Journal of Educational Technology, 14(3), 44–56. [in Persian].

Sajadi, H. (2021). Online assessment challenges in secondary education. Educational Research Bulletin, 10(2), 72–85. [in Persian].

Zaeerthabet, F., Pourghane, P., Khoshrang, H., & Ebrahiminia, A. (2020). Comparison of traditional and electronic testing methods based on medical students’ attitudes and experiences: A mixed-method study. Research in Medical Education Sciences. [in Persian].

Al Maawali, W. S. (2022). Experiential writing through connectivism learning theory: A case study of English language students in Oman higher education. Reflective Practice, 23(3), 305–318.

Chan, C., & Luo, J. (2020). Towards an inclusive student partnership: Rethinking mentors’ disposition and holistic competency development in near-peer mentoring. Teaching in Higher Education, 1–18.

Dacholfany, M. I., Saifi, I. L., & Sulaiman, S. (2022). Connectivism and constructivism approaches to social learning theory. International Journal of Education, Vocational and Social Science, 1(01), 1–19.

Downes, S. (2022). Connectivism. Asian Journal of Distance Education, 17(1).

Fink, L. D. (2013). Creating significant learning experiences: An integrated approach to designing college courses. New Horizons in Adult Education, 54–56.

Maam, R. (2016). Evaluating effectiveness of online assessment strategies. Journal of Educational Technology Development, 8(4), 15–30.

McDowell, L. (2011). Assessment for learning in online contexts. Teaching in Higher Education, 16(1), 129–141.

Mills, J., Bonner, A., & Francis, K. (2006). The development of constructivist grounded theory. International Journal of Qualitative Methods, 5, 1–10.

Rambe, S. L. (2021). Creative techniques for online learning assessment. Englisia: Journal of Language, Education, and Humanities, 8(2), 138–147.

Rienties, B., Hampel, R., Scanlon, E., & Whitelock, D. (2020). Open world learning: Research, innovation and the challenges of high-quality education. [Publisher or journal missing – please confirm].

Siemens, G. (2005). Connectivism: A learning theory for the digital age. Retrieved from https://www.elearnspace.org/articles/connectivism.htm

Sriram, G. (2022). Challenges of cloud compute load balancing algorithms. International Research: Modernization in Engineering Technology and Science, 4(1), 1186–1190.

Voskoglou, M. G. (2022). Connectivism vs traditional theories of learning. American Journal of Educational Research, 10(4), 257–261.

Wadi, M., Abdalla, M., Khalafalla, H., & Taha, M. (2020). The assessment clock: A model to prioritize the principles of the utility of assessment formula in emergency situations, such as the COVID-19 pandemic. Med Ed. [Volume/issue/page needed].

Zagoto, M. M. (2018). Pengembangan perangkat pembelajaran matematika berbasis realistic mathematic educations untuk siswa kelas V sekolah dasar. Jurnal Education and Development, 3(1), 53.