Document Type : Original Article


1 Department of philosophy of Education, Faculty of Educational Sciences and Psychology, Payam Noor University, sardasht, Iran.

2 Department of Educational Sciences, Payam Noor University

3 Associate Professor -Department of philosophy of Education, Faculty of Educational Sciences and Psychology, Payam Noor University, Tehran, Iran.

4 Department of philosophy of Education, Faculty of Educational Sciences and Psychology, Payam Noor University, Tehran, Iran


The purpose of this study was to determine the effectiveness of web-based distance learning model in the context of a constructivist learning approach on learning performance, satisfaction and attitude of Payame Noor Sardasht students. The research method was quasi-experimental with pretest-posttest design. The statistical population of the study included all students of Payame Noor University of Sardasht who selected 45 people as the research sample, using Morgan table and cluster sampling method. Of these,15 students were assigned to conventional distance education group, 15 to the distance education group based on reproductive learning, and 15 to the project-based group. Data collection tools included a teacher-made test to measure learning performance as well as a researcher-made satisfaction and attitude questionnaire that the content validity of the teacher-made test was reviewed and approved by professors. And its reliability through splitting method was 82% in pre-test and 85% in post-test using Spearman-Brown formula. The content validity of the satisfaction questionnaire and the attitude questionnaire were reviewed and approved by experts and the reliability of the satisfaction questionnaire was 84% and the attitude questionnaire was 80% using Cronbach’s alpha. Data analysis was performed using inferential statistics and one-way analysis of variance. Emphasizing the research findings, it can be claimed that both web-based distance learning models have a positive effect on students learning, satisfaction and attitude. Based on these findings, it can be concluded that these two educational models (project-based learning and reproductive learning) have a great impact on increasing students’ learning performance, satisfaction and attitude.


Ashrafi, S., & Zinabadi, H. R. (2020). The educational cynicism among the students of distance learning: Identification of indicators and dimensions of quality research. Journal of Cognitive Strategies in Learning, 8(14), 187-204.
Damon, N. B. (2017). The introduction of online mathematics assessment as an alternate assessment to facilitate mathematics learning of Senior Phase Deaf and Hard of Hearing Learners. (Doctoral dissertation, Stellenbosch University, South Africa). Retrieved from /10019.1/101318?show=full
Dastanpoor, T., &  Karamalian, H. (2017). Investigation of the adaptation of E-Learning system curriculum with concepts of the constructivist approach from viewpoints of Payme Noor university lecturers and Students. Research in Curriculum Planning, 14(28), 100-110.
Dias, M., & Brantley, D. L. (2017). Setting the Standard for Project Based Learning: A Proven approach to rigorous classroom instruction. Interdisciplinary Journal of Problem-Based Learning, 11(2), 1-4.
Ebrahimi, K. M. S., Karami, M., Ahanchiian, M. R., & Masnan, M. P. (2014). Investigating the effect of web-based teaching based on constructivist theory on satisfaction and recognition of participants in nursing educational courses. Quarterly Journal of New Approach in Educational Management, 5(2), 1-24.
Girvan, C., & Savage, T. (2010). Identifying an appropriate pedagogy for virtual worlds: A Communal Constructivism case study. Computers & Education, 55(1), 342–349.
Jafari, S., & Mohammadi, Z. Z. (2017). The Effect of the project-based learning approach on learning the English terms of the Iranian learners. Journal of Linguistic Research in Foreign Languages, 7(2), 325-354.
Jahanara, A., Sarmadi, M. R., Esmaili, Z., & Zarabian, F. (2019). Design and validation of a project-based distance learning model with an emphasis on constructivist approach. Journal of Research in Teaching, 6(4), 86-105.
Jahanara, A., Sarmadi, M. R., Esmaili, Z., & Zarabian, F. (2020). Designing, validation, implementing and measuring the effectiveness of web-‎based distance education based on the constructivism school. (Unpublished doctoral dissertation). University of Payame Noor, Tehran, Iran.
Javadi B. M., Ebrahimzadeh, I., Farajollahi, M., & Sarmadi, M. R. (2011). Designing a model for assessing the effectiveness of distance teaching system at Payame Noor University. Quarterly Journal of Information and Communication Technology in Educational Sciences, 2(1), 80-98.
Jha, A. (2017). ICT pedagogy in higher education: A constructivist approach. Journal of Training and Development, 3(1), 65-70.
Kalra, R., Sundrarajun, C., & Komintarachat, H. (2017). Using portfolio as an alternative assessment tool to enhance Thai EFL students' writing skill. Arab World English Journal (AWEJ), 8(4), 292-302.
Mansoori, S. (2016). Developing and validating a communication design model based on dialogue and determining its effectiveness on fifth grade primary students' critical thinking. (Unpublished doctoral dissertation). University of Allameh Tabatabai, Tehran, Iran.
Mattar, J. (2018). Constructivism and connectivism in education technology: Active, situated, authentic, experiential, and anchored learning. RIED. Revista Iberoamericana de Educación a Distancia, 21(2), 201-217.
Mavroudi, A., & Hadzilacos, T. (2016). Historical overview of adaptive e-learning approaches focusing on the underlying pedagogy. In: Li Y. et al. (eds) State-of-the-art and future directions of smart learning. Lecture Notes in Educational Technology. Singapore: Springer.
Mohammadi, R., Sadeghimand, F., & Zamanifar, M. (2017). The Role of communication and information technology in effective teaching-learning process in engineering teaching groups. Quarterly Journal of Research, 5(4), 165-183.
Mohammadi, M. M., & Taghipour, K. (2016). The Effectiveness of e-teaching on the course of bacteriology based on constructivism approach compared to cognitive approach. Iranian Journal of Medical Teaching, 16(4), 251-262.
Moore, M. G., & Kearsley, G. (2011). Distance education: A systems view of online learning. Belmont, CA: Wadsworth Cengage Learning. 10.1080/00131911.2020.1766204
Puolitaival, T., & Kestle, L. (2018). Teaching and learning in AEC education – the building information modelling factor. Journal of Information Technology in Construction (ITcon), 23(1), 195-214.
Rossman, G. B., & Rallis, S. F. (2017). An introduction to qualitative research: Learning in the field (4th ed.). Thousand Oaks, CA: Sage Publication.
Saifurrahman, I. P. (2017). The correlation between student’s mathematization and mathematical disposition in implementing generative learning. International Journal of Education, 9(2), 157-164.
Sarikhani, R., Mousavipour, S., Feizabadi, N., Rahimi, E., & Zare, M. (2017). The Effect of teaching based on the design of generative design on nursing students' learning in physiology course. Journal of Developmental Strategies in Medical Education, 4(1), 16-26.
Sarmadi, M. R., & Zare, A. (2018). Educational presuppositions of hermeneutics’ in distance education generations. Journal of Fundamentals of Education, 8(1), 67-91.
Stewart, R. A. (2007). Investigating the link between self-directed learning readiness and project - based learning outcomes: The case of international Masters students in an engineering management course. European Journal of Engineering Education, 32(4), 453-465.
Yousefi, M., Assareh, A., & Hoseini, K. A. (2019). Exploration and explanation of the rationale of project-based curriculum. Journal Education of Technology, 13(3), 565-580.
Zanganeh, H., Nili, A. M. R., Fardanesh, H., & Delavar, A. (2014). Validating the generative learning model for improving students' analytical learning in the course of biology. Quarterly Journal of Educational Psychology, 33 (10), 87-113.