Pub Date : 2022-09-01DOI: 10.30476/IJVLMS.2022.95137.1151
Jason B Colditz, Ariel Shensa, Amy J Kennedy, Michelle S Woods, Jaime E Sidani, Brian A Primack
Background: Evidence-based prescribing (EBP) results in decreased morbidity and reduces medical costs. However, pharmaceutical marketing influences medication requests and prescribing habits, which can detract from EBP. Media literacy, which teaches critical thinking, is a promising approach for buffering marketing influences and encouraging EBP. The authors developed the "SMARxT" media literacy education program around marketing influences on EBP decision-making. The program consisted of six videos and knowledge assessments that were delivered as an online educational intervention through the Qualtrics platform.
Methods: In 2017, we assessed program feasibility, acceptability, and efficacy of enhancing knowledge among resident physicians at the University of Pittsburgh. Resident physicians (n=73) responded to pre-test items assessing prior knowledge, viewed six SMARxT videos, and responded to post-test items. A 6-month follow-up test was completed to quantitatively assess sustained changes in knowledge and to qualitatively assess summative feedback about the program (n=54). Test scores were assessed from pre- to post-test and from pre-test to follow-up using paired-sample t-tests. Qualitative results were synthesized through content analysis.
Results: Proportion of correct knowledge responses increased from pre-test to immediate post-test (31% to 64%, P<0.001) at baseline. Correct responses also increased from pre-test to 6-month follow-up (31% to 43%, P<0.001). Feasibility was demonstrated by 95% of enrolled participants completing all baseline procedures and 70% completing 6-month follow-up. Quantitative measures of acceptability yielded positive scores and qualitative responses indicated participants' increased confidence in understanding and countering marketing influences due to the intervention. However, participants stated they would prefer shorter videos, feedback about test scores, and additional resources to reinforce learning objectives.
Conclusion: The SMARxT media literacy program was efficacious and acceptable to resident physicians. Participant suggestions could be incorporated into a subsequent version of SMARxT and inform similar clinical education programs. Future research should assess program impact on real-world prescribing practices.
{"title":"Acceptability and Efficacy of the SMARxT Media Literacy Education Program to Counter Pharmaceutical Marketing Influences among Medical Trainees.","authors":"Jason B Colditz, Ariel Shensa, Amy J Kennedy, Michelle S Woods, Jaime E Sidani, Brian A Primack","doi":"10.30476/IJVLMS.2022.95137.1151","DOIUrl":"https://doi.org/10.30476/IJVLMS.2022.95137.1151","url":null,"abstract":"<p><strong>Background: </strong>Evidence-based prescribing (EBP) results in decreased morbidity and reduces medical costs. However, pharmaceutical marketing influences medication requests and prescribing habits, which can detract from EBP. Media literacy, which teaches critical thinking, is a promising approach for buffering marketing influences and encouraging EBP. The authors developed the \"SMARxT\" media literacy education program around marketing influences on EBP decision-making. The program consisted of six videos and knowledge assessments that were delivered as an online educational intervention through the Qualtrics platform.</p><p><strong>Methods: </strong>In 2017, we assessed program feasibility, acceptability, and efficacy of enhancing knowledge among resident physicians at the University of Pittsburgh. Resident physicians (n=73) responded to pre-test items assessing prior knowledge, viewed six SMARxT videos, and responded to post-test items. A 6-month follow-up test was completed to quantitatively assess sustained changes in knowledge and to qualitatively assess summative feedback about the program (n=54). Test scores were assessed from pre- to post-test and from pre-test to follow-up using paired-sample t-tests. Qualitative results were synthesized through content analysis.</p><p><strong>Results: </strong>Proportion of correct knowledge responses increased from pre-test to immediate post-test (31% to 64%, P<0.001) at baseline. Correct responses also increased from pre-test to 6-month follow-up (31% to 43%, P<0.001). Feasibility was demonstrated by 95% of enrolled participants completing all baseline procedures and 70% completing 6-month follow-up. Quantitative measures of acceptability yielded positive scores and qualitative responses indicated participants' increased confidence in understanding and countering marketing influences due to the intervention. However, participants stated they would prefer shorter videos, feedback about test scores, and additional resources to reinforce learning objectives.</p><p><strong>Conclusion: </strong>The SMARxT media literacy program was efficacious and acceptable to resident physicians. Participant suggestions could be incorporated into a subsequent version of SMARxT and inform similar clinical education programs. Future research should assess program impact on real-world prescribing practices.</p>","PeriodicalId":33759,"journal":{"name":"Interdisciplinary Journal of Virtual Learning in Medical Sciences","volume":"13 3","pages":"213-220"},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/0f/e8/nihms-1883537.PMC10152519.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9479325","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Analysis of Brand Personality Components in Higher Education with Emphasis on Technology","authors":"Maryam Rahmani Manesh, B. Shahtalebi, M. Nadi","doi":"10.5812/ijvlms.88743","DOIUrl":"https://doi.org/10.5812/ijvlms.88743","url":null,"abstract":"","PeriodicalId":33759,"journal":{"name":"Interdisciplinary Journal of Virtual Learning in Medical Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48224765","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sayed Abdollah Ghasemtabar, M. Arabzadeh, G. Rahimidoost
{"title":"Role of Organizational Culture in Acceptance of Technology Among Teachers of Smart Schools Based on the Technology Acceptance Model: A Case Study of High Schools of Karaj City","authors":"Sayed Abdollah Ghasemtabar, M. Arabzadeh, G. Rahimidoost","doi":"10.5812/ijvlms.90492","DOIUrl":"https://doi.org/10.5812/ijvlms.90492","url":null,"abstract":"","PeriodicalId":33759,"journal":{"name":"Interdisciplinary Journal of Virtual Learning in Medical Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47347681","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Energy-Efficient Algorithm for Mixed-Criticality Systems in E-Learning Environment","authors":"Seyed HasanSadeghzadeh","doi":"10.5812/ijvlms.89300","DOIUrl":"https://doi.org/10.5812/ijvlms.89300","url":null,"abstract":"","PeriodicalId":33759,"journal":{"name":"Interdisciplinary Journal of Virtual Learning in Medical Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43145978","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: Technical and Vocational University, as the principal advocate of higher technical and vocational education, lists one of its missions as training high-skilled and entrepreneurial manpower. In addition, it has made a major effort by including an entrepreneurship course in its curriculum. Objectives: Therefore, the main concern in this research is to know how much the entrepreneurial intention development is emphasized in the curriculums of higher-education Technical and Vocational University. Methods: This research was a qualitative study and conducted by the descriptive-analytical method. The research data were collected and analyzed in two parts (documentary and interview with experts). The data collection tool was a semi-structured interview whose validity was confirmed by content validity method, and the reliability was confirmed by data triangulation method. Research data were analyzed by interview content analysis method, and the documentary part by the documentary method. Results: The results showed that the objectives of the university’s curriculum were to incorporate the entrepreneurial intention indexes such as entrepreneurial attitude promotion, pragmatism, and spiritual intelligence. However, the contents of the courses were formulated based on job specialties, and the intention indexes were not observed through them. In terms of teaching methodology, teacher-based methods such as speech and explanation were mostly used in practical courses and did not align with intention indexes such as theoretical courses and workshop. The applied methods of evaluation were mainly written, explanatory and in the form of practical exams (workshop courses) which did not match the entrepreneurial intention development approach. Conclusions: The elements in the curriculums of Technical and Vocational University do not bear any adequate proportion to its stated objectives in terms of entrepreneurial intention development.
{"title":"Evaluating the Curriculum of Technical and Vocational University Based on Entrepreneurial Intention Promotion Indexes","authors":"MaryamBaniameryan, MohhamadJavadipuor, RezvanHakimzadeh, KamallDorani, EbrahimKhodaie, Mohhamad HasanMobaraki","doi":"10.5812/ijvlms.81148","DOIUrl":"https://doi.org/10.5812/ijvlms.81148","url":null,"abstract":"Background: Technical and Vocational University, as the principal advocate of higher technical and vocational education, lists one of its missions as training high-skilled and entrepreneurial manpower. In addition, it has made a major effort by including an entrepreneurship course in its curriculum. Objectives: Therefore, the main concern in this research is to know how much the entrepreneurial intention development is emphasized in the curriculums of higher-education Technical and Vocational University. Methods: This research was a qualitative study and conducted by the descriptive-analytical method. The research data were collected and analyzed in two parts (documentary and interview with experts). The data collection tool was a semi-structured interview whose validity was confirmed by content validity method, and the reliability was confirmed by data triangulation method. Research data were analyzed by interview content analysis method, and the documentary part by the documentary method. Results: The results showed that the objectives of the university’s curriculum were to incorporate the entrepreneurial intention indexes such as entrepreneurial attitude promotion, pragmatism, and spiritual intelligence. However, the contents of the courses were formulated based on job specialties, and the intention indexes were not observed through them. In terms of teaching methodology, teacher-based methods such as speech and explanation were mostly used in practical courses and did not align with intention indexes such as theoretical courses and workshop. The applied methods of evaluation were mainly written, explanatory and in the form of practical exams (workshop courses) which did not match the entrepreneurial intention development approach. Conclusions: The elements in the curriculums of Technical and Vocational University do not bear any adequate proportion to its stated objectives in terms of entrepreneurial intention development.","PeriodicalId":33759,"journal":{"name":"Interdisciplinary Journal of Virtual Learning in Medical Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45453321","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The Correlation Between Students’ Attitudes and Persistence in E-Learning","authors":"MahdiMahmodi, M. Moghadam","doi":"10.5812/ijvlms.89195","DOIUrl":"https://doi.org/10.5812/ijvlms.89195","url":null,"abstract":"","PeriodicalId":33759,"journal":{"name":"Interdisciplinary Journal of Virtual Learning in Medical Sciences","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71266631","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mahboobe Mehrvarz, G. Salimi, M. Mohammadi, Maryam Shafiei Sarvestani, J. Hatami
Background: Virtual mobility, as one of the emerging phenomena in the internationalization of higher education, is a process that all activities within it are done electronically or digitally. It is used, among others, to facilitate physical activities, such as student exchanges, with the help of information and communication technologies. Objectives: The current study aimed at the identification of effective strategies in facilitating virtual mobility. Methods: In order to achieve the objectives of the study, a qualitative approach and a phenomenological research method were used. The statistical population included all the experts experienced in the area of internationalization from the top five comprehensive and public universities in Iran, including the University of Tehran, Shahid Beheshti University, Tarbiat Modares University, Mashhad Ferdowsi University, and Shiraz University. The participants included 27 experts with international experience purposefully selected from the five universities and their comments were collected using semi-structured interviews to achieve the theoretical saturation of data. The content analysis of the data was done using MAXQDA version 2018 software. Results: Seventeen minor components were identified as effective strategies in facilitating virtual mobility in higher education. The main effective strategies in facilitating virtual mobility were organized in four major themes, including promoting university websites, promoting social networks, improving virtual infrastructure, and strengthening virtual branding. Conclusions: The results of the study showed that among the components, promoting university websites and promoting social networks were the most important factors highlighted by the experts as the factors that could facilitate the process of virtual mobility as an area in which more must be invested.
{"title":"Identification of Effective Strategies in Facilitating Virtual Mobility","authors":"Mahboobe Mehrvarz, G. Salimi, M. Mohammadi, Maryam Shafiei Sarvestani, J. Hatami","doi":"10.5812/ijvlms.95418","DOIUrl":"https://doi.org/10.5812/ijvlms.95418","url":null,"abstract":"Background: Virtual mobility, as one of the emerging phenomena in the internationalization of higher education, is a process that all activities within it are done electronically or digitally. It is used, among others, to facilitate physical activities, such as student exchanges, with the help of information and communication technologies. Objectives: The current study aimed at the identification of effective strategies in facilitating virtual mobility. Methods: In order to achieve the objectives of the study, a qualitative approach and a phenomenological research method were used. The statistical population included all the experts experienced in the area of internationalization from the top five comprehensive and public universities in Iran, including the University of Tehran, Shahid Beheshti University, Tarbiat Modares University, Mashhad Ferdowsi University, and Shiraz University. The participants included 27 experts with international experience purposefully selected from the five universities and their comments were collected using semi-structured interviews to achieve the theoretical saturation of data. The content analysis of the data was done using MAXQDA version 2018 software. Results: Seventeen minor components were identified as effective strategies in facilitating virtual mobility in higher education. The main effective strategies in facilitating virtual mobility were organized in four major themes, including promoting university websites, promoting social networks, improving virtual infrastructure, and strengthening virtual branding. Conclusions: The results of the study showed that among the components, promoting university websites and promoting social networks were the most important factors highlighted by the experts as the factors that could facilitate the process of virtual mobility as an area in which more must be invested.","PeriodicalId":33759,"journal":{"name":"Interdisciplinary Journal of Virtual Learning in Medical Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43417581","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Reconfiguring Universities for the Future: E-learning Resources and Instructional Designs in Training Translation","authors":"Mohammad Iman Askari","doi":"10.5812/ijvlms.92646","DOIUrl":"https://doi.org/10.5812/ijvlms.92646","url":null,"abstract":"","PeriodicalId":33759,"journal":{"name":"Interdisciplinary Journal of Virtual Learning in Medical Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46589435","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Dear Editor, Training creative talents in the digital age is no longer restricted by geographical boundaries and this has been made possible through electronic and virtual learning (1, 2). Academic systems are now mandated with incorporating this new style of learning in their curriculums (3, 4). In this respect, higher education systems around the world have already started utilizing cybermetrics, webometrics, and scientometrics to pave the way for e-learning programs. The underlying question here is whether, in the light of recent developments in online education, it is possible to use research metrics as a modern means of evaluating electronic learning. To answer this question, one should first note that educational evaluation may serve a wide range of different purposes. Some common purposes include a better understanding of learning objectives and expected outcomes by the end of learning programs, effectual support for these programs and activities, responsiveness at all stages of the learning process, better communication and outreach in education, etc. Applying modern evaluation strategies will result in a more effective fulfillment of these objectives. On the one hand, it enriches teaching-learning interactions and enhances the learning experience in terms of efficiency and depth. On the other hand, it highlights the goals and expectations in educational environments. New evaluation methods also involve feedback analysis, which helps with managing the learning interactions, making the learning process a meaningful experience. In studies that integrate teaching and learning indicators, scientometrics is applied to assess the level of communication and efficiency in teaching-learning activities of individual learners. In this respect, two studies were conducted with the aim of evaluating academic groups and the quality of education received by graduates in the United States (5). They were among the first major studies in which a combination of publication indices and teaching-learning indicators was applied. In addition to the bibliometric indicators, the authors used the indicators of the effectiveness of educational programs and educational quality. Online learning can be evaluated through the qualitative assessment of technological competence using the indicators of technology diffusion and human skills. This assessment can be carried out by means of scientometrics and cybermetrics indicators. Knowledge assessment methods and indicators can also be utilized to evaluate learning (6). These indicators are considered among the key factors in scientometric studies. Machine learning is heavily dependent on the results of the scientometric analysis. In this regard, using visualization techniques in the areas of knowledge and learning and scientific mapping based on the philosophy of drawing the structure of texts, which have for a long time been popular in scientometrics, are on high demand for learning assessment. Therefore, online learning,
{"title":"Applying Research Metrics in Evaluating Online Learning","authors":"K. J. Begum, M. Negahban","doi":"10.5812/ijvlms.94275","DOIUrl":"https://doi.org/10.5812/ijvlms.94275","url":null,"abstract":"Dear Editor, Training creative talents in the digital age is no longer restricted by geographical boundaries and this has been made possible through electronic and virtual learning (1, 2). Academic systems are now mandated with incorporating this new style of learning in their curriculums (3, 4). In this respect, higher education systems around the world have already started utilizing cybermetrics, webometrics, and scientometrics to pave the way for e-learning programs. The underlying question here is whether, in the light of recent developments in online education, it is possible to use research metrics as a modern means of evaluating electronic learning. To answer this question, one should first note that educational evaluation may serve a wide range of different purposes. Some common purposes include a better understanding of learning objectives and expected outcomes by the end of learning programs, effectual support for these programs and activities, responsiveness at all stages of the learning process, better communication and outreach in education, etc. Applying modern evaluation strategies will result in a more effective fulfillment of these objectives. On the one hand, it enriches teaching-learning interactions and enhances the learning experience in terms of efficiency and depth. On the other hand, it highlights the goals and expectations in educational environments. New evaluation methods also involve feedback analysis, which helps with managing the learning interactions, making the learning process a meaningful experience. In studies that integrate teaching and learning indicators, scientometrics is applied to assess the level of communication and efficiency in teaching-learning activities of individual learners. In this respect, two studies were conducted with the aim of evaluating academic groups and the quality of education received by graduates in the United States (5). They were among the first major studies in which a combination of publication indices and teaching-learning indicators was applied. In addition to the bibliometric indicators, the authors used the indicators of the effectiveness of educational programs and educational quality. Online learning can be evaluated through the qualitative assessment of technological competence using the indicators of technology diffusion and human skills. This assessment can be carried out by means of scientometrics and cybermetrics indicators. Knowledge assessment methods and indicators can also be utilized to evaluate learning (6). These indicators are considered among the key factors in scientometric studies. Machine learning is heavily dependent on the results of the scientometric analysis. In this regard, using visualization techniques in the areas of knowledge and learning and scientific mapping based on the philosophy of drawing the structure of texts, which have for a long time been popular in scientometrics, are on high demand for learning assessment. Therefore, online learning, ","PeriodicalId":33759,"journal":{"name":"Interdisciplinary Journal of Virtual Learning in Medical Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42510781","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A. J. Mohammadabadi, M. Sarmadi, Mehran Farajolahi, H. Zare
Background The purpose of this study is to analyze and evaluate epistemological characteristics of online and open MOOC courses in higher education. Methods This study was designed as an embedded mixed model research to provide a better understanding of the research problem. Throughout this research, both heuristic inquiry method and the questionnaire method were applied to obtain and analyze the data. At the primary stage, epistemology features of online and open MOOC course were identified. Content analysis method was used for qualitative data, and for quantitative data, both weighted mean and Friedman test were used. The statistical population in the qualitative section of the study includes the electronic resources related to the research subject and, in the quantitative section, 60 distance education experts in the field of planning in virtual learning environments and virtual universities, so that 36 of these experts were voluntarily selected as the study sample. Results Content analysis results showed 4 dimensions and 23 criteria. The evaluation results of the experts also showed that interacting with the global network, the ease of online interactions with learners and other organizations, and the possibility of receiving electronical assignments or workbooks during the course, are regarded as the most important epistemological characteristics of online MOOC courses; learning facilities for both genders, quick access to the digital libraries and databases, the ease of sharing knowledge with other participants through emails, chats, forums, etc. are the most important epistemological features of MOOC open courses. Conclusions: Providing epistemological features of online and open course, understanding how to hold these courses, understanding and getting information about organizations, professors and learners, knowing how to register and participate in classes as well as getting information on the online and open of classes.
{"title":"Identification and Evaluation of the Features of the Epistemology of the MOOC (Open and Online)","authors":"A. J. Mohammadabadi, M. Sarmadi, Mehran Farajolahi, H. Zare","doi":"10.5812/IJVLMS.83757","DOIUrl":"https://doi.org/10.5812/IJVLMS.83757","url":null,"abstract":"Background The purpose of this study is to analyze and evaluate epistemological characteristics of online and open MOOC courses in higher education. Methods This study was designed as an embedded mixed model research to provide a better understanding of the research problem. Throughout this research, both heuristic inquiry method and the questionnaire method were applied to obtain and analyze the data. At the primary stage, epistemology features of online and open MOOC course were identified. Content analysis method was used for qualitative data, and for quantitative data, both weighted mean and Friedman test were used. The statistical population in the qualitative section of the study includes the electronic resources related to the research subject and, in the quantitative section, 60 distance education experts in the field of planning in virtual learning environments and virtual universities, so that 36 of these experts were voluntarily selected as the study sample. Results Content analysis results showed 4 dimensions and 23 criteria. The evaluation results of the experts also showed that interacting with the global network, the ease of online interactions with learners and other organizations, and the possibility of receiving electronical assignments or workbooks during the course, are regarded as the most important epistemological characteristics of online MOOC courses; learning facilities for both genders, quick access to the digital libraries and databases, the ease of sharing knowledge with other participants through emails, chats, forums, etc. are the most important epistemological features of MOOC open courses. Conclusions: Providing epistemological features of online and open course, understanding how to hold these courses, understanding and getting information about organizations, professors and learners, knowing how to register and participate in classes as well as getting information on the online and open of classes.","PeriodicalId":33759,"journal":{"name":"Interdisciplinary Journal of Virtual Learning in Medical Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49563960","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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