Parvaneh Zamani, A. Dehnad, H. Haghani, L. Borimnejad
Background: The neuroprotective interventions are necessary for developing the brain of premature neonates. Neonatal nurses require continuing education about this subject and nowadays distance education is a possibility. Objectives: This study aimed to assess the impact of web-based teaching on knowledge, attitude, and practice of nurses in the neonatal intensive care unit. Methods: This quasi-experimental preand post-intervention study with a control group was conducted in 2018. A total number of 70 nurses from selected hospitals affiliated to the Iran University of Medical Sciences were assessed for their knowledge, attitude, and practice in seven neuroprotective core measures prior to the intervention. A four-week standardized training package was implemented in these hospitals through virtual classroom approach. After six weeks of post-intervention, all nurses who attended the virtual training were assessed for the same competencies using the WEE care assessment tool. The reliability of the tool was estimated by calculating the internal consistency of items (α = 0.95). The t test and repeated measures ANOVA were conducted to analyze the data using SPSS V. 16 software. Results: The findings indicated that the mean score of knowledge significantly increased (P < 0.001) in the web-based education group (21.97 ± 5.64) compared to the control group (13.94 ± 4.7). However, there was no significant difference between the two groups in the mean scores of attitude and practice. Conclusions: Web-based teaching was found to be effective in improving the knowledge of nurses; however, the results suggest that virtual teaching methods need to be developed to affect the attitude and practice of neonatal nurses.
{"title":"Effect of Web-Based Education on Knowledge, Attitude, and Practice of Nurses in Neonatal Intensive Care Unit","authors":"Parvaneh Zamani, A. Dehnad, H. Haghani, L. Borimnejad","doi":"10.5812/IJVLMS.81178","DOIUrl":"https://doi.org/10.5812/IJVLMS.81178","url":null,"abstract":"Background: The neuroprotective interventions are necessary for developing the brain of premature neonates. Neonatal nurses require continuing education about this subject and nowadays distance education is a possibility. Objectives: This study aimed to assess the impact of web-based teaching on knowledge, attitude, and practice of nurses in the neonatal intensive care unit. Methods: This quasi-experimental preand post-intervention study with a control group was conducted in 2018. A total number of 70 nurses from selected hospitals affiliated to the Iran University of Medical Sciences were assessed for their knowledge, attitude, and practice in seven neuroprotective core measures prior to the intervention. A four-week standardized training package was implemented in these hospitals through virtual classroom approach. After six weeks of post-intervention, all nurses who attended the virtual training were assessed for the same competencies using the WEE care assessment tool. The reliability of the tool was estimated by calculating the internal consistency of items (α = 0.95). The t test and repeated measures ANOVA were conducted to analyze the data using SPSS V. 16 software. Results: The findings indicated that the mean score of knowledge significantly increased (P < 0.001) in the web-based education group (21.97 ± 5.64) compared to the control group (13.94 ± 4.7). However, there was no significant difference between the two groups in the mean scores of attitude and practice. Conclusions: Web-based teaching was found to be effective in improving the knowledge of nurses; however, the results suggest that virtual teaching methods need to be developed to affect the attitude and practice of neonatal nurses.","PeriodicalId":33759,"journal":{"name":"Interdisciplinary Journal of Virtual Learning in Medical Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45745825","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. Shayestehfar, M. Farajollahi, Bahman Saiedipour
Background: Higher education has a great influence on the growth and development of societies. Several social factors depend on public demand for higher education. Objectives: The purpose of this research is to identify the most important social factors affecting the registration of students at Payam-e-Noor University (PNU). Methods: Two methods were used in order to achieve the research goal. In the first part, an analytical documentary method was used to extract the indicators. In the second part, the least squares regression model, was used for data Undergraduate students were studied at PNU in 2001 2014. Results: The results of the research showed that the total population of the country (0.146; P = 0.048) and the high education budget (0.294, P = 0.075) had a positive and significant effect on enrollment at PNU. Total state budget (-0.016, P = 0.582) and the number of secondary school students (-4.241, P = 0.329) had a negative impact on student entrance to PNU. Conclusions: Total state population and higher education budget had a considerable impact on the student population in PNU.
{"title":"The Role of Social Factors in Students’ Entry to Open and Distance Universities of Iran","authors":"A. Shayestehfar, M. Farajollahi, Bahman Saiedipour","doi":"10.5812/IJVLMS.87734","DOIUrl":"https://doi.org/10.5812/IJVLMS.87734","url":null,"abstract":"Background: Higher education has a great influence on the growth and development of societies. Several social factors depend on public demand for higher education. Objectives: The purpose of this research is to identify the most important social factors affecting the registration of students at Payam-e-Noor University (PNU). Methods: Two methods were used in order to achieve the research goal. In the first part, an analytical documentary method was used to extract the indicators. In the second part, the least squares regression model, was used for data Undergraduate students were studied at PNU in 2001 2014. Results: The results of the research showed that the total population of the country (0.146; P = 0.048) and the high education budget (0.294, P = 0.075) had a positive and significant effect on enrollment at PNU. Total state budget (-0.016, P = 0.582) and the number of secondary school students (-4.241, P = 0.329) had a negative impact on student entrance to PNU. Conclusions: Total state population and higher education budget had a considerable impact on the student population in PNU.","PeriodicalId":33759,"journal":{"name":"Interdisciplinary Journal of Virtual Learning in Medical Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45649001","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. Haghgoo, M. Karimy, Meysam Rahmani Katigari, Mohadese Bolhasani, Ghazal Afsheh, Behnam Jafari
Background: The most important goal of educational systems is to increase learners’ learning and improve their quality, especially in the field of health due to direct relation with people’s lives. Use of active teaching methods such as flipped classrooms and conceptual map are suggested for increasing communication skills, participation, creativity, and critical thinking of students. On the other hand, deliberate practice is an active study method that leads to informed learning and deep understanding of the content. Objectives: In order to cultivate and develop learning skill, the present study is aimed at comparing the effect of teaching through flipped classroom and conceptual map on deliberate practice study approach in students of operating room technology and anes-
{"title":"Comparison of Flipped Classroom and Conceptual Map on Students’ Deliberate Practice Study Approach","authors":"A. Haghgoo, M. Karimy, Meysam Rahmani Katigari, Mohadese Bolhasani, Ghazal Afsheh, Behnam Jafari","doi":"10.5812/IJVLMS.85240","DOIUrl":"https://doi.org/10.5812/IJVLMS.85240","url":null,"abstract":"Background: The most important goal of educational systems is to increase learners’ learning and improve their quality, especially in the field of health due to direct relation with people’s lives. Use of active teaching methods such as flipped classrooms and conceptual map are suggested for increasing communication skills, participation, creativity, and critical thinking of students. On the other hand, deliberate practice is an active study method that leads to informed learning and deep understanding of the content. Objectives: In order to cultivate and develop learning skill, the present study is aimed at comparing the effect of teaching through flipped classroom and conceptual map on deliberate practice study approach in students of operating room technology and anes-","PeriodicalId":33759,"journal":{"name":"Interdisciplinary Journal of Virtual Learning in Medical Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42954453","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: E-learning has been considered one of the outstanding applications of information and communication technologies during the past years. Objectives: The purpose of this study is to investigate the factors affecting the intention of academic individuals to use e-learning with an emphasis on the flow theory. Methods: This is a descriptive and applied piece of research. The study population included 112 e-learning students in the Virtual Faculty of the Isfahan University, Iran. A conceptual model was presented for the research. Liao’s questionnaire was used for data collection. The questionnaire contained 25 items about several factors, including challenge (4 indices), skill (4 indices), interaction (3 indices), intermediate variable (4 indices), three dependent variables of exploratory use (4 indices), intention to use (3 indices), and time distortion (2 indices). Each item was answered on the basis of a 5-point Likert scale, from completely disagree (with score 1) to completely agree (with score 5). Cronbach’s alpha value of 0.87 confirmed the reliability of the questionnaire. The descriptive data were analyzed and Pearson test and covariance analysis were conducted by the SPSS software programs version 23 and AMOS version 24. Results: The findings revealed that skill, challenge, and interactivity have a positive relationship with flow experience which, in turn, is positively related to the intention to use, exploratory use, and time distortion. Conclusions: The finding of this study is the serious and effective behavior of the users, which can be considered a variable of gaining flow experience in e-learning. It is an important aspect by which the users decide to reuse the system in an exploratory manner with no sense of track of time.
{"title":"Investigating the Factors Affecting the Intention to Use E-Learning from the Viewpoint of Higher Education Students","authors":"F. Makkizadeh, A. Afshani","doi":"10.5812/IJVLMS.85806","DOIUrl":"https://doi.org/10.5812/IJVLMS.85806","url":null,"abstract":"Background: E-learning has been considered one of the outstanding applications of information and communication technologies during the past years. Objectives: The purpose of this study is to investigate the factors affecting the intention of academic individuals to use e-learning with an emphasis on the flow theory. Methods: This is a descriptive and applied piece of research. The study population included 112 e-learning students in the Virtual Faculty of the Isfahan University, Iran. A conceptual model was presented for the research. Liao’s questionnaire was used for data collection. The questionnaire contained 25 items about several factors, including challenge (4 indices), skill (4 indices), interaction (3 indices), intermediate variable (4 indices), three dependent variables of exploratory use (4 indices), intention to use (3 indices), and time distortion (2 indices). Each item was answered on the basis of a 5-point Likert scale, from completely disagree (with score 1) to completely agree (with score 5). Cronbach’s alpha value of 0.87 confirmed the reliability of the questionnaire. The descriptive data were analyzed and Pearson test and covariance analysis were conducted by the SPSS software programs version 23 and AMOS version 24. Results: The findings revealed that skill, challenge, and interactivity have a positive relationship with flow experience which, in turn, is positively related to the intention to use, exploratory use, and time distortion. Conclusions: The finding of this study is the serious and effective behavior of the users, which can be considered a variable of gaining flow experience in e-learning. It is an important aspect by which the users decide to reuse the system in an exploratory manner with no sense of track of time.","PeriodicalId":33759,"journal":{"name":"Interdisciplinary Journal of Virtual Learning in Medical Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44284425","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: Wikis are web-based tools and educational technologies that enable students and educators to access general and professional information and knowledge at the national and international levels. Objectives: The aim of this study was to identify factors affecting acceptance and use of educational wikis by post-graduate students of University of Tabriz using Technology Acceptance Model 3 (TAM3). Methods: This correlational study was conducted among 285 post-graduate students of University of Tabriz, who were selected through the random stratified sampling method during 2018 - 2019 academic year. For data collection, a researcher-made questionnaire with 32 items rated based on a 5-point Likert scale was used. Also, for data analysis, structural equation modeling (SEM) via smart PLS 3 and partial least squares (PLS) were used. Results: The results indicated a positive correlation between wiki’s characteristics (P = 0.001, beta = 0.50), performance expectancy (P = 0.001, beta = 0.285) and self-efficiency (P = 0.001, beta = 0.182) and students’ behavioral intention. However, there was a negative correlation between effort expectancy (P = 0.001, beta = -0.241) and behavioral intention. We did not find a significant correlation between social influence, perceived playfulness and self-management learning variables and students’ behavioral intention to use educational wikis. Conclusions: In order to provide a more effective teaching-learning environment in higher education, the use of new technological tools such as educational wikis is necessary for university students in Iran to perform classroom activities.
{"title":"Factors Affecting Acceptance and Use of Educational Wikis: Using Technology Acceptance Model (3)","authors":"F. Mohammadi, F. Mahmoodi","doi":"10.5812/IJVLMS.87484","DOIUrl":"https://doi.org/10.5812/IJVLMS.87484","url":null,"abstract":"Background: Wikis are web-based tools and educational technologies that enable students and educators to access general and professional information and knowledge at the national and international levels. Objectives: The aim of this study was to identify factors affecting acceptance and use of educational wikis by post-graduate students of University of Tabriz using Technology Acceptance Model 3 (TAM3). Methods: This correlational study was conducted among 285 post-graduate students of University of Tabriz, who were selected through the random stratified sampling method during 2018 - 2019 academic year. For data collection, a researcher-made questionnaire with 32 items rated based on a 5-point Likert scale was used. Also, for data analysis, structural equation modeling (SEM) via smart PLS 3 and partial least squares (PLS) were used. Results: The results indicated a positive correlation between wiki’s characteristics (P = 0.001, beta = 0.50), performance expectancy (P = 0.001, beta = 0.285) and self-efficiency (P = 0.001, beta = 0.182) and students’ behavioral intention. However, there was a negative correlation between effort expectancy (P = 0.001, beta = -0.241) and behavioral intention. We did not find a significant correlation between social influence, perceived playfulness and self-management learning variables and students’ behavioral intention to use educational wikis. Conclusions: In order to provide a more effective teaching-learning environment in higher education, the use of new technological tools such as educational wikis is necessary for university students in Iran to perform classroom activities.","PeriodicalId":33759,"journal":{"name":"Interdisciplinary Journal of Virtual Learning in Medical Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48541441","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}
Context: This study was carried out during the second semester of academic year 2017-2018 at the Islamic Azad University of Tehran, North and South branches, aiming at providing a description of the attitudes of English-major students towards the teaching methods in translation courses (TCs). Evidence Acquisition: A multi-item Likert-scale questionnaire was developed based on the principles applied in the three traditional, complex and modern methods of teaching for collecting research data. Cronbach’s alpha was used for estimating the reliability of the items. Besides, experts’ judgment and item analysis were used for the coverage and relevance of content and construct validity, through which a questionnaire with 32 items was developed. The number of participants was determined based on the margin of error (5%) and 95% confidence level for the population size of 140. Accordingly, the required sample size for the study was calculated at 100. The respondents were randomly selected from the population and were homogenized by the results obtained from the Preliminary English Test (PET). The students were at intermediate level of English proficiency with the mean score of 16.18 and standard deviation of 0.31. Results: According to the participants’ viewpoints, although all the methods were common, but modern methods challenged the traditional and complex methods by emphasizing on the necessity of incorporation of the principles for assuring quality and relevance by applying various study resources like e-learning facilities. Conclusions: It is not possible to consider any of the methods as superior, however, it is necessary to further adapt the principles included in any of the three methods to the local and novel needs. In other words, gaining the viewpoints of learners as the final recipients of the methods would be helpful for instructors via enabling them to find out how subtle variations in methods might lead learners to various directions depending on their attitudes and the use of e-learning resources, based on which the necessary adaptations are made in the application of methods.
{"title":"The Teaching Methods in Translation Courses: E-Learning Resources","authors":"Mohammad Iman Askari, Jahanbakhsh Nikoopour","doi":"10.5812/ijvlms.79297","DOIUrl":"https://doi.org/10.5812/ijvlms.79297","url":null,"abstract":"Context: This study was carried out during the second semester of academic year 2017-2018 at the Islamic Azad University of Tehran, North and South branches, aiming at providing a description of the attitudes of English-major students towards the teaching methods in translation courses (TCs). Evidence Acquisition: A multi-item Likert-scale questionnaire was developed based on the principles applied in the three traditional, complex and modern methods of teaching for collecting research data. Cronbach’s alpha was used for estimating the reliability of the items. Besides, experts’ judgment and item analysis were used for the coverage and relevance of content and construct validity, through which a questionnaire with 32 items was developed. The number of participants was determined based on the margin of error (5%) and 95% confidence level for the population size of 140. Accordingly, the required sample size for the study was calculated at 100. The respondents were randomly selected from the population and were homogenized by the results obtained from the Preliminary English Test (PET). The students were at intermediate level of English proficiency with the mean score of 16.18 and standard deviation of 0.31. Results: According to the participants’ viewpoints, although all the methods were common, but modern methods challenged the traditional and complex methods by emphasizing on the necessity of incorporation of the principles for assuring quality and relevance by applying various study resources like e-learning facilities. Conclusions: It is not possible to consider any of the methods as superior, however, it is necessary to further adapt the principles included in any of the three methods to the local and novel needs. In other words, gaining the viewpoints of learners as the final recipients of the methods would be helpful for instructors via enabling them to find out how subtle variations in methods might lead learners to various directions depending on their attitudes and the use of e-learning resources, based on which the necessary adaptations are made in the application of methods.","PeriodicalId":33759,"journal":{"name":"Interdisciplinary Journal of Virtual Learning in Medical Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48909402","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: Currently the social networking application Instagram has taken higher priority of usage over many other such social networking applications. Objectives: In the present study, an attempt was made to determine the relationship between Instagram addiction and sleep quality of students pursuing a speech and hearing course. Methods: The present study adopted a correlational research design. The sample consisted of 110 students, comprised of 18 male and 92 female students aged between 17 and 25 years old from Mysuru city. Students pursuing a speech and hearing course completed the test for Instagram addiction (TIA) developed by D’Souza, Samyukta and Bivera, and Pittsburgh sleep quality index (PSQI) during September to November, 2018. Test for Instagram addiction measured addiction by considering six factors, including lack of control, disengagement, escapism, health and interpersonal troubles, excessive use, and obsession. The PSQI measured global sleep quality. Pearson’s correlations were employed to find the relationship between dimensions of Instagram addiction and sleep quality. Stepwise multiple regression was employed to find the major predictors of sleep quality by factors of Instagram addiction. Results: The results revealed that among students pursuing speech and hearing selected for the study, only 0.9% were definitely addicts and 14.5% were ‘addicts prone’. The majority of the selected sample (60.9%) had healthy sleep quality. As addiction to Instagram increased, sleep quality of dental students decreased linearly and significantly (r = 0.536). ‘Escapism’ (29.8%) and ‘disengagement’ (2.5%) factors of test for Instagram addiction were found to be the major predictor (32.3%) of sleep quality. Conclusions: It was concluded that Instagram addiction affects sleep quality negatively
{"title":"Instagram Virtual Network Addiction and Sleep Quality Among Students Pursuing a Speech and Hearing Course","authors":"L. D'souza, M. Negahban","doi":"10.5812/IJVLMS.89059","DOIUrl":"https://doi.org/10.5812/IJVLMS.89059","url":null,"abstract":"Background: Currently the social networking application Instagram has taken higher priority of usage over many other such social networking applications. Objectives: In the present study, an attempt was made to determine the relationship between Instagram addiction and sleep quality of students pursuing a speech and hearing course. Methods: The present study adopted a correlational research design. The sample consisted of 110 students, comprised of 18 male and 92 female students aged between 17 and 25 years old from Mysuru city. Students pursuing a speech and hearing course completed the test for Instagram addiction (TIA) developed by D’Souza, Samyukta and Bivera, and Pittsburgh sleep quality index (PSQI) during September to November, 2018. Test for Instagram addiction measured addiction by considering six factors, including lack of control, disengagement, escapism, health and interpersonal troubles, excessive use, and obsession. The PSQI measured global sleep quality. Pearson’s correlations were employed to find the relationship between dimensions of Instagram addiction and sleep quality. Stepwise multiple regression was employed to find the major predictors of sleep quality by factors of Instagram addiction. Results: The results revealed that among students pursuing speech and hearing selected for the study, only 0.9% were definitely addicts and 14.5% were ‘addicts prone’. The majority of the selected sample (60.9%) had healthy sleep quality. As addiction to Instagram increased, sleep quality of dental students decreased linearly and significantly (r = 0.536). ‘Escapism’ (29.8%) and ‘disengagement’ (2.5%) factors of test for Instagram addiction were found to be the major predictor (32.3%) of sleep quality. Conclusions: It was concluded that Instagram addiction affects sleep quality negatively","PeriodicalId":33759,"journal":{"name":"Interdisciplinary Journal of Virtual Learning in Medical Sciences","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42160172","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}
J. Khalife, Nahid Zarifsanaiey, L. Bazrafkan, F. Keshavarzi
Objectives: The general objective of this research was to study the learning styles and locus of control of virtual students at Shiraz University of Medical Sciences and its relationship with their academic attainment. Methods: This was a descriptive study carried out during year 2017. One hundred virtual learners from Shiraz University of Medical Sciences were randomly selected as the participants of this study. The instrument used in this study was the Kolb Learning Style Inventory and Rotter locus of control scale (1996). Kolb Learning Style Inventory consists of 12 questions and four sections. Vilkaksn measured the reliability of the study by using Alpha, and reported on high reliability (active examination = 0.67, abstract understanding = 0.83 thinking observation = 0.87, objective experience = 0.82). The stability of Rotter’s questionnaire was reported by franklin to be more than 82%. The quantitative data were analyzed using person product moment correlation, k2, analysis of variance (ANOVA), and independent samples t test. The questionnaires were analyzed using version 20 of SPSS software and the significance level was equal to 0.05. Results: The results indicated that 80% of the students deployed a convergent style of learning. Also, it was found that there was no meaningful relationship between learning styles and academic success (P = 0.61). There was no significant relationship between locus of control and academic achievement (P = 0.51). However, the learners with internal locus of control were older than the ones with external locus of control (P = 0.04). Conclusions: Because of the novelty of virtual education in Iran, it demands more research to specify the degree of success gained by this kind of educational system.
{"title":"The Relationship Between Learning Styles, Locus of Control, and Academic Achievement Among Virtual Learners at Shiraz University of Medical Sciences","authors":"J. Khalife, Nahid Zarifsanaiey, L. Bazrafkan, F. Keshavarzi","doi":"10.5812/IJVLMS.87178","DOIUrl":"https://doi.org/10.5812/IJVLMS.87178","url":null,"abstract":"Objectives: The general objective of this research was to study the learning styles and locus of control of virtual students at Shiraz University of Medical Sciences and its relationship with their academic attainment. Methods: This was a descriptive study carried out during year 2017. One hundred virtual learners from Shiraz University of Medical Sciences were randomly selected as the participants of this study. The instrument used in this study was the Kolb Learning Style Inventory and Rotter locus of control scale (1996). Kolb Learning Style Inventory consists of 12 questions and four sections. Vilkaksn measured the reliability of the study by using Alpha, and reported on high reliability (active examination = 0.67, abstract understanding = 0.83 thinking observation = 0.87, objective experience = 0.82). The stability of Rotter’s questionnaire was reported by franklin to be more than 82%. The quantitative data were analyzed using person product moment correlation, k2, analysis of variance (ANOVA), and independent samples t test. The questionnaires were analyzed using version 20 of SPSS software and the significance level was equal to 0.05. Results: The results indicated that 80% of the students deployed a convergent style of learning. Also, it was found that there was no meaningful relationship between learning styles and academic success (P = 0.61). There was no significant relationship between locus of control and academic achievement (P = 0.51). However, the learners with internal locus of control were older than the ones with external locus of control (P = 0.04). Conclusions: Because of the novelty of virtual education in Iran, it demands more research to specify the degree of success gained by this kind of educational system.","PeriodicalId":33759,"journal":{"name":"Interdisciplinary Journal of Virtual Learning in Medical Sciences","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41396891","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, With the advent of information technology, all aspects of human life have changed, and processing of the affairs has significantly changed both qualitatively and quantitatively. As a result of these alterations, universities and educational centers are faced with a new phenomenon known as e-learning, leading the educational processes to be introduced in a new way and shifting from the traditional mode. With the development of the World Wide Web, extensive developments have been observed in various aspects of human social life. Terms such as e-books, e-commerce, e-business, and e-learning are now widely used, causing rapid changes in numerous aspects of human life. Due to the increasing growth of technology and the use of modern methods of teaching-learning, the use of e-learning and virtual learning seems to be inevitable. Nowadays, information technology with all its developments and impacts on all areas of science is considered as one of the most essential tools in the education scene. The advent of technology and its development have led to the increased production of science and ease of spreading information to all people. E-learning in the present form was created in the early 1990s. With the emergence of the World Wide Web and its features, e-learning has grown rapidly and has become established in the educational structure of many countries. Distance learning is rooted in ancient times, and in the opinion of some experts, it dates back to the time of Plato, but based on evidence, distance learning was first actualized via mail and exchange of educational materials, questions and answers by mail. The history of e-learning has been investigated by many researchers, indicating that e-learning was first in a way that data was stored on mainframes, and access to them was possible through primary terminals, but with the invention of the first personal computers, and along with production and development of web browsers, a huge change was made in educational technology. Khan has defined e-learning as an innovative approach for delivering well-designed, learner-centered, interactive, and facilitated learning environments to anyone at any place and any time by utilizing the attributes and resources of various digital technologies along with other forms of learning materials suited for an open and distributed learning environment (1). Four different models of e-learning are predicted, and familiarity with a variety of models allows the user to choose them correctly according to their performance. These include education through network, education in future classes, knowledge education and ability to solve problems, and community-based education. The basic concepts in e-learning are computer-based training (CBT), distance learning, and online learning. Some advantages of e-learning are reported by researchers, including provision of independent education in terms of time, location, distance, language and culture, speed of conveying infor
{"title":"E-Learning: An Inevitable Approach to Education in the Information Era","authors":"Fateme Bambaeeroo, N. Shokrpour","doi":"10.5812/ijvlms.87222","DOIUrl":"https://doi.org/10.5812/ijvlms.87222","url":null,"abstract":"Dear Editor, With the advent of information technology, all aspects of human life have changed, and processing of the affairs has significantly changed both qualitatively and quantitatively. As a result of these alterations, universities and educational centers are faced with a new phenomenon known as e-learning, leading the educational processes to be introduced in a new way and shifting from the traditional mode. With the development of the World Wide Web, extensive developments have been observed in various aspects of human social life. Terms such as e-books, e-commerce, e-business, and e-learning are now widely used, causing rapid changes in numerous aspects of human life. Due to the increasing growth of technology and the use of modern methods of teaching-learning, the use of e-learning and virtual learning seems to be inevitable. Nowadays, information technology with all its developments and impacts on all areas of science is considered as one of the most essential tools in the education scene. The advent of technology and its development have led to the increased production of science and ease of spreading information to all people. E-learning in the present form was created in the early 1990s. With the emergence of the World Wide Web and its features, e-learning has grown rapidly and has become established in the educational structure of many countries. Distance learning is rooted in ancient times, and in the opinion of some experts, it dates back to the time of Plato, but based on evidence, distance learning was first actualized via mail and exchange of educational materials, questions and answers by mail. The history of e-learning has been investigated by many researchers, indicating that e-learning was first in a way that data was stored on mainframes, and access to them was possible through primary terminals, but with the invention of the first personal computers, and along with production and development of web browsers, a huge change was made in educational technology. Khan has defined e-learning as an innovative approach for delivering well-designed, learner-centered, interactive, and facilitated learning environments to anyone at any place and any time by utilizing the attributes and resources of various digital technologies along with other forms of learning materials suited for an open and distributed learning environment (1). Four different models of e-learning are predicted, and familiarity with a variety of models allows the user to choose them correctly according to their performance. These include education through network, education in future classes, knowledge education and ability to solve problems, and community-based education. The basic concepts in e-learning are computer-based training (CBT), distance learning, and online learning. Some advantages of e-learning are reported by researchers, including provision of independent education in terms of time, location, distance, language and culture, speed of conveying infor","PeriodicalId":33759,"journal":{"name":"Interdisciplinary Journal of Virtual Learning in Medical Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49232127","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: Self-determination theory, which deals with motivation and personality, comprises three factors of autonomy, competence and relatedness that can be influenced by the features and potentials of social networks. Objectives: We aimed to investigate the influence of social networks on the three main factors of the self-determination theory in learners. Methods: The present case-control study with a pretest-posttest design was conducted among 40 Iranian Ph.D. students who lived in Schengen area countries. Students were randomly divided into control (n = 20) and experimental (n = 20) groups. Before and after holding training sessions through a social media (Facebook) and face to face (FTF) education, Test of English as a Foreign Language (TOEFL) and the intrinsic motivation inventory were used for data collection. The intrinsic motivation inventory is a valid instrument that evaluates the three factors of autonomy, competence and relatedness. Results: the results indicated a significant difference between the two groups in terms of the three factors. The means of all the three variables improved significantly in the social network group as compared to the FTF group (P = 0.00). Although competence had improved in both groups, this improvement was greater in the social media group relative to the FTF group (P = 0.00). Conclusions: Social networks provide better learning experiences. They improve learning outcomes as they boost learners’ relatedness, competence and autonomy.
{"title":"Efficacy of Using Social Networks in Learning and Teaching Based on Self-Determination Theory: An Interventional Study","authors":"E. Akbari, P.Robert-Jan Simons","doi":"10.5812/IJVLMS.84540","DOIUrl":"https://doi.org/10.5812/IJVLMS.84540","url":null,"abstract":"Background: Self-determination theory, which deals with motivation and personality, comprises three factors of autonomy, competence and relatedness that can be influenced by the features and potentials of social networks. Objectives: We aimed to investigate the influence of social networks on the three main factors of the self-determination theory in learners. Methods: The present case-control study with a pretest-posttest design was conducted among 40 Iranian Ph.D. students who lived in Schengen area countries. Students were randomly divided into control (n = 20) and experimental (n = 20) groups. Before and after holding training sessions through a social media (Facebook) and face to face (FTF) education, Test of English as a Foreign Language (TOEFL) and the intrinsic motivation inventory were used for data collection. The intrinsic motivation inventory is a valid instrument that evaluates the three factors of autonomy, competence and relatedness. Results: the results indicated a significant difference between the two groups in terms of the three factors. The means of all the three variables improved significantly in the social network group as compared to the FTF group (P = 0.00). Although competence had improved in both groups, this improvement was greater in the social media group relative to the FTF group (P = 0.00). Conclusions: Social networks provide better learning experiences. They improve learning outcomes as they boost learners’ relatedness, competence and autonomy.","PeriodicalId":33759,"journal":{"name":"Interdisciplinary Journal of Virtual Learning in Medical Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41748315","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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