{"title":"Evaluating Instructional Design Quality of Iranian MOOCs Based on Merrill’s Principles of Instruction and Margaryan’s Principles","authors":"M. Badali, J. Hatami, H. Fardanesh, O. Noroozi","doi":"10.5812/ijvlms.81623","DOIUrl":"https://doi.org/10.5812/ijvlms.81623","url":null,"abstract":"","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":"42105971","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: The ever-increasing development of information and communication technologies has created new opportunities in the domains of curriculum planning and teaching. In this study, an exercise therapy course was held using both lecture-based and virtual teaching methods. Then, the students’ opinions were investigated and their overall levels of satisfaction were measured. Methods: This cross-sectional study was conducted among all physiotherapy students who had enrolled in the fourth semester of 2014 academic year and had selected the course of principles of exercise therapy. This study was conducted during one semester. We evaluated the effect of lecture-based and virtual (multimedia-based) methods of education according to the learning management system (LMS) among 20 students. A researcher-made questionnaire was designed regarding satisfaction with virtual versus lecture-based teaching methods; the questionnaire was scored based on a five-point Likert-type scale. Results: Of 20 students, one individual was single and 19 were married. Moreover, the mean test score was 12.38 ± 3.23 for the virtual teaching method, while it was 14.21 ± 1.88 for the lecture-based one, showing a significant difference (P = 0.03). Generally, 50% of the students preferred the virtual teaching method over the lecture-based one. In total, 75% of the students were satisfied or totally satisfied with the virtual teaching method for the exercise therapy course. Conclusions: In terms of scores, the lecture-based method was better than the virtual one. However, the level of student’s satisfaction in the virtual method was higher than the lecture-based one.
{"title":"Comparison of Virtual and Lecture-Based Methods of Education on Learning of Physiotherapy Students: A Post-Test Only Design Study","authors":"Z. Rojhani-Shirazi, S. Bordbar, Ahmad Baleshzar","doi":"10.5812/IJVLMS.83666","DOIUrl":"https://doi.org/10.5812/IJVLMS.83666","url":null,"abstract":"Background: The ever-increasing development of information and communication technologies has created new opportunities in the domains of curriculum planning and teaching. In this study, an exercise therapy course was held using both lecture-based and virtual teaching methods. Then, the students’ opinions were investigated and their overall levels of satisfaction were measured. Methods: This cross-sectional study was conducted among all physiotherapy students who had enrolled in the fourth semester of 2014 academic year and had selected the course of principles of exercise therapy. This study was conducted during one semester. We evaluated the effect of lecture-based and virtual (multimedia-based) methods of education according to the learning management system (LMS) among 20 students. A researcher-made questionnaire was designed regarding satisfaction with virtual versus lecture-based teaching methods; the questionnaire was scored based on a five-point Likert-type scale. Results: Of 20 students, one individual was single and 19 were married. Moreover, the mean test score was 12.38 ± 3.23 for the virtual teaching method, while it was 14.21 ± 1.88 for the lecture-based one, showing a significant difference (P = 0.03). Generally, 50% of the students preferred the virtual teaching method over the lecture-based one. In total, 75% of the students were satisfied or totally satisfied with the virtual teaching method for the exercise therapy course. Conclusions: In terms of scores, the lecture-based method was better than the virtual one. However, the level of student’s satisfaction in the virtual method was higher than the lecture-based one.","PeriodicalId":33759,"journal":{"name":"Interdisciplinary Journal of Virtual Learning in Medical Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45428066","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}
Zahra Ahmadpour Kasgari, M. A. Baltork, Sirus Mansoori
Background: In education and learning, teaching to write well is still one of the challenges of Iranian English teachers. Objectives Since the writing skill has different aspects, this study aimed at investigating the impact of metalinguistic feedback and electronic feedback on the correct use of English prepositions in Iranian learners’ writings. Methods: The study utilized a semi-experimental design. The participants of the study were 84 Iranian language learners. These learners were randomly divided into one control and two experimental groups to take a writing pretest. One of the experimental groups received electronic feedback while the other was exposed to metalinguistic feedback. After the treatment period, the participants took a writing posttest. The writing products of the learners at both pretest and posttest were evaluated and scored in terms of the correct use of prepositions. The scores were analyzed through a combination of statistical tests of Kruskal-Wallis and Mann-Whitney. Results: The results of the Mann-Whitney test on the gained scores (posttests-pretest) of the three groups indicated that there was a significant difference between the sets of scores (H = 50.82, P = 0.00). Nevertheless, the result of Mann-Whitney U test showed that there was no significant difference between electronic and metalinguistic feedback (U = 433.500, P = 0.642), which means both types of electronic and metalinguistic feedback were equally effective on the correct use of English prepositions. Conclusions: In conclusion, the study led to a better understanding of the impact of electronic and metalinguistic feedback on the writing skill, which provided a basis for English as a foreign language (EFL) teachers to integrate them in the teaching and learning process.
{"title":"Efficacy of Electronic Versus Traditional Type of Metalinguistic Feedback in Correct Use of Prepositions: An Experimental Study","authors":"Zahra Ahmadpour Kasgari, M. A. Baltork, Sirus Mansoori","doi":"10.5812/IJVLMS.69552","DOIUrl":"https://doi.org/10.5812/IJVLMS.69552","url":null,"abstract":"Background: In education and learning, teaching to write well is still one of the challenges of Iranian English teachers. Objectives Since the writing skill has different aspects, this study aimed at investigating the impact of metalinguistic feedback and electronic feedback on the correct use of English prepositions in Iranian learners’ writings. Methods: The study utilized a semi-experimental design. The participants of the study were 84 Iranian language learners. These learners were randomly divided into one control and two experimental groups to take a writing pretest. One of the experimental groups received electronic feedback while the other was exposed to metalinguistic feedback. After the treatment period, the participants took a writing posttest. The writing products of the learners at both pretest and posttest were evaluated and scored in terms of the correct use of prepositions. The scores were analyzed through a combination of statistical tests of Kruskal-Wallis and Mann-Whitney. Results: The results of the Mann-Whitney test on the gained scores (posttests-pretest) of the three groups indicated that there was a significant difference between the sets of scores (H = 50.82, P = 0.00). Nevertheless, the result of Mann-Whitney U test showed that there was no significant difference between electronic and metalinguistic feedback (U = 433.500, P = 0.642), which means both types of electronic and metalinguistic feedback were equally effective on the correct use of English prepositions. Conclusions: In conclusion, the study led to a better understanding of the impact of electronic and metalinguistic feedback on the writing skill, which provided a basis for English as a foreign language (EFL) teachers to integrate them in the teaching and learning process.","PeriodicalId":33759,"journal":{"name":"Interdisciplinary Journal of Virtual Learning in Medical Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48606534","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: The main goal of this research is to explore the views of post-graduate students in Kerman regarding information overload in real-time mobile web applications in order to provide better, more appropriate solutions for eliminating and controlling information overload. Methods: The views of post-graduate students regarding information overload in real-time mobile web applications were assessed by sending/receiving questionnaires to the emails of 330 post-graduate students from the Kerman government universities who were chosen using Morgan's table sampling technique. The reliability of research questionnaires were analyzed in the SPSS software using Cronbach's alpha coefficient, which was 0.908 for this research. Results: The findings showed that the students had positive views about influencing factors of information overload, moderate views about personal influencing factors in dealing with information overload, positive views about effective tools for controlling information overload, moderate views about personal influencing and environmental factors in eliminating information overload, positive views about solutions for mitigating information overload, and negative views about the effects of information overload on users (P = 0.01). This means that all the independent variables directly affect the viewpoints of graduate students. Conclusions: The research results show that irrelevant information for the user, the amount of monitoring and evaluation of individuals and management of discussion groups, wrong and incorrect information, and violation of privacy are the main factors responsible for information overload. Furthermore, training programs on user interaction with information are considered as personal and environmental influencing factors in eliminating information overload. Management of personal knowledge, referring the work to professionals, and filtering the information are considered as important solutions for mitigating information overload, and informational stress and anxiety, despair and hopelessness in retrieving relevant information, informational fatigue, expenditure loss, reduced ability to think deeply, and reduced use of mental skills are considered as the most important effects of information overload on users.
{"title":"Information Overload in Real-Time Mobile Web Applications: Student Viewpoint","authors":"M. Negahban, V. Talawar","doi":"10.5812/IJVLMS.84176","DOIUrl":"https://doi.org/10.5812/IJVLMS.84176","url":null,"abstract":"Context: The main goal of this research is to explore the views of post-graduate students in Kerman regarding information overload in real-time mobile web applications in order to provide better, more appropriate solutions for eliminating and controlling information overload. Methods: The views of post-graduate students regarding information overload in real-time mobile web applications were assessed by sending/receiving questionnaires to the emails of 330 post-graduate students from the Kerman government universities who were chosen using Morgan's table sampling technique. The reliability of research questionnaires were analyzed in the SPSS software using Cronbach's alpha coefficient, which was 0.908 for this research. Results: The findings showed that the students had positive views about influencing factors of information overload, moderate views about personal influencing factors in dealing with information overload, positive views about effective tools for controlling information overload, moderate views about personal influencing and environmental factors in eliminating information overload, positive views about solutions for mitigating information overload, and negative views about the effects of information overload on users (P = 0.01). This means that all the independent variables directly affect the viewpoints of graduate students. Conclusions: The research results show that irrelevant information for the user, the amount of monitoring and evaluation of individuals and management of discussion groups, wrong and incorrect information, and violation of privacy are the main factors responsible for information overload. Furthermore, training programs on user interaction with information are considered as personal and environmental influencing factors in eliminating information overload. Management of personal knowledge, referring the work to professionals, and filtering the information are considered as important solutions for mitigating information overload, and informational stress and anxiety, despair and hopelessness in retrieving relevant information, informational fatigue, expenditure loss, reduced ability to think deeply, and reduced use of mental skills are considered as the most important effects of information overload on users.","PeriodicalId":33759,"journal":{"name":"Interdisciplinary Journal of Virtual Learning in Medical Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44375330","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 Mobile devices, specifically smartphones and tablets, are aimed to change learning and teaching methods innovatively. The purpose of this study was to investigate the effect of mobile learning applications on high-level cognitive skills. Methods This quasi-experimental study with a pretest-posttest design and a control group was performed among all female students of the 10th grade of math-physics branch of district 10 of Tehran (n = 30) during 2016 - 2017. The participants were selected using the convenience sampling method and randomly assigned into experimental and control groups. The research tools were Heppner-Peterson Problem Solving Inventory (1982) and Cassidy-Long Problem Solving Style Inventory (1996). Learning content (statistical lesson) were presented via a mobile application named “GeoGebra” during eight 1-hour sessions, while the control group participated in a lecture-based classroom. Before starting the course, a pre-test was performed in both groups, and after passing eight 1-hour sessions, a post-test was carried out in both groups. The data were analyzed using analysis of covariance in SPSS version 20. Results The results showed a significant difference between the groups in terms of problem solving abilities (F = 29.77, P < 0.001) and problem solving style (F = 25.72, P < 0.001), in favor of the experimental group, reflected the positive effect of the intervention on the experimental group. Conclusions Considering that mobile learning applications have a positive effect on students' high-level cognitive skills, teachers are recommended to use this method in their classrooms.
移动设备，特别是智能手机和平板电脑，旨在创新地改变学习和教学方法。本研究的目的是探讨移动学习应用程序对高级认知技能的影响。方法采用前测后测设计和对照组的准实验研究方法，对2016 - 2017年德黑兰10区数理化分院10年级女生(n = 30)进行调查。采用方便抽样法，随机分为实验组和对照组。研究工具为Heppner-Peterson Problem Solving Inventory(1982)和Cassidy-Long Problem Solving Style Inventory(1996)。学习内容(统计学课程)通过名为“GeoGebra”的移动应用程序在8个1小时的课程中呈现，而对照组则参加以讲座为基础的课堂。在课程开始前，两组都进行了预测试，在通过8个1小时的课程后，两组都进行了后测试。采用SPSS version 20的协方差分析对数据进行分析。结果两组在解决问题的能力(F = 29.77, P < 0.001)和解决问题的方式(F = 25.72, P < 0.001)上均有显著差异，有利于实验组，反映了干预对实验组的积极作用。鉴于移动学习应用程序对学生的高水平认知技能有积极的影响，建议教师在课堂上使用这种方法。
{"title":"The Effect of Mobile Learning on Students' High-Level Cognitive Skills","authors":"N. Saedi, A. Taghizade, J. Hatami","doi":"10.5812/IJVLMS.69203","DOIUrl":"https://doi.org/10.5812/IJVLMS.69203","url":null,"abstract":"Background Mobile devices, specifically smartphones and tablets, are aimed to change learning and teaching methods innovatively. The purpose of this study was to investigate the effect of mobile learning applications on high-level cognitive skills. Methods This quasi-experimental study with a pretest-posttest design and a control group was performed among all female students of the 10th grade of math-physics branch of district 10 of Tehran (n = 30) during 2016 - 2017. The participants were selected using the convenience sampling method and randomly assigned into experimental and control groups. The research tools were Heppner-Peterson Problem Solving Inventory (1982) and Cassidy-Long Problem Solving Style Inventory (1996). Learning content (statistical lesson) were presented via a mobile application named “GeoGebra” during eight 1-hour sessions, while the control group participated in a lecture-based classroom. Before starting the course, a pre-test was performed in both groups, and after passing eight 1-hour sessions, a post-test was carried out in both groups. The data were analyzed using analysis of covariance in SPSS version 20. Results The results showed a significant difference between the groups in terms of problem solving abilities (F = 29.77, P < 0.001) and problem solving style (F = 25.72, P < 0.001), in favor of the experimental group, reflected the positive effect of the intervention on the experimental group. Conclusions Considering that mobile learning applications have a positive effect on students' high-level cognitive skills, teachers are recommended to use this method in their classrooms.","PeriodicalId":33759,"journal":{"name":"Interdisciplinary Journal of Virtual Learning in Medical Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46615772","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: Information and communication technology (ICT) is the empowerment key to the development of communities, especially in the education system. A smart school refers to educational units, who are flexible for students regarding capabilities and features and prepare learners for the future. Objectives: This study aimed at identifying and prioritizing ways to improve teaching-learning process in the second semester of year 2017 2018 at smart schools of Semnan province. Methods: This qualitative study included six experts in information and communication technology in smart schools, and in-depth interviews were carried out with 24 teachers, who were selected by purposive and snowball sampling. The analysis of the content of the interviews and theoretical basis was set in the form of questionnaire in two sections of ideal situation and the status quo. According to experts, content validity and reliability by Cronbach’s alpha had a good condition at 0.88 and 0.96. In the quantitative section, a questionnaire was completed by 310 teachers and administrators, who were selected using stratified sampling. Results: Result of freedman test for determining the significance of ranking methods of improving teachinglearning showed that it was valid at P < 0.05. The findings showed that teachers (with average of 6) were in the first place followed by interaction (4.48), students (4.41), content (3.11), teaching method (1.58), and evaluation with average of 1.42 stands was in the sixth place amongst factors effecting the teaching-learning process of smart schools. Conclusions: Development of education systems refers to creating fundamental changes in the process of teaching and learning. To enhance these changes, ICT is an empowering key factor. Teaching/learning process includes the teacher, student, and teaching methods. Among these, the teacher has a vital role because they provide information for thinking and reasoning.
{"title":"Identification and Prioritization of Factors Affecting the Improvement of Teaching-Learning at Smart Schools","authors":"A. Dolati, S. Siadat, H. Dehgani","doi":"10.5812/IJVLMS.68777","DOIUrl":"https://doi.org/10.5812/IJVLMS.68777","url":null,"abstract":"Background: Information and communication technology (ICT) is the empowerment key to the development of communities, especially in the education system. A smart school refers to educational units, who are flexible for students regarding capabilities and features and prepare learners for the future. Objectives: This study aimed at identifying and prioritizing ways to improve teaching-learning process in the second semester of year 2017 2018 at smart schools of Semnan province. Methods: This qualitative study included six experts in information and communication technology in smart schools, and in-depth interviews were carried out with 24 teachers, who were selected by purposive and snowball sampling. The analysis of the content of the interviews and theoretical basis was set in the form of questionnaire in two sections of ideal situation and the status quo. According to experts, content validity and reliability by Cronbach’s alpha had a good condition at 0.88 and 0.96. In the quantitative section, a questionnaire was completed by 310 teachers and administrators, who were selected using stratified sampling. Results: Result of freedman test for determining the significance of ranking methods of improving teachinglearning showed that it was valid at P < 0.05. The findings showed that teachers (with average of 6) were in the first place followed by interaction (4.48), students (4.41), content (3.11), teaching method (1.58), and evaluation with average of 1.42 stands was in the sixth place amongst factors effecting the teaching-learning process of smart schools. Conclusions: Development of education systems refers to creating fundamental changes in the process of teaching and learning. To enhance these changes, ICT is an empowering key factor. Teaching/learning process includes the teacher, student, and teaching methods. Among these, the teacher has a vital role because they provide information for thinking and reasoning.","PeriodicalId":33759,"journal":{"name":"Interdisciplinary Journal of Virtual Learning in Medical Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45167106","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}
Mansour Bakhsh Amin, Farideh Reshadat Joo, A. Jamali
Background: The main objective of this paper was to determine the dimensions and components of elites empowerment in interaction with the business environment based on knowledge economy and technology. Methods: This was an applied developmental study in view of objective and descriptive/observational and survey type with respect to the manner of sampling and data collection. Purposive sampling method was used to choose the participants. The statistical population of the study consisted of 3,000 managers of knowledge-based enterprises throughout Iran, 572 of whom were enrolled in the study. Overall, 362 of the participants responded to the self-made questionnaire, which included 80 items rated using a 5-point Likert scale, and 350 questionnaires were fully completed by the samples and were used for data analysis. The validity of the questionnaire was confirmed by 10 professors of Islamic Azad University. In order to determine its construct validity, the exploratory factor analysis was used, utilizing principal component analysis and varimax rotation. The reliability coefficient of the questionnaire was 0.87. For data analysis, exploratory factor analysis and analytical hierarch process were implemented using SPSS and LISREL tools. Results: The results showed that the pattern of elites empowerment in interaction with the business environment based on knowledge economy and technology included the individual (0.260), intra-organizational (0.463), and extra-organizational (0.276) aspects. Conclusions: Among these aspects, the intra-organizational factor had the greatest impact on the empowerment of elites. Therefore, for the empowerment of elites, executive mechanisms should be prepared in the frame of formulated components.
{"title":"Determining the Dimensions and Components of Elites Empowerment in Interaction with the Business Environment Based on Knowledge Economy and Technology","authors":"Mansour Bakhsh Amin, Farideh Reshadat Joo, A. Jamali","doi":"10.5812/IJVLMS.80371","DOIUrl":"https://doi.org/10.5812/IJVLMS.80371","url":null,"abstract":"Background: The main objective of this paper was to determine the dimensions and components of elites empowerment in interaction with the business environment based on knowledge economy and technology. Methods: This was an applied developmental study in view of objective and descriptive/observational and survey type with respect to the manner of sampling and data collection. Purposive sampling method was used to choose the participants. The statistical population of the study consisted of 3,000 managers of knowledge-based enterprises throughout Iran, 572 of whom were enrolled in the study. Overall, 362 of the participants responded to the self-made questionnaire, which included 80 items rated using a 5-point Likert scale, and 350 questionnaires were fully completed by the samples and were used for data analysis. The validity of the questionnaire was confirmed by 10 professors of Islamic Azad University. In order to determine its construct validity, the exploratory factor analysis was used, utilizing principal component analysis and varimax rotation. The reliability coefficient of the questionnaire was 0.87. For data analysis, exploratory factor analysis and analytical hierarch process were implemented using SPSS and LISREL tools. Results: The results showed that the pattern of elites empowerment in interaction with the business environment based on knowledge economy and technology included the individual (0.260), intra-organizational (0.463), and extra-organizational (0.276) aspects. Conclusions: Among these aspects, the intra-organizational factor had the greatest impact on the empowerment of elites. Therefore, for the empowerment of elites, executive mechanisms should be prepared in the frame of formulated components.","PeriodicalId":33759,"journal":{"name":"Interdisciplinary Journal of Virtual Learning in Medical Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45094751","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: The purpose of this study was to investigate the applicability and necessity of e-learning courses based on the participants’ viewpoints in an e-learning Summer School. Methods: The research was conducted in 2017 with a descriptive cross-sectional design. The statistical population consisted of 33 students from universities of medical sciences that attended in the first e-learning Summer School and the research was done on all of them. A researcher-made questionnaire with a 5-point Likert scale was used that consisted of 40 questions including 25 questions in the knowledge section with five fields (concepts and theories, instructional design, virtual class, multimedia principles, and new approaches in e-learning) and 15 questions in the skills section with two fields (e-content development and learning management system). Content validity of the questionnaire was approved based on five expert’s opinions and reliability was 94% based on Cronbach’s alpha. The data were analyzed by using SPSS 16 with one-sample t-test, independent t-test, and ANOVA test. Student’s individual experiences were also evaluated by one open-ended question. Results: All topics significantly were applicable and necessary from the participants’ viewpoints in both knowledge and skills sections (P < 0.001). The dimension of e-content development had the highest mean score (4.46). Conclusions: E-learning can provide better and easier learning experiences by eliminating the time and space constraints and being adapted to learner conditions. Short-term e-learning courses can create new ideas for the use of technology in the educational
{"title":"Applicability and Necessity of E-Learning Courses Based onParticipants’ Viewpoints in a Summer School","authors":"Z. Karimian","doi":"10.5812/IJVLMS.81061","DOIUrl":"https://doi.org/10.5812/IJVLMS.81061","url":null,"abstract":"Background: The purpose of this study was to investigate the applicability and necessity of e-learning courses based on the participants’ viewpoints in an e-learning Summer School. Methods: The research was conducted in 2017 with a descriptive cross-sectional design. The statistical population consisted of 33 students from universities of medical sciences that attended in the first e-learning Summer School and the research was done on all of them. A researcher-made questionnaire with a 5-point Likert scale was used that consisted of 40 questions including 25 questions in the knowledge section with five fields (concepts and theories, instructional design, virtual class, multimedia principles, and new approaches in e-learning) and 15 questions in the skills section with two fields (e-content development and learning management system). Content validity of the questionnaire was approved based on five expert’s opinions and reliability was 94% based on Cronbach’s alpha. The data were analyzed by using SPSS 16 with one-sample t-test, independent t-test, and ANOVA test. Student’s individual experiences were also evaluated by one open-ended question. Results: All topics significantly were applicable and necessary from the participants’ viewpoints in both knowledge and skills sections (P < 0.001). The dimension of e-content development had the highest mean score (4.46). Conclusions: E-learning can provide better and easier learning experiences by eliminating the time and space constraints and being adapted to learner conditions. Short-term e-learning courses can create new ideas for the use of technology in the educational","PeriodicalId":33759,"journal":{"name":"Interdisciplinary Journal of Virtual Learning in Medical Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46659789","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}
Objective: The aim of this study was to assess the readiness level of Neyshabur University of Medical Sciences for virtual training
目的:本研究的目的是评估内沙布尔医学科学大学的虚拟训练准备水平
{"title":"Assessment of the Level of Readiness at Neyshabur University of Medical Sciences for Virtual Training Development: 1396","authors":"Aida Abusalehi, S. G. Moghadam","doi":"10.5812/IJVLMS.67884","DOIUrl":"https://doi.org/10.5812/IJVLMS.67884","url":null,"abstract":"Objective: The aim of this study was to assess the readiness level of Neyshabur University of Medical Sciences for virtual training","PeriodicalId":33759,"journal":{"name":"Interdisciplinary Journal of Virtual Learning in Medical Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48605744","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}
Anwar Shahmohammadi, A. Taghipourzahir, N. Azizi, I. Ebrahimzadeh
Context Promoting the quality of learning and teaching processes at the tertiary level, including distance education, has been considered as a strategic approach by policy makers in higher education, throughout the world. For this reason a reliable and comprehensive evaluation mechanism can play an important role in assessing the current situation and identifying the needs and problems from one hand and identifying the most important appraisal indicators on the other hand. This study aimed at critically reviewing the literature and theoretical frameworks of previous relevant researches to highlight the most important components and indicators that must be applied in appraising distance education. Methods As a qualitative study, a meta-synthesis approach was applied. Due to the importance of using the findings of previous studies as a foundation for extracting the most important appraisal indicators, 42 national and international research studies relevant to the evaluation of distance education were selected and analyzed, which were published in refereed journals during year 2006 to 2015. The eligibility criteria for selecting these studies were their relevance to any aspect of distance education. For this reason and in order to identify indicators, the content of these studies were analyzed based on the open coding method. Later on, all findings were categorized, outlined, and summarized according to the main components, which may form a comprehensive evaluation system for distance education at the higher education level. Results The findings of this meta-synthesis showed that pedagogical knowledge, technology, learning organization, educator, learner, learning content, teaching models and strategies, time, place and space were the most important components of a comprehensive appraisal system that should be considered in evaluating distance education systems and its mechanisms and processes, continuously. Conclusions The rise of distance education in Iran’s higher education sector has urged that new comprehensive evaluation system has to be applied as a platform for improving and guaranteeing the quality of learning and teaching processes, curriculum and learning materials, and even the way by which these institutions are managed. Consequently, it is important to be assured that our policies and practices in higher distance education are on the right pathway. Therefore, based on the theoretical frameworks and studies performed before, the outcome of this meta-synthesis however, has highlighted some critical components which are necessary to be taken into account if this system has to be evaluated comprehensively.
{"title":"A Critical Reflection of the Appraisal Indicators of Distance Education Systems: A Meta-Synthesis","authors":"Anwar Shahmohammadi, A. Taghipourzahir, N. Azizi, I. Ebrahimzadeh","doi":"10.5812/IJVLMS.68103","DOIUrl":"https://doi.org/10.5812/IJVLMS.68103","url":null,"abstract":"Context Promoting the quality of learning and teaching processes at the tertiary level, including distance education, has been considered as a strategic approach by policy makers in higher education, throughout the world. For this reason a reliable and comprehensive evaluation mechanism can play an important role in assessing the current situation and identifying the needs and problems from one hand and identifying the most important appraisal indicators on the other hand. This study aimed at critically reviewing the literature and theoretical frameworks of previous relevant researches to highlight the most important components and indicators that must be applied in appraising distance education. Methods As a qualitative study, a meta-synthesis approach was applied. Due to the importance of using the findings of previous studies as a foundation for extracting the most important appraisal indicators, 42 national and international research studies relevant to the evaluation of distance education were selected and analyzed, which were published in refereed journals during year 2006 to 2015. The eligibility criteria for selecting these studies were their relevance to any aspect of distance education. For this reason and in order to identify indicators, the content of these studies were analyzed based on the open coding method. Later on, all findings were categorized, outlined, and summarized according to the main components, which may form a comprehensive evaluation system for distance education at the higher education level. Results The findings of this meta-synthesis showed that pedagogical knowledge, technology, learning organization, educator, learner, learning content, teaching models and strategies, time, place and space were the most important components of a comprehensive appraisal system that should be considered in evaluating distance education systems and its mechanisms and processes, continuously. Conclusions The rise of distance education in Iran’s higher education sector has urged that new comprehensive evaluation system has to be applied as a platform for improving and guaranteeing the quality of learning and teaching processes, curriculum and learning materials, and even the way by which these institutions are managed. Consequently, it is important to be assured that our policies and practices in higher distance education are on the right pathway. Therefore, based on the theoretical frameworks and studies performed before, the outcome of this meta-synthesis however, has highlighted some critical components which are necessary to be taken into account if this system has to be evaluated comprehensively.","PeriodicalId":33759,"journal":{"name":"Interdisciplinary Journal of Virtual Learning in Medical Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44070740","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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