فهرست مطالب
Interdisciplinary Journal of Virtual Learning in Medical Sciences
Volume:7 Issue: 4, winter 2016
- تاریخ انتشار: 1395/10/10
- تعداد عناوین: 8
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Page 1IntroductionThe aim of this research was to qualitatively analyze the teaching and learning components of socio-cultural constructivism theories such as activity theory, situated learning and cognitive tools and provide a model along with workable examples that can be used by designers, educational experts, and teachers.MethodsThe method of this study was qualitative content analysis. The study was conducted in 2015. Statistical population was all documents, articles, posts, and reviews written during 1991 - 2014 (100 sources) related to the 3 theories of this study. The content of these resources were selected and analyzed using the purposive sampling method, which extracted categories and sub-categories of documents. Finally, the main components were coded and the conceptual model was developed based on research findings.ResultsResults of the analysis led to the identification of the components of the integrated and conceptual model. The model consisted of 2 phases that include, analysis of community of practice and designing learning environment that include analysis of tool, analysis of learner, analysis of activity, and several common factors that support all of the learning environment.ConclusionsThis article introduced a conceptual model for designing of situated learning, activity, and cognitive tools. It may be used in face-to-face, online, and combined environments.Keywords: Instructional Design, Activity Theory, Situated Learning, Cognitive Tools
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Page 2BackgroundComputer-based testing (CBT) is gaining in popularity in educational settings, and students seem more inclined to take tests delivered via computers. This study aimed at examining factors affecting CBT.MethodsThis descriptive study intended to explore factors which might affect medical computer-based testing (CBT). Accordingly, a researcher-made questionnaire (alpha = 0.86) was administered to 264 conveniently selected medical students enrolled in general English language courses at Qazvin University of Medical Sciences in Spring 2016. The validity of the questionnaire was confirmed seeking experts opinions. Data were analyzed using SPSS (version 23).ResultsThe results of exploratory factor analysis showed that six factors could affect CBT. These six factors explained 55.91% of the variance. Among the factors, self-esteem accounted for the highest variance (26.34%), while cost-effectiveness accounted for the lowest variance (4.73%).ConclusionsThese findings suggest that CBT may motivate medical language learners, building their self-esteem and identity. Therefore, they may prefer it to pencil-and-paper tests because of the higher accuracy of CBT.Keywords: Assessment Forms, Online Testing, Technology, Attitude
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Page 3BackgroundNowadays, more than ever, teachers need to adapt using new technologies in teaching, especially when electronic teaching is a necessity.ObjectivesThe present study aimed at evaluating the effect of organizational perceived innovative climate on continuous use of electronic teaching with the role of computer self-efficacy among male teachers in Ardabil province.MethodsThis was a correlational study with causal modeling. The study population consisted of 312 male teachers. The sample of 172 teachers was selected using cluster sampling method and Cochran formula. Three questionnaires were used for data collection: King et al. innovative organizational climate, Karsten and Roth computer self-efficacy, and Chow et al. Continued use of electronic teaching. The experts confirmed the face and content validity and the reliability of the questionnaire (0.78, 0.82, and 0.89, respectively) using Cronbachs alpha. The data were analyzed using SPSS 20 software and LISREL software (Version 8.54).ResultsThe results showed the impact of perceived innovative climate on computer self-efficacy and revealed that the continuous use of electronic teaching among the teachers was positive and significant (PConclusionsOrganizational innovative climate can be more successful and effective in schools by employing teachers who have knowledge of the continued use of electronic teaching and by improving their computer self-efficacy.Keywords: Organizational Perceived Innovative Climate, Computer, Self-Efficacy, Continuous Use of Electronic Teaching, Teaching, Schools
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Page 4IntroductionLearning Management Systems (LMS) of virtual universities have influenced multiple aspects of students lives. The present study aimed at investigating the relationship between the application of LMS, learning outcomes, and social learning from the viewpoint of Mehr Alborz University students.MethodsThe population of this descriptive, correlational-casual study included 300 students of four different disciplines. According to Krejcie and Morgans table, a sample of 169 students was selected. The instrument was a researcher-made questionnaire, including 26 questions. To analyze the data, descriptive statistics of Pearson correlation coefficient and structural equation modeling (path diagram) with SPSS 21 and Amos 18 were used.ResultsResults indicated that students engagement in the learning management system was significantly associated with social outcomes (PConclusionsThis study presented a new approach for educational institutions to verify the influence of peers. In other words, it provides supportive infrastructures to enable students to work in LMS social networks, and to increase interactions among peers. Furthermore, instructional designers can design educational practices on the basis of learning management systems, and benefit from these systems.Keywords: Learning Management System, Socialization, Acculturation, Self-esteem, Satisfaction, Proficiency
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Page 5IntroductionDevelopment of new virtual technologies has evolved teaching-learning process. As for the technologies, it can be refered to the use of virtual social networks in education. The current study aimed at exploring the effect of using virtual social networks on nursing students English learning.MethodsThe current study employed pretest-posttest plan with control group. The research population consisted of all nursing students of Malayer nursing school, Malayer, Iran, in 2015-2016, among which 30 students were selected by available sampling method, and then, randomly assigned to the control and experimental groups. Instruments used in the research consisted of learning tests (pretest with 0.87 reliability and posttest with 0.89 via test-retest and confirmation of formal validity by English teachers as experts). Paired t test was employed to analyze data by SPSS version 18.ResultsThe research findings showed that the learning level of students who learned English via virtual social networks was more than that of students who learned it traditionally (t = 14.30 and plusmn; 2.48, P = 0.001).ConclusionsGiven the effect of virtual social networks on nursing students English learning, it is recommended to use this teaching technique in the teaching-learning process of medical education.Keywords: Social Networks, Virtual, Learning, Education, Nursing
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Page 6IntroductionTeam-based learning is one of the methods concerned in medical education. Teaching and learning have some principles known as Merrills first principles that are a basis for effective education. This study examined the effect of using team-based learning combined with Merrills Principles on achieving learning objectives in nursing students.MethodsThis was a semi-experimental, applied research that used pretest-posttest design with a control group. The statistical population included all undergraduate students of Ardebil University of Medical Sciences, Meshkin Shahr campus, in 2015 - 2016. The sample group comprised a class of nursing students selected by convenience sampling method (n = 47). The subjects were divided into two groups of control (n = 23) and test (n = 24) using simple random allocation. A pretest was given to both groups prior to the implementation of the training. Then, the intended plan was executed for 5 weeks and at the end, a posttest was administered. The data were analyzed by applying covariance analysis test using SPSS version 20.ResultsThe results showed that the learning objectives scores in the test group increased from 2.68 and 1.31 to 17.83 and 12.16 for remembrance and application levels, respectively, while the increments were not significant in the control group. In other words, there was a significant difference in the achievement of learning objectives between the test and control groups (PConclusionsBy using team-based learning combined with Merrills First Principles, we can improve learning objectives achievements.Keywords: Team-Based Learning, Learning Objectives, Merrill's First Principes of Instruction, Nursing, Students
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Page 7BackgroundBlended learning means using more than one method, strategy, technique, and medium in education to provide content and training materials. This method can affect students learning owing to its flexibility and ability to use advantages of both face to face and e-learning methods. The aim of this study was to compare the effects of two methods of blended and face to face learning on the knowledge and performance of masters degree students of Shiraz University of Medical Sciences.MethodsThis research is a quasi-experimental study designed as pretest/posttest, which was conducted on 60 students. Based on the criteria, the selected students were randomly divided into two groups of 30 individuals to receive either blended or face to face learning. Data were collected at pretest and posttest using questionnaires and checklists. The acceptable significance level was set at 0.05 (α = 0.05). Face and content validity of the questionnaire and checklist were assessed by four professors in the field of education. Reliability of the questionnaire and checklist was assessed using Cronbachs alpha, which gave the values of 0.72 and 0.7, respectively. Data were analyzed through paired and independent t-tests in SPSS version 19.ResultsResults showed that the increases in pretest scores compared to posttest scores were significantly higher in the blended learning group than the face-to-face learning group (PConclusionsIf the methods, techniques, and educational media are used in the right place (according to the target group) and the right way, it can help improve and facilitate learning.Keywords: Blended Learning, Research Proposal, Evaluation, E-Content, Multimedia
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Page 8BackgroundNowadays, there is an ongoing development in virtual social networks and their application for patients'' support, diagnosis, self-care, and education. On the other hand, applying short messages as the easiest, simplest, and cheapest way of presenting information would be helpful in this regard. Thus, in this study the effect of social network and sending short messages was assessed on negative thinking status of women.MethodsThis was an experimental study with pretest-posttest design performed in 2015. Out of 1165 women in Mohajeran city, 75 were randomly assigned into three groups of social network, short message, and control. The participants received a compact disc containing e-content about reducing negative thoughts. They filled out the Crandell cognition inventory (CCI) before and immediately after the intervention and also one month later for assessing their negative thoughts. A Telegram group was established for the social network group while follow-up short messages were sent for the other intervention group. SPSS V.21 was used for data analysis by paired t test, one way analysis of variance, analysis of covariance and repeated measures tests. Validity (in terms of content and structure) of the questionnaire was confirmed by comments from experts and professors and Bartlett test (KMO = 0.846, p and lt; 0.001); the reliability was confirmed by Cronbachs alpha coefficient (0.69) and test-retest coefficient (0.928).ResultsThere were significant differences between pretest and posttest scores in social network, short message, and control groups (P value 0.45, 0.001 and lt; 0.001 and lt; respectively). There were also significant differences between pretest and follow-up scores in the abovementioned groups (P value 0.003, 0.012, 0.001 respectively). There was no significant difference in the follow-up scores between three groups (P = 0.917).ConclusionsThe results showed that multimedia e-content merely would reduce participantsnegative thoughts. Therefore, providing multimedia e-content could be beneficial in improving the effectiveness of public health education.Keywords: Social Learning, Distance Education, Community Health Education, Mental Health, Women's Health