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Interdisciplinary Journal of Virtual Learning in Medical Sciences - Volume:9 Issue: 4, Dec 2018

Interdisciplinary Journal of Virtual Learning in Medical Sciences
Volume:9 Issue: 4, Dec 2018

  • تاریخ انتشار: 1397/10/01
  • تعداد عناوین: 8
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  • Zahra Ahmadpour Kasgari*, Meimanat Abedini Baltork , Sirus Mansoori Page 1
    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.
    Keywords: Feedback, Language Development, Writing, Students
  • Mehdi Badali , Javad Hatami*, Hashem Fardanesh , Omid Noroozi Page 2
    A great deal of attention has been paid to the experiences of learners and stakeholders in assessing the quality of massive open online courses (MOOCs), while participants' experiences in MOOCs and stakeholders are highly important factors in this process. Therefore, this study aims at evaluating instructional design quality of MOOCs based on Merrill’s first instructional principles and Margaryan principles. For this study, a method of evaluation research was used based on the expert standpoints. Statistical population consisted of 20 internally-developed platforms of MOOCs, which 40 courses (2 courses from each platform) were selected by using simple random sampling method. This study was carried out from February to July 2018. To do so, a check list of 28 questions was designed by researchers based on the prescriptive strategies of Merrill's first instructional principles (problem-oriented, activation, presentation, application, integration) and Margaryan’s principles (collective knowledge, collaboration, distinction, authentic sources and feedback). Accordingly, instructional quality evaluation of MOOCs courses was carried out by the educational technology specialists. Descriptive and inferential findings revealed that instructional design quality of MOOCs based on the points of specialists is under-evaluated and does not address Merrill’s first instructional principles as well as the ones of Margaryan. It is suggested that in addition to paying attention to the elements of the MOOCs platform and its facilities, the Merrill's and Margaryan’s principles should be used in designing the MOOCs content.
    Keywords: Massive Open Online Courses, MOOCs, Merrill Principles, Margaryan Principles, Instructional Design Quality
  • Elham Akbari *, Robert, Jan Simons Page 3
    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.
    Keywords: Facebook, Motivation, Online Social Networks, Teaching, Learning, Self-Determination Theory
  • Narges Saedi*, Abbas Taghizade , Javad Hatami Page 4
    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.
    Keywords: Distance Education, Electronic Learning, Mobile Learning Applications, High-Level Cognitive Skills, Problem-Solving
  • Zahra Rojhani, Shirazi*, Shima Bordbar , Ahmad Baleshzar Page 5
    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.
    Keywords: Virtual, Lecture-Based, Learning
  • Mohammad Bagher Negahban *, VG Talawar Page 6
    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.
    Keywords: Information Overload, Mobile Phone, Real-Time Mobile Web Applications
  • Jila Khalife*, Nahid Zarifsanaiey , Leila Bazrafkan , Fateme Keshavarzi Page 7
    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.
    Keywords: Learning Style, Locus of Control, Virtual Education, Students, Academic Achievement
  • Fateme Bambaeeroo , Nasrin Shokrpour * Page 8