جستجوی مقالات مرتبط با کلیدواژه "آمادگی یادگیری خود" در نشریات گروه "پزشکی"

The educational landscape has undergone a significantly transformed with the widespread adoption of online learning platforms. This presents both opportunities and challenges for students in various fields. Therefore, the present study was conducted to investigate the relationship between self-efficacy and information technology skills on the readiness for online learning among nursing and midwifery students.

This study was conducted with a descriptive method of correlation type. The statistical population was all the students of nursing and midwifery faculties of the Islamic Azad University of Mazandaran province in the number of 1248 people, with stratified random sampling method according to Krejcie and Morgan table, 297 people (midwifery = 125 and nursing = 172). Were selected as samples. Bandura's self-efficacy questionnaires, Irwin and McLean's information technology skills, and Watkins et al.'s readiness for online learning were used to measure the study variables. To analyze the data, descriptive tests, mean, standard deviation, as well as inferential statistics, univariate and multivariate regression tests were used. All statistical topics were analyzed using SPSS version 26 statistical software and significance level (p<0.05).

The results showed that there is a relationship between self-efficacy (p = 0.001, β = 0.45) and information technology skills (p = 0.001, β = 0.36) with online learning readiness of nursing and midwifery students of Islamic Azad University of Mazandaran province. There are positive and meaningful.

In general, it can be concluded that students' self-efficacy and IT skills can help improve their readiness for online learning. These results can be used to plan and implement online training in nursing and midwifery.

In today's world, filled with technology and e-learning, readiness to participate in online educational environments is of great importance. Therefore, the present study was conducted with the aim of investigating the relationship between self-directed learning and information technology skills on the online learning readiness of nursing and midwifery students.

This is an analytical cross-sectional study with a correlation design. The statistical population consisted of all nursing and midwifery students of the nursing and midwifery faculties of the Islamic Azad University of Mazandaran province, totaling 1,248 individuals in the academic year 2022-2023. A stratified random sampling method was employed, selecting 297 individuals (125 midwifery students and 172 nursing students) based on the Krejcie and Morgan table. Self-directed learning, information technology skills, and online learning were evaluated using questionnaires. The Kolmogorov-Smirnov test was used to assess the normality of the collected data. Data were analyzed in SPSS (version 16) using descriptive statistics, including mean, standard deviation by Pearson correlation coefficient statistics, and multiple linear regression at a significance level of 0.05.

According to multiple linear regression, the scores for online learning readiness were related to self-directed learning and information technology skills in nursing and midwifery students. The multiple correlation coefficient (R) was equal to 0.550. The coefficient of determination (R2) was equal to 0.492, which indicates that 49.2% of the changes in students' online learning readiness scores are explained by self-directed learning variables and their information technology skills.

By recognizing and utilizing the distinct roles of self-directed learning and information technology skills, educators and policymakers can design support mechanisms based on the diverse needs of students. As a result, the online learning environment at Mazandaran Azad University can provide a more favorable and successful environment for students.

 One of the most important social institutions is the institution of education. An institution whose importance has caused planners and policymakers to pay special attention to it in their decisions and consider it as the basis for the development of societies. Favorable academic performance increases self-confidence and improves quality, and on the other hand, unfavorable academic performance causes feelings of inadequacy and loss of self-confidence. With the onset of Corona and the emphasis on social distancing in this regard, face-to-face education in schools and universities was closed in many countries. In addition to online education, the preparation of e-learning also affects the academic performance of students. If the learners are not prepared for this learning, they will have problems entering such learning and their performance will be affected. One of the important factors in the preparation of e-learning and the prerequisite for the implementation of virtual education is access to technology. Technology in virtual education includes the internet, smartphone, and necessary software. Without the necessary and appropriate equipment, the implementation of e-learning will have problems. Another important factor in preparing for electronic learning is having the necessary and continuous skills in using educational software, so learners must have the necessary ability to interact and communicate with technology to learn educational topics. One of the other factors affecting the academic performance of students in the conditions of the corona outbreak is the quality of teachers' teaching. The new situation caused by the spread of Corona has imposed unprecedented conditions on the education system of the countries, while before that, teachers were present in their classrooms most of the time and using traditional methods In particular, they used the lecture method to teach, but now they have faced a new situation where they have to teach online and change their teaching methods according to the conditions. Examining the quality of teachers' teaching is one of the most important issues that provides appropriate feedback in making basic decisions and analyzing educational issues. The quality of teaching is defined as the degree of conformity and consistency of each of the main indicators and characteristics of teaching quality with the standards and desirable and superior characteristics that are mentioned in various theories. The importance of the present research should be stated, considering that the results of some research pointed out the negative effect and undesirable uses of social media on the performance of students, and on the other hand, researchers also pointed to the positive effect of social media on learning and improvement. The communication skills of students and the development of these capacities have been pointed out, this existing educational gap justifies the need for investigation in this case and it is necessary to investigate more about the effect of virtual education on academic performance. In the research conducted on e-learning in Iran, most of the research refers to the preparation for e-learning at the university level, and the quality and preparation of learning in e-learning at the secondary level are not mentioned. Therefore, in this research, the preparation for e-learning was investigated as a mediating variable on virtual education at the high school level, to determine whether the change in the statistical population still confirms the results of the previous research or not. On the other hand, the studies carried out after the spread of the Coronavirus have mostly focused on the positive and negative consequences of virtual education from the teachers' point of view, and less research has focused on the role of teachers' teaching quality in virtual space and its final effect on academic performance, to fill the void. Mentioned research, in this research, the role of teachers' teaching quality on academic performance was investigated with the mediating role of e-learning preparation and virtual education. Because the rate of academic progress and failure is one of the efficiency criteria of the educational system, therefore, the discovery and investigation of variables affecting academic performance lead to a better understanding and prediction of effective variables in the school. As a result, the findings of this research can be a good help for the quality of education in the virtual space, and also the findings of the research can be made available to managers and teachers to use to improve the quality of teachers' teaching and teach teachers about the effectiveness of teaching. Make them aware of the academic progress of students.

The statistical population of the research was all female secondary school students of the second period of Sabzevar city in the academic year of 1399-1400. Using the cluster sampling method, 335 people were selected as samples from this statistical population. The research was descriptive and correlational. To collect information, questionnaires on teachers' professional quality, e-learning readiness, and virtual education were used. Modeling of structural equations was performed by smart pls software.

The results of correlation analysis showed that there was a significant relationship between the variables of teachers' teaching quality, learning readiness, and virtual education with the variable of academic performance. The results showed that the path coefficient of teachers' teaching quality to e-learning readiness was 0.41, e-learning readiness to virtual education quality was 0.70, and virtual education quality to academic performance was 0.71. The model had good validity and reliability and all the fit indices of the model were in the desired range.

The results indicate that the quality of teachers' teaching had an indirect effect on the academic performance of students due to the effect on the preparation of electronic learning and the quality of virtual education. According to the results of the present research, planning should be done in a happy atmosphere in such a way that the academic performance of students increases. For this purpose, it is better to provide preparation courses for students to use virtual space and for teachers, necessary courses for optimal teaching in virtual space. All researches face limitations. One of the limitations of the current research is related to the generalization of the research findings, considering that the study was conducted on high school students; therefore, generalizing the results to other stages should be done with caution. Another limitation is related to the unisex nature of the statistical population of the research, and its generalization to the statistical population of boys is not confirmed. It is suggested that other research on the effect of teachers' teaching quality on academic performance be carried out by changing and replacing the variables present in elementary school. In other research, it is possible to examine the research model in both sex groups to check what changes the gender factor causes in the research results. It is also suggested that teachers inform students about the way of activity and how to evaluate themselves in virtual education and teach them how to use virtual space.

E-learning has many strengths and it is easily available, therefore, it received much attention by the Iran Ministry of Health and Medical Education during the COVID-19 pandemic. The present study investigated the level of e-learning readiness and its relationship with demographic factors in medical students of Mazandaran University of Medical Sciences during the COVID-19 pandemic.

This descriptive-analytical study was performed in medical students of Mazandaran University of Medical Sciences in 2019-2020 academic year. Using Morgan table, 263 students were selected. Watkins et al.'s standard E-learning readiness questionnaire was used. Data analysis was done applying Pearson correlation, independent t-test, and ANOVA in SPSS V20.

The overall e-learning readiness was moderate among students (103.30 ± 15.00). The highest and lowest mean scores were associated with skills and continuous communication (38.67 ± 4.50) and motivation (8.14 ± 3.00), respectively. Findings showed a significant relationship between electronic learning readiness and the academic course (P<0.05).

This study showed that general readiness of medical students for electronic learning was at an average level and in the internship period, it was significantly higher than other modules. Therefore, medical educaters are suggested to have powerful presence in order to increase students’ motivation.

Assessing e-learning readiness is one of the prerequisites for e-learning development. The aim of this study was to assess the readiness of e-learning in Shahid Sadoughi University of Medical Sciences, Yazd International Campus.

This study is conducted by descriptive-survey-cross-sectional method. A sample group of 437 individuals consisting administrators, professors, and staff were selected by simple random sampling, and students were selected by stratified random sampling. For data collection, a researcher-made questionnaire adapted from Khan frame work with three dimensions of organization, technology and audience analysis with validity approved by professors and reliability by internal consistency method and Cronbachchr('39')s alpha coefficient equal to 0.7 was used. Descriptive statistics (mean, standard deviation, standard deviation) and inferential statistics (one-group t-test) were used to analyze the data with a significant level of 0.05.

By summing up the total sample group and the value of t-statistic, the difference in weighted average of the group responses with a 50% point in the organizational, technology and audience analysis dimensions were equal to 4.07, 2.21 and 2.98, respectively, and in total equal is 2/85 Larger than the critical value of the table with a degree of freedom of 436 with an error probability of less than 0.05. Hence, there was a significant difference between the weighted average of the whole sample group and a score of 50 which means the university is more than 50% ready to implement learning Electronically.

the International Campus of Shahid Sadooghi Medical Sciences University of Yazd is prepared for e-learning project.

The aim of this study was to investigate the effect of e-learning readiness on self-regulated learning strategies and students' behavioral tendency to learn on the web.

The present study is applied in terms of its purpose and it is descriptive-correlational in terms of its nature and method. The participants of this study were the whole students of Tabriz Payam-e-Noor University in 2016-2017. Among whom 223 were chosen using stratified random sampling method. Four types of measurement instruments were used in the present study including e-learning readiness of Watkins et al. (2004), motivating beliefs of Pintrige et al., (1991), Self-regulated learning strategies in online and web-based learning of Bernard et al., (2008), and behavioral tendency to web-based learning of Davis et al., (1989). Structural equation modeling was used to analyze the data in AMOS and SPSS software.

The findings of this study indicated that the given conceptual model was confirmed statistically with respect to the goodness of fit indices. Moreover, e-learning readiness through the mediating role of motivational beliefs has direct, positive and significant effect on the motivational beliefs and indirect positive and significant effect on self-regulated learning strategies and behavioral tendency to web-based learning. In addition, motivational beliefs have direct positive and significant effect on self-regulated learning strategies and behavioral tendencies in web-based learning. The direct effect of e-learning readiness on e-learning strategies and behavioral tendency toward web learning was positive but was not statistically significant.

E-learning readiness has a positive and significant effect on students’ motivational beliefs. So, increasing the amount of this factor will increase the students’ motivation in the web-based educational environment and their success.

Students need acquiring self-directed learning readiness in order to enable to keep up to date their knowledge and professional competence after leaving the university. The aim of this study was to determine the capacity of current medical education system to create self-directed learning readiness for students. In this cross-sectional study، self-directed learning readiness of 473 students of Rafsanjan University of Medical Sciences was surveyed by Fisher’s questionnaire. The total score above 105 indicated high، 60-105 moderate and less than 60 low level of self-directed learning readiness. Data was analyzed using SPSS software، correlation and simultaneous multiple regressions analysis was used. The mean and standard deviation of student’s self-directed learning readiness score was 17. 17 ±55. 83 with a minimum of 40 and maximum of 137. About 11% of students were in low، 80. 1% in the moderate and 8. 9% were in high level. There was no statistically significant correlation among students'' self directed learning readiness score and demographic characteristics and academic achievement. Medical universities should lead students toward acquiring self directed learning readiness by student-centered approaches.