فهرست مطالب

Interdisciplinary Journal of Virtual Learning in Medical Sciences
Volume:10 Issue: 2, Jun 2019

  • تاریخ انتشار: 1398/07/20
  • تعداد عناوین: 8
|
  • Seyed Hasan Sadeghzadeh Page 1
    Background

    Low-energy consumption is a vital concern in E-learning due to high-volume processing and the fact that mobile technologies are usually battery-operated devices.

    Methods

    The method is simulated by developing a discrete-event simulation in C#. The validation of the proposed method is performed on generated task sets as used in similar work. The characteristic of randomly produced tasks is similar to the well-known techniques of task generation in mixed-criticality (MC) systems.

    Results

    The simulation results show that energy consumption can be improved up to 23% in comparison to similar approaches. The most important factor for this satisfaction was the reservation times of critical tasks to further reduce the processor frequency.

    Conclusions

    The internet of thing (IoT) is poised to be one of the most disruptive technologies in E-learning environment. The IoT is a kind of MC system that integrates multiple things with different criticalities into the same platform. Mobile technologies provide education to people through mobile devices. These devices are usually battery-operated and owing to high-volume processing, Low-energy consumption becomes a vital concern in E-learning. Therefore, this paper was discussed about the MC system in general. Finally, the paper was proposed a scheduling technique to minimize the energy consumption of E-learning devices that use the IoT.

    Keywords: E-Learning, IoT, Mixed-Criticality, Mobile Devices, Time Management, Energy Consumption, Scheduling
  • Mohammad Iman Askari * Page 2

     

    Background

    This study attempts to understand the importance of applying E-learning resources through evaluating the importance of said-resources in the differences appearing in the translation quality of texts trained to the students through various educational references.

    Objectives

    To achieve the purpose, the study was conducted at Islamic Azad University-Tehran Science and Research branch during the second semester of academic year 2018 - 19.

    Methods

    The evaluation of translation quality of the students who trained translation via traditional references and E-learning resource tools was conducted at the textual level according to the Sager’s general classification for three levels of gravity of errors considering distortion of sense, omission, and minor errors using one way ANCOVA to determine a statistically significant difference in the learner’s outcome through controlling the potential effect of translation pretest.

    Results

    For both traditional and E-learning references in translation training, the scorings of the two translation raters were consistent since the intraclass correlation (α) was 0.933 (> 0.70). The two groups of the study were significantly different from one another via obtaining the mean of 15.51 in the E-learning resources group of the participants in comparison with the mean obtained in the traditional references group which was 13.75 in the early observation of the descriptive statistics. Besides, the P value of 0.001 (< 0.050) retrieved from the result of One-way ANCOVA, represented the significant effect of training translation via applying E-learning in comparison to the traditional referenced training. The significance value of .001, which was smaller than 0.050, indicated the fact that our groups were significantly different. The proof to the claim was given strength from the results of the post hoc test for the dependent variable of the study (translation posttest), in which the means of 15.547 (for the control group) and 16.073 (for the experimental group) in the multiple measurements of P value (0.001) was calculated based on the 95% of confidence interval and standard error of 0.175. Accordingly, the translation training via E-learning resources made a statistically significant difference in the learning outcome of the students, the quality of students’ translation, while controlling the effect of the pretest. Also, the effect size of 0.244 revealed the strength of independent variable as an appropriate numerical value for indicating the efficacy of the treatment-training translation via applying E-learning resources.

    Conclusions

    The consistency of quality assurance in translation could be achievable via E-learning resources; however it is not possible to consider all the resources as the appropriate material within all educational contexts with various instructional designs. Thus, the use of E-learning resources, as the necessary factor in reconfiguring the universities for the future through updated instructional designs should be preserved by the teachers and students regarding the necessary adaptations required in the local contexts of training translation. The research implications are basically referring the stake holders in developing instructional designs to consider the importance of E-learning resources in the training procedures applied by the instructors to provide various courses including translation. However, it is necessary for the policy makers to pave the grounds to settle the required platforms for the use of such resources within educational contexts concerning their applicability in the local context.

    Keywords: E-learning Resources, Learning Outcome, Students, Translation Quality, Traditional References
  • Mahboobe Mehrvarz, Ghasem Salimi *, Mehdi Mohammadi, Maryam Shafiei, Javad Hatami Page 3
    Background

    Virtual mobility, as one of the emerging phenomena in the internationalization of higher education, is a process that all activities within it are done electronically or digitally. It is used, among others, to facilitate physical activities, such as student exchanges, with the help of information and communication technologies.

    Objectives

    The current study aimed at the identification of effective strategies in facilitating virtual mobility.

    Methods

    In order to achieve the objectives of the study, a qualitative approach and a phenomenological research method were used. The statistical population included all the experts experienced in the area of internationalization from the top five comprehensive and public universities in Iran, including the University of Tehran, Shahid Beheshti University, Tarbiat Modares University, Mashhad Ferdowsi University, and Shiraz University. The participants included 27 experts with international experience purposefully selected from the five universities and their comments were collected using semi-structured interviews to achieve the theoretical saturation of data. The content analysis of the data was done using MAXQDA version 2018 software.

    Results

    Seventeen minor components were identified as effective strategies in facilitating virtual mobility in higher education. The main effective strategies in facilitating virtual mobility were organized in four major themes, including promoting university websites, promoting social networks, improving virtual infrastructure, and strengthening virtual branding.

    Conclusions

    The results of the study showed that among the components, promoting university websites and promoting social networks were the most important factors highlighted by the experts as the factors that could facilitate the process of virtual mobility as an area in which more must be invested.

    Keywords: Virtual Student Mobility, Facilitating Virtual Mobility, Higher Education, Internationalization of Higher Education
  • Mohhamad Javadipuor, Rezvan Hakimzadeh, Kamall Dorani, Ebrahim Khodaie, Mohhamad Hasan Mobaraki, Maryam Baniameryan* Page 4
    Background

    Technical and Vocational University, as the principal advocate of higher technical and vocational education, lists one of its missions as training high-skilled and entrepreneurial manpower. In addition, it has made a major effort by including an entrepreneurship course in its curriculum.

    Objectives

    Therefore, the main concern in this research is to know how much the entrepreneurial intention development is emphasized in the curriculums of higher-education Technical and Vocational University.

    Methods

    This research was a qualitative study and conducted by the descriptive-analytical method. The research data were collected and analyzed in two parts (documentary and interview with experts). The data collection tool was a semi-structured interview whose validity was confirmed by content validity method, and the reliability was confirmed by data triangulation method. Research data were analyzed by interview content analysis method, and the documentary part by the documentary method.

    Results

    The results showed that the objectives of the university’s curriculum were to incorporate the entrepreneurial intention indexes such as entrepreneurial attitude promotion, pragmatism, and spiritual intelligence. However, the contents of the courses were formulated based on job specialties, and the intention indexes were not observed through them. In terms of teaching methodology, teacher-based methods such as speech and explanation were mostly used in practical courses and did not align with intention indexes such as theoretical courses and workshop. The applied methods of evaluation were mainly written, explanatory and in the form of practical exams (workshop courses) which did not match the entrepreneurial intention development approach.

    Conclusions

    The elements in the curriculums of Technical and Vocational University do not bear any adequate proportion to its stated objectives in terms of entrepreneurial intention development.

    Keywords: Evaluation, Curriculum, Higher Education, University, Technical, Vocational, Entrepreneurial Intention
  • Mahdi Mahmodi*, Maryam Jalali Moghadam Page 5
    Background

    For a long time, “attitude” was considered an effective factor in student-teacher interaction and students’ progress in traditional education. Recently, it is studied as a motivational factor in learners’ engagement in distance and e-learning education.

    Objectives

    This study tried to find out the correlation between “attitude” and “persistence” in e-learning education.

    Methods

    To explore the probable correlation between students’ attitudes and their persistence in e-learning systems a survey was conducted to seek students’ attitudes toward online course, online interaction, and some of e-communication tools, namely online chat, discussion forum, and e-mail. A sample of 744 students was obtained from 5,285 e-learning undergraduate students who were formally accepted to study in online courses at three Iranian universities from 2014 to 2017. The instruments were two researcher-made questionnaires for persistent and non-persistent students in e-learning systems.

    Results

    Findings showed a positive, direct, and significant relationship between students’ persistence and their attitudes toward online course (r = 0.744; P = 0.014) and online interaction (r = 0.863; P = 0.001) in e-learning. Also, there was a relationship between students’ attitudes toward online interaction with the frequency of student-professor interaction (r = 0.943, P < 0.001) and the frequency of student-student interaction (r = 0.793, P = 0.006).

    Conclusions

    The observed positive and significant relationship between students’ attitudes toward online interaction and persistence showed that students’ persistence can be increased through enhancing student-professor and student-student interactions in e-learning systems.

    Keywords: Persistence, Attitude, Online Course, Online Interaction, Online Chat, Discussion Forum, E-Mail
  • Maryam Rahmani *, Badri Shahtalebi, Mohammad Ali Nadi Page 6

     

    Background

    Concerning increased competition among higher education institutions, there is a need for a proper lever such as brand personality. On the other hand, to maintain the sustainable advantageous competition, it is recommended to consider and use information and communication technology in the brand.

    Objectives

    The present study aimed to provide a brand personality model in higher education with emphasis on technology in 2017 - 2018.

    Methods

    Brand personality themes in higher education in the first (qualitative) phase of this study were identified using a thematic analysis. The statistical population was all articles and books listed on international databases in the field of “manager’s competencies in the future”, which were published between 1997 and 2017. In total, 69 articles and books were chosen. In the second (quantitative) phase of the study, 32 comprehensive universities with 10,840 faculty members were used as the statistical population. Then, using Kerjesian and Morgan tables, 373 faculty members were chosen using non-random convenience sampling as the sample. For analysis of the data, a confirmatory factor analysis method and Smart PLS software were used.

    Results

    In this study, 10 organizing themes and 30 basic themes were identified. A 123-item researcher-made questionnaire was developed based on the identified themes. The reliability of the questionnaire was confirmed using Cornbrash’s alpha of higher than 0.80. The high reliability showed high internal correlations between basic themes. Also, based on the results of factor analysis for validating the model, the theme of information technology user with a factor of 0.72 had a high explanatory effect. According to all calculated high factor loads, the research model showed high reliability.

    Conclusions

    The achieved results can be used as a model of brand personality to create a unique market. Moreover, they can increase market share, especially in the field of information technology, in today’s competitive business in research and academic centers.

    Keywords: Brand, Brand Personality, Higher Education, Information Technology
  • Sayed Abdollah Ghasemtabar*, Mehdi Arabzadeh, Gholam Hosein Rahimidoost Page 7
    Background

    Acceptance of information technology by teachers of smart schools in which learning-teaching methods are based on information and communication technology is of great importance.

    Objectives

    The present study aimed to identify the role of organizational culture in accepting technology among teachers of smart high schools in Karaj, Iran, based on the Technology Acceptance Model (TAM).

    Methods

    The present study was conducted by a correlational method, which was of prediction type. Among 5,630 teachers of smart high schools in Karaj city in the 2018 - 2019 school year, 400 teachers were selected by multistage random cluster sampling method. Organizational culture was measured by Denison’s organizational culture questionnaire (2000). For assessing the acceptance of technology among teachers, a researcher-made questionnaire was used. The questionnaire’s construct validity was confirmed by the confirmatory factor analysis method. The reliability was confirmed by Cronbach’s alpha of 0.86, 0.74, 0.88, 0.73, and 0.81 for the dimensions of perceived usefulness, perceived ease of use, attitude toward use, intention to use, and actual use, respectively. The data were analyzed by structural equation modeling in AMOS V. 24 software.

    Results

    All the direct and indirect coefficients between the research variables were statistically significant (P < 0.01). This means that organizational culture was effective on acceptance of technology among teachers of smart schools and the recommended conceptual model among teachers of smart schools was valid.

    Conclusions

    The process of the effect of organizational culture on the acceptance of technology and the relationship between the components of the TAM were discussed. Based on the results, all the direct and indirect coefficients between the research variables were statistically significant (P < 0.01), that is, organizational culture was effective on acceptance of technology among smart school teachers, and the proposed conceptual model was reliable among teachers of smart schools.

    Keywords: Organizational Culture, Technology Acceptance, Smart Schools’ Teachers
  • Khaiser Jahan Begum, Mohammad Bagher Negahban* Page 8

    Dear Editor,
    Training creative talents in the digital age is no longer restricted by geographical boundaries and this has been made possible through electronic and virtual learning (1, 2). Academic systems are now mandated with incorporating this new style of learning in their curriculums (3, 4). In this respect, higher education systems around the world have already started utilizing cybermetrics, webometrics, and scientometrics to pave the way for e-learning programs. The underlying question here is whether, in the light of recent developments in online education, it is possible to use research metrics as a modern means of evaluating electronic learning.
    To answer this question, one should first note that educational evaluation may serve a wide range of different purposes. Some common purposes include a better understanding of learning objectives and expected outcomes by the end of learning programs, effectual support for these programs and activities, responsiveness at all stages of the learning process, better communication and outreach in education, etc.
    Applying modern evaluation strategies will result in a more effective fulfillment of these objectives. On the one hand, it enriches teaching-learning interactions and enhances the learning experience in terms of efficiency and depth. On the other hand, it highlights the goals and expectations in educational environments. New evaluation methods also involve feedback analysis, which helps with managing the learning interactions, making the learning process a meaningful experience.
    In studies that integrate teaching and learning indicators, scientometrics is applied to assess the level of communication and efficiency in teaching-learning activities of individual learners. In this respect, two studies were conducted with the aim of evaluating academic groups and the quality of education received by graduates in the United States (5). They were among the first major studies in which a combination of publication indices and teaching-learning indicators was applied. In addition to the bibliometric indicators, the authors used the indicators of the effectiveness of educational programs and educational quality.
    Online learning can be evaluated through the qualitative assessment of technological competence using the indicators of technology diffusion and human skills. This assessment can be carried out by means of scientometrics and cybermetrics indicators.
    Knowledge assessment methods and indicators can also be utilized to evaluate learning (6). These indicators are considered among the key factors in scientometric studies. Machine learning is heavily dependent on the results of the scientometric analysis. In this regard, using visualization techniques in the areas of knowledge and learning and scientific mapping based on the philosophy of drawing the structure of texts, which have for a long time been popular in scientometrics, are on high demand for learning assessment.
    Therefore, online learning, as an innovative phenomenon, has turned into one of the most significant requirements of the modern age (7). At the same time, it should be noted that the nature and prospects of innovation are changing over time; hence, we need new assessment methods and indicators. Online learning is also a modern and innovative discipline closely intertwined with evaluation (8) and it is possible to evaluate it by means of research metrics. Applying these new methods will undoubtedly improve the quality of online learning. Using these principles and methods, we can achieve more qualitative results through measuring and evaluating the learning experience. The outcomes of these evaluations can then be applied to

    Keywords: E-Learning, Research Metrics, Evaluation, Online