Interdisciplinary Journal of Virtual Learning in Medical Sciences
Volume:11 Issue: 4, Dec 2020

This study aimed to determine the effectiveness of e-curriculum in social networks from the perspectives of parents, teachers, and students during the COVID-19 pandemic.

This was a descriptive study using a survey method in 2020-2021 academic year. The statistical population consisted of three groups of teachers, parents, and primary school students in Dehloran County, Iran. The sampling method included a census of teachers (97 teachers) and random cluster sampling of parents and students (150 parents and 340 students). The data collection tool was a questionnaire for all three groups. Kolmogorov-Smirnov test and one-sample t-test were used to analyze the data.

In assessing the effectiveness of e-curriculum in social networks based on the education triangle (teachers, parents, and students) different levels of effectiveness were reported (P<0.05), in the sense that the elements of content, teaching strategies, and evaluation methods were in a desirable condition only for teachers and parents, but not for students. Only the element of objectives received favorable scores from all three groups (teachers=3.73, parents=3.42, and students=3.06).

Educational policymakers and planners should take note of different perspectives in the education triangle when evaluating the effectiveness of e-curriculums for primary schools during the COVID-19 pandemic.

Listening is a fundamental skill in learning a second language and improving speaking proficiency. Despite the growing tendency among EFL teachers to test listening comprehension using computer-based audiovisual materials, the reported effects have been contradictory. This study aimed to compare students’ comprehension levels in audio-only and audio-video listening tests and their correlation with critical thinking abilities.

This was a quasi-experimental study. Participants included 53 second and third year students at the Dental School of Babol University of Medical Sciences in 2018-2019 academic year. They were selected using convenience sampling, and answered 20 multiple-choice test items after listening to three different passages. The test was repeated in audio-video format after a two-week interval. In addition, the participants were administered a California Critical Thinking Skills test following the listening test.

The t-test results indicated that the students’ level of comprehension was significantly higher in the audio-video listening test compared to the audio-only test (t=-9.030, df=52, P<0.05). A notable relationship was also observed between students’ performance in listening tests and their level of critical thinking. Given the results of the two tests, this relationship was found to be stronger in the audio-video test (r=0.353) than in the audio-only listening test (r=0.313).

Audio-video materials in listening tests appear to be more conducive to student comprehension, especially among those with higher critical thinking abilities. The findings in this study necessitate further assessment of the factors contributing to the learning process.

Teaching and learning are undergoing a dramatic transformation thanks to the technological advances in areas like Augmented Reality (AR). The main purpose of this study was to investigate the factors affecting perceived enjoyment of learning in AR.

This was an applied research in terms of purpose and a descriptive and correlative study in terms of methodology. The statistical population included all undergraduate students at Payam-e Noor University in western areas of Iran during 2019- 2020 academic year (n=24000). A sample of 600 students were selected through randomized multistage cluster sampling based on Cochran’s formula. The participants used an AR application, and then completed an integrated questionnaire, which was a combination of 5 questionnaires (flow, perceived enjoyment, need for cognition, cognitive absorption and self-efficacy). A total of 556 questionnaires were returned. The data were analyzed through path analysis using Amos 22, Lisrel 8.50 and Spss 22.

Among the direct effects, self-efficacy had the highest effect on perceived enjoyment (0.28) and need for cognition had the lowest effect on self-efficacy (0.16). On the other hand, cognitive absorption had the highest indirect effect on perceived enjoyment (0.13) and the lowest indirect effects were those of the need for cognition on flow (0.04) and self-efficacy on flow (0.04). The highest total effect was related to the effect of self-efficacy on perceived enjoyment (0.28) and the lowest one was related to the effect of selfefficacy on flow (0.04).

The results obtained for the fit indices of the proposed model showed that it had a good fit with the data collected from the respondents (X2=22.14, P=0.179, CFI=0.99, GFI=0.99, AGFI=0.98 & RMSEA=0.023). Accordingly, this model can provide educators and education leaders with critical information for improving learning outcomes.

The aim of this study is to evaluate e-learning systems at Payam Noor University (PNU) based on learning usability criteria.

This was an applied research in terms of purpose and a descriptive survey in terms of data analysis. The statistical population included 2600 undergraduate and graduate students at the Shahriar branch of PNU using e-learning methods in 2019-2020 academic year. The sample size was estimated using Morgan table. A total of 335 participants were selected through stratified sampling. The validity of questionnaire was verified by consulting 25 experts in distance education using Delphi method, and the reliability of the total questionnaire, as measured by Cronbach’s alpha, was found to be (α=0.73). Statistical analysis was conducted using SPSS 25.

In the e-learning courses offered by PNU, the components of “visibility”, “flexibility”, “course management”, “accessibility”, “consistency and functionality”, “memorability”, “completeness” and “aesthetics” are in a favorable situation (P<0.001). However, the components of “error prevention”, “interactivity, feedback and help”, “assessment strategy” and “reducing redundancy” are not in a favorable situation (P>0.05).

Educational institutions should not merely focus on content in their design of e-learning courses. They should also incorporate interactive and group exercises so that students can understand educational materials, and actively and creatively engage in the learning process based on their personal experiences.

Integrating e-learning into the higher education of developing countries entails identifying the challenges of setting up e-learning courses in these countries. The present article aimed to identify these challenges in Iran. For this purpose, Isfahan University was selected as a leading institution in innovative developments. The University launched its e-learning courses in 2012, and the associated challenges were evaluated from the viewpoints of university officials at the time.

This research was a qualitative study. Based on the literature review, a guideline devised by Ojo and Awiah was used for semi-structured interviews. This instrument categorizes the technological challenges in developing countries into strategic, operational, and thematic limitations. Further, researchers divided the thematic problems into two subgroups: administrative and cultural–legal problems. Then, they interviewed 10 university officials who were course supervisors during 2012-2013 and were practically involved in addressing the problems of organizing these courses in that period. After gathering data, an analysis was conducted by coding the interviews. Then the challenges and their solutions were determined.

The major challenges in setting up e-learning courses were lack of strategic insight and planning for using e-learning courses in line with the University’s mission (strategic challenge) and lack of active participation by instructors and learners in e-learning due to limited face-to-face interactions between them in online classes (operational challenge).

Research findings pointed to the need for a change in outlook on the part of authorities and policymakers for the purpose of identifying and removing the existing challenges of implementing e-learning in higher education institutions.

This study aimed to investigate the intrinsic and extrinsic factors affecting faculty engagement in virtual learning environments at Shiraz University of Medical Sciences (SUMS) in Shiraz, Iran.

In this comparative study, 112 eligible faculty members at SUMS were enrolled in 2018-2019 academic year. The sample was surveyed by a researcher-made questionnaire consisting of 28 items, including 17 questions on intrinsic factors (familiarity with e-learning, faculty attitudes and human resources) and 11 on extrinsic factors (financial resources, inherent barriers, infrastructural factors and institutional support). The reliability of the research instrument, as measured by internal consistency and Cronbach’s alpha, stood at 0.92. It was measured at 0.87 and 0.92 for extrinsic and intrinsic factors respectively. The CVR and CVI values were found to be 0.6 and 0.8 respectively. One-sample t-test was applied to compare the mean scores of the intrinsic and extrinsic factors with the hypothetical mean, and to determine the ranking of the factors.

In order of their impact, the intrinsic and extrinsic factors included inadequate financial resources (P=0.566) lack of familiarity with electronic learning (P<0.001), inherent barriers such as institutional disbelief in the complementary role of e-learning (P=0.001), infrastructural factors (P<0.001), faculty attitudes (P<0.001), inadequate human resources (P<0.001), and lack of institutional support (P<0.001).

University administrators should provide educators with adequate resources for handling new educational environments, remove administrative and structural obstacles, and create motivation among faculty members to use e-learning systems.