Interdisciplinary Journal of Virtual Learning in Medical Sciences
Volume:4 Issue: 4, 2014

In today''s dynamic and diverse world، if organizations only depend on their prior knowledge they will not flourish. Learning is the key to solving organizational problems. Successful organizations are those that learn and move faster than others. Currently، globalization، clients high expectations، and competition are factors that necessitate learning. We aimed to assess the learning capability of university employees during 2012. This study was a descriptive survey conducted on 208 employees of Shiraz University. Data were collected using a questionnaire developed by Sanga. P learning organization. Face and content validity of the questionnaire and its reliability were confirmed by expert opinion and s Cronbach''s alpha of 0. 97. Results were reviewed and analyzed using SPSS software. The results showed that according to the views of employees (208 people)، Shiraz University is at a level higher than the average in terms of indicators of the learning organization''s characteristics. The most powerful dimension of employee''s learning in Shiraz University was related to mental patterns (average of 3. 73) and the weakest one was related to individual mastery and systematic thinking (average of3. 49). We found that sex had no significant effect on the learning organization. Higher education، as the largest center of knowledge creation and development، has a key role in the development of countries. Therefore، some conditions should be provided for higher education to address community needs and expectations. In this way، higher education can continuously improve the quality of its processes and activities. In this regard، the role of human resources is more than what was observed in the past.

We aimed to study the role of basic psychological needs and cognitive beliefs on the intrinsic motivation of E-learning students using a causal model. In this path analysis study we tested the pattern of causal relations through correlation coefficients. The statistical population of the study consisted of all undergraduate students’ (n=218) of the Virtual College of Hadith Sciences in Mashhad during the academic year 2010-2011. The students studied hadith sciences، Quranic teachings and principles of medical ethics. The participants were selected using the convenience sampling method. Data were analyzed using Pearson''s correlation coefficient، multiple regression، and path analysis model. SPSS software، version 20 and LSREL (v 8. 50) were used for assessing the relationship between the variables. The result of path analysis showed that the model of needs determination (perceived autonomy، perceived competence، perceived relatedness) and intrinsic motivation by cognitive beliefs fits very well (GFI= 0. 98، RSMEA=0. 05). Paying attention to basic psychological needs increases the students'' intrinsic motivation to try and trend towards E-learning. Furthermore، student''s cognitive beliefs، such as the quality and applicability of E-learning courses is undeniable in student''s motivation and interest.

We aimed to determine the effect of concept mapping on the academic achievement self-regulation of high levels of learning physics among third-year high school students. In this study، the randomize cluster sampling method was used. The sample included all third-year high school students in Malayer. Of which 44 students were randomly assigned to two equal experimental and control groups. In the control group physic lesson was taught using the lecture method and in the experimental group the lesson was presented to students in the form of a concept map. The cognitive performance of the learners was measured through the achievement test and self-regulation was assessed with a learning strategies questionnaire with acceptable validity and reliability. SPSS software was used for data analysis. We found that concept mapping significantly improved and enhanced the academic achievement and self-regulation of the students during the course. based on the present results، using concept mapping for teaching physics can have positive effects on academic achievement and self-regulation.

E-learning، as a form of distance education، is being increasingly integrated into higher education institutions. Successful distance education programs، require a well-balanced functional basis with different components including the support system. The goal of such support systems is to help instructors teach effectively in E-learning courses in a relatively unique educational environment. If virtual education teachers are not adequately supported the quality of distance education will decline. The support system of virtual educations instructors includes different instructional، mental-emotional support، and technical support. In this review، we aimed to describe the basic outlines of these three types of support. The basic elements of instructional support include content knowledge، pedagogical knowledge technological knowledge، pedagogical content knowledge، technological content knowledge، technological pedagogical knowledge، technological pedagogical content knowledge (TPCK). With respect to mental-emotional support in an academic environment، the inner motivations of the instructors are more influential than external factors. However، incentives can help the motivational consistency. Technical support includes a special unit to assist faculties and support staff for instructional design، video production/ graphics، help desk and access to software tools.

The blended learning could be a suitable method to implement the theory of multiple intelligences. The aim of this research is the comparison the effect of conventional blended learning and blended learning approaches based on linguistic and Logical – Mathematical Gardner intelligences on vocational student''s academic achievements. Sixty-third-grade female vocational high school students in the field of «computer multimedia production» in Isfahan were selected and randomly enrolled in two groups of 30. The background characteristics and multiple intelligence profiles measured and similarity of two groups was evaluated. Two groups were trained in blended learning method for 8 sessions. In experimental group an e-content based on multiple intelligences theory was used. The same pretest and post-test was performed before and after the teaching. Data analysis was performed by Independent t test، using SPSS software. The results showed that the increase in scores of the experimental group، in blended learning approach based on linguistic Gardner intelligence، significantly higher than the control group (p<0. 05)، but increase in scores of the experimental group، in blended learning approach based on logical- mathematical Gardner intelligence، was not significantly differ from the control group (P <0. 05). The blended learning، which has the advantages of traditional teaching and e-learning، by using the instructional strategies based on linguistic intelligence، can helps learners to improve their learning achievement.

Many studies have emphasized the importance of clinical teaching assistants، followed by the role of the teacher assistant program «Resident as Teacher»، as a way to improve residents’ teaching skills. Research has shown that such programs not only improve the attitude and perception of training assistants toward clinical teaching but also has a positive effect on their knowledge، skills، and behavior. Shiraz University of Medical Sciences held a one-month training course titled «assistant as a role model، teacher and researcher، “in 1387 in order to prepare residents for their role as clinical teachers. The present study investigated the effect of this course on increasing teaching skills among the assistants who participated in the study. we carried out a cross - sectional study. The study population included specialized and sub-specialized assistants and fellowship students of Shiraz University of Medical Sciences in 2013. Samples were taken by census. Data collection was done using a researcher-made questionnaire whose validity and reliability were confirmed. Data analysis was done using SPSS 15 software and inferential independent t – groups test، pair t-test، and ANOVA statistical analysis. Before holding the course، residents'' awareness about all issues except 2 (morning reports، and basic and advanced principles of CPCR) was lower than expected. After the course residents’ knowledge was more than the expected average in all the items. The difference between the mean scores of morning reports، clinical education، basic and advanced principles of CPCR، before and after the course، was higher than other items. The study results showed that holding the ‘assistant as a role model، teacher and researcher’ course، has had a positive impact on participants'' awareness and their knowledge about principles of learning and teaching، teaching methods as well as general training and personal development. It also recommended more courses in future years.

In this study، had analysis the relationship between frequency of instructional Communication and six kinds of its and some intervening variables with student persistence in Distance education. A survey research methodology was used to examine this relationship. The population in this study was 5287 students in three universities and the sample was 744 people that selected randomly. Two customized questionnaire about persistent and non persistent students were used to gathering the data. The results indicated that the frequency of instructional Communication is positively correlated to student persistence rate in Distance courses. Also، in addition to that findings indicated a positive relation between first kind of Communication (Learner- Instructor) and second kind of Communication (Learner- Learner)، findings of research indicated a positive and significant relation between learner- instructor Communication and student persistence. as well، had examined the relation between some intervening variables as sexuality، marriage، role of person in life and… with persistence rates in Distance courses. As، the research literature emphasis، increasing the number of frequency Communication، especially relation between student and Instructor، as well as، student persistence increase. In spite of the fact that the persistence rate is main anxiety about Distance education، this results emphasis that instructional institutions as universities can increase the persistence rates of Distance courses with increase the instructional Communication.

Discovery and knowledge production، education، application، integration and engagement are the major domain of university functions. In the resent years the faculty evaluation systems lead the academic activities to research and publication. The positive result of this situation is being seen in the increase of international scientific ranking of Iran. But because of necessity to considering the totality and integration of university functions، this is the main question that “Does the entire scholarship domain especially scholarship of teaching and learning are developing equally?” For response to the question this research was designed. This is a qualitative methods by review the literature، documentation and semi-structure interview with 17 experts in four discipline area including humanities، basic science، engineering and medical science. In this research scholarship of teaching and learning are divided to three levels: good teaching [teaching based on personal expertise]، scholarly teaching [based on pedagogical content knowledge] and scholarship of teaching and learning [sharing the educational knowledge]. Encoding and Categorizing was done by content analysis of interviews. The results showed that in almost of the universities، teaching and learning process are done by personal expertise and in none medical universities there isn’t enough faculty development programs to empowerment of educational profession competency. The infrastructure for scholarship of teaching and learning in medical universities was better than the non-medical. It Seems that، cultural، scientific، political and formal infrastructure are necessary for knowledge storing and knowledge sharing. refining the faculty evaluation and promotion system، organizing the education development centers and holding the educational innovation Festival can be effective role in creating an scholarship atmosphere for developing the teaching and learning، specially، in none medical universities.