Interdisciplinary Journal of Virtual Learning in Medical Sciences
Volume:5 Issue: 1, 2014

The main aim of this study was to compare face-to-face and virtual students with respect to having research-technological skill perspectives. In this descriptive survey all face-to-face and virtual students of Tehran University were selected using the random categorization method based on Kerjesi & Morgan's table. From 2250 attending students and from 445 virtual students, 327 and 205 students were selected, respectively. For data collection, a researcher-made questionnaire was used. This questionnaire was designed based on five basic elements such as search resource skills, skills for developing and presenting content, attending online environments and publishing ideas, communicative and conversation skills and using applied software. The validity of this tool was confirmed by five experts and its reliability was 0.90. The Mann-Whitney U test was used for data analysis. The findings showed that the skills of attending and virtual students were "relatively desirable" in searching for resources, using applied software, online publishing and developing and presenting content and no difference was found between the two groups. However, the two groups differed with respect to commutative and conversation skills. No main differences were observed between attending and virtual students of Tehran University in research-technological.

The present study aimed to evaluate enterprise and e-learning programs to provide practical indices for the evaluation of E-learning programs in universities and institutions of higher education in Iran. In this descriptive survey, 702 students from Amir Kabir University, Shiraz University, Isfahan University, and Olom-e- Hadith University were selected using the random-stratified sampling method. The data collection tool was a questionnaire based on the E-learning evaluation framework designed by the researchers. T test was used for data analysis. We found that the studied universities were strong in dimensions such as "interface design", "pedagogical aspects", "management" and "institutional issues". However, they were weak in aspects such as "evaluation", "technology", "ethical issues" and "support services" compared with other aspects. In general, results of this study revealed some strengths and weaknesses of E-learning systems in the country which can provide valuable information for system administrators in higher education. By implementing appropriate strategies some of the less desirable aspects of E-learning systems can be improved.

Efficiency evaluation is a fundamental necessity with respect to confronting and facing evolutions in order to improve activities. Considering that one of the main indices for assessing the development of a country is currently its share in producing knowledge, evaluating the performance of educational units and their efficiency is necessary. We aimed to study the efficiency of health information technology departments of medical universities using the data envelopment analysis (DEA) method. In this descriptive-analytical study we used the mathematical model of DEA using the Deap2.1 software for evaluating the efficiency of health information technology departments of Iranian medical universities during 2011. To gather data, a researcher-made form was designed including information on the number of students, faculty members, number of written books and translations by faculty members, research papers, etc. The results showed that of 18 educational departments, 6 departments were efficient and 12 departments were inefficient. Optimal and ideal values were determined for ineffective groups in order to achieve efficiency. To achieve maximum efficiency (=1), departments should increase their research output through more research projects, articles or books. These departments should establish a long-term program to reduce training inputs (students) and its funds based on the specified surplus amount.

The aim of this research was to qualitatively analyze the teaching and learning components of the connectivism theory and introduce a conceptual model for designing of the connectivist learning. The method of this study was the Mayring qualitative content analysis. Initially, several questions were raised about educational design patterns including a) what are the components of education in connectivism theory? B) What is the sequence of education elements in connectivism theory? C) What are the methods of education presentation and the evaluation in connectivism theory? Then, using the theoretical framework of the mentioned theory, categories and sub-categories of the questions were identified. Finally, the main components were coded and the conceptual model for designing the learning ecologies was developed based on research findings. The statistical population of this research was credible connectivism documents, articles, posts, and reviews written during 2004-2012 (540 sources). The content of these resources were selected and analyzed using the purposive sampling method. Results of the analysis led to the identification of the components of connectivism theory that introduced a learning ecology design model by combining the main components. The model consisted of eight components that include accreditation and analysis, network and ecology design, purposing- the creation of common interest, facilitating the flow of knowledge, network empowerment, remixing-recreation, feedback-evaluation, and repurposing. The ecology learning design model was considered in terms of micro and macro instructional design. It may be used in face-to-face, online and combined environments.

The present study aimed to investigate the relationship between motivational strategies of learning and valuing tasks in the achievement of students of the Virtual University of Isfahan, Iran.

In this descriptive study, college students at the Virtual University of Isfahan were enroleld, of whom 136 were selected using proportional sampling. To assess the research component the standardized questionnaire of Motivational Strategies for Learning (MSLQ) developed by Pintrich and DeGroot was used. Its validity was adjusted using the content-based approach and a reliability of 0.67 was obtained using Cronbach's alpha. Data were analyzed Using descriptive statistics, independent sample t-test, and correlation coefficient.

The mean±SD score of using repetition and mental rehearsal strategies of virtual students was 2.76±0.429 (error=0.05), which was less than the average level (average weight=3). However, mean±SD levels of using semantic (3.78±0.593) and organizational (3.13 ±0.499) development strategies and valuing tasks (3.41± 0.371) were higher than average (average weight=3). Also the results of the correlation test showed a significant relationship between the use of mental strategies, organization strategies, semantic expansion, and valuing tasks and academic achievement in virtual students.

In order to motivate students, an emphasis should be made on applying diverse and suitable learning strategies and the students interests and desires should be considered in compiling such courses in order to make them more attractive.

Usability evaluation that simply means Ease of use can be the first step to improve e-learning systems. Thus, the goal of this study is evaluating e-learning systems of Tehran universities on the bases of uselearn. The research method is descriptive – Evaluative. The population consisted of implementing e-learning universities in Tehran. Using proportional stratified sampling, a sample size of 288 was chosen. They were selected as the targeted. The instrument used in this study was a uselearn. Results were analyzed usage one-sample T-test, ANOVA and MANOVA. Single-sample t-test results indicated that the e-learning systems in terms of usability are not in a good situation. Results of MANOVA showed that there was a significant difference between the means of components of uselearn questionnaire. The e-learning systems in terms of usability are not in a good situation.

Successful learning process expressed as the main goal of any educational system, and a tool to achieve this goal is effective feedback to students, because researches showed that feedback on learning and learner's motivation in learning is effective. One of the purposes of this research is to identify and categorize feedback characteristics based on research literature. Another purpose investigates the effects of these characteristics on effective feedback.

Statistical population of this research was the students of Jahad University of Ahvaz in the year of 2013. Validity and reliability (%91.3) were confirmed on the basis of preliminary. Conceptual model of study was designed based on a literature study and the relationship between its structures was determined. The sampling was performed by stratified random sampling method. One hundred seventy five (175) filled questionnaires from two hundred (200) distributed questionnaires were returned. Structural equation modeling was used to examine hypothesizes of this research, and AMOS software was used in this study.

Results showed the type, structure and timing of feedback respectively with coefficient's 0.53, 0.64 and 0.85 had a significant effect on effective feedback on %95 level of confidence, and therefore findings confirmed all hypotheses.

From Ahvaz Jahad University student's point of view, the three characteristics of type, structure and timing of feedback had been received, have a significant effect on effectiveness of feedback, and among the three characteristics of feedback timing has the maximum effect on effectiveness of feedback.

World health organization estimates that it will increase from 130 million patients to more than 350 million patients by next 25 years. Harmful effects of this disease on retinal are named diabetic retinopathy (DR). Consequently the purpose of this paper is with electronic learning and automatic identification of color retinal images for fast and precise identification of spot-shaped red color retinal pathologies is named hemorrhages for identification diabetic retinopathy in its first stages. 68000 pixels have been extracted from 85 color retinal images which have formed a learning data set of hemorrhage and non-hemorrhage. That our learning data set sample includes 35000 hemorrhage pixels and 33000 non-hemorrhage pixels, and then selected features have been extracted from processed images by morphological technique and Pixel-level Hemorrhages recognition technique. Finally retinal lesions are classified in two class hemorrhage and non-hemorrhage by a classifier named decision trees. Finally Results this system compared with specialist physicians. After extracting and classifying 68000 pixels from retinal images, in the testing stage this method using formula classifier decision tress achieve 98% sensitivity, 97.14% Specificity features and 97.57% accuracy. therefore, we have solved these problems by computer-aided diagnosis techniques and achieved results show that morphological technique has a high efficiency and is more precise than clinical technique.

Nowadays the use of statistical software is obvious to conduct scientific research. Select statistical software according to moral considerations requires payment of fees. In this paper investigates a number of free statistical software (Such: Dap, Dataplot, Gnumeric, MicrOsiris, OpenEpi, OpenStat, PAST, PSPP, R, Salstat, SOFA, SSP, Statist, Tanagra, WebStat, WinIDAMS). Legally use the software at no charge and the results are published. The results of this study show the advantage of statistical software (R) than other free programs by their ability to function, restriction and public acceptance in use for publication of research papers.