Categorizing E-Learner Attributes in Personalized E-learning Environments: A Systematic Literature Review
MohammadHassan
Abbasi
Department of Information Technology Management, School of Management, North of Tehran, Islamic Azad University, Tehran, Iran.
author
Gholamali
Montazer
Department of Information Technology Engineering, Tarbiat Modares University, Tehran, Iran
author
Fatemeh
Ghrobani
Assistant professor, Department of Industrial Engineering, Islamic Azad University, Tehran, Iran;
author
Zahra
Alipour
School of Management, Islamic Azad University, Tehran, Iran
author
text
article
2021
eng
Background: The development of learner models in learning management systems is among the most significant steps in designing personalized e-learning environments. The primary purpose of this modeling is to extract user characteristics in order to personalize the learning process based on learners’ needs, learning style, personality, and individual circumstances. Methods: The present study provides a review of published literature over the past 20 years in academic databases including IEEE, Sciencedirect, Wiley, and Springer. The search was limited to the studies on the personalization of e-learning environments based on learner characteristics, specifically the ones providing a reliable method for integrating these characteristics, as appropriate input variables, in the design of personalized e-learning systems. Results: This study proposed a new method of classifying the learner characteristics as the variables for designing a personalized e-learning system. A total of 111 papers were considered for analysis. In the end, 22 influential learner characteristics were extracted and classified into six subcategories, namely cognitive, motivational, behavioral, emotional, metacognitive aspects, and combined domains. The proposed classification method was also compared with available related categorizations to demonstrate this method’s advantage in designing a personalized e-learning environment. Conclusion: The findings represent the learning criteria that can be utilized in designing adaptive learning systems. Moreover, it can also aid other researchers in this field to achieve a better perspective in learner modeling. Applying these characteristics as input design variables in personalized e-learning systems can result in a better solution for personalization.
Interdisciplinary Journal of Virtual Learning in Medical Sciences
Shiraz University of Medical Sciences, Shiraz, Iran
2476-7263
12
v.
1
no.
2021
1
21
https://ijvlms.sums.ac.ir/article_47322_623798cd8da887c41831a650595891c1.pdf
dx.doi.org/10.30476/ijvlms.2021.88514.1062
COVID-19 and Its Impact on Undergraduate Students in an Indian Medical Institute: Learning Is in Full Swing
Sudhir
Bhandari
Department of Medicine, SMS Medical College, Jaipur, India
author
Monica
Jain
Department of Pharmacology, SMS Medical College, Jaipur, India
author
Amarjeet
Mehta
Department of Pediatrics, SMS Medical College, Jaipur, India
author
Shruti
Bhargava
Department of Pathology, SMS Medical College, Jaipur, India
author
Deepali
Pathak
Department of Forensic Medicine, SMS Medical College, Jaipur, India
author
Mohnish
Grover
Department of ENT, SMS Medical College, Jaipur, India
author
Ishwar
Gupta
Department of Psychiatry, SMS Medical College, Jaipur, India
author
text
article
2021
eng
Background: The emergence of COVID-19 pandemic posed a serious challenge to undergraduate medical education. With the principles of social distancing in place, all classroom sessions had to be suspended during the lockdown. Therefore, tele-teaching was planned and live online classes were regularly held for all undergraduate medical students at our institute. This study was conducted to gather the students’ perception of tele-teaching through live online classes. Methods: The present descriptive cross-sectional study enrolled 680 undergraduate students in Sawai Man Singh Medical College, Jaipur, India. It was conducted after two months of regular live teleteaching during April-May 2020, immediately after the lockdown was announced. The classes were held through video conference platform, Cisco WebEx software, for all medical undergraduates at our institute. Two sessions were held every day for each of the four batches of Bachelor of Medicine and Bachelor of Surgery (MBBS). The students’ perception was collected at the end of two months of such teaching, through a pre-validated open-ended questionnaire using Google Form platform. Result: Majority of students [n=493, (72.5%)] found the online classes beneficial and were satisfied with the content and relevance of the courses delivered. The most common challenges were internet connectivity issues and limited interaction with the faculty, yet the students’ general perceptions reflect that they have benefitted from these online classes during the pandemic period and want them to continue even after the lockdown. Conclusion: This study described the undergraduate medical students’ response to the live online classes and the encountered challenges. It concluded that this endeavour was a welcome note for the students as well as the medical teachers, in the time of COVID-19 pandemic, when all undergraduate teaching/learning had come to a standstill.
Interdisciplinary Journal of Virtual Learning in Medical Sciences
Shiraz University of Medical Sciences, Shiraz, Iran
2476-7263
12
v.
1
no.
2021
22
28
https://ijvlms.sums.ac.ir/article_47321_7e80975593b7805180da7bc82116cab5.pdf
dx.doi.org/10.30476/ijvlms.2021.88365.1059
Virtual Reality Videos and Their Effect on Adolescent Anxiety during Orthodontic Treatments: A Parallel Randomized Controlled Trial
Mahjoube
Goldani Moghadam
Orthodontic Department, Faculty of Dentistry, Birjand University of Medical Sciences, Birjand, Iran
author
Sadegh
Hosseini Sede
Orthodontic Department, Faculty of Dentistry, Birjand University of Medical Sciences, Birjand, Iran
author
Seiedeh Bentolhoda
Mousavi
Psychosis Research Center, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran.
author
Saeid
Mohtasham
Department of Psychiatry, School of Medicine, Birjand University of Medical Sciences, Birjand, Iran
author
Alireza
Ehteshampour
Social Determinants of Health Research Center, Birjand University of Medical Sciences, Birjand, Iran
author
Rosa
Alikhani
Psychosis Research Center, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran
author
Hamed
Aramjoo
Student Research Committee, Birjand University of Medical Sciences, Birjand, Iran
author
Majid
Zare_Bidaki
Social Determinants of Health Research Center, Birjand University of Medical Sciences, Birjand, Iran
author
text
article
2021
eng
Background: Fear of dental procedures is one of the main reasons why patients tend to avoid dental clinics. The present study aimed to investigate the effect of using Virtual Reality (VR) videos during dental treatments on anxiety levels of the adolescents receiving treatment in dental clinics. Methods: A total of 66 patients aged 12-15 years were referred to the dental clinic at the Orthodontic Department of Birjand University of Medical Sciences. The participants were randomly assigned to two groups (n=33). The patients in the experimental group were engaged in watching a VR clip using a headset, while the control group directly observed the treatment procedure. Beck Anxiety Inventory (BAI) was administered to measure the participants’ anxiety before and after the treatment. SPSS (Version 22) was used to analyze the data. Results: The results of Mann-Whitney U test revealed a statistically significant difference between the anxiety levels of the participants in experimental and control groups (P=0.014). However, the results of Spearman Correlation test did not suggest any significant direct correlation between the participants’ age and anxiety scores after the intervention in control (r=0.002, P=0.992) and experimental (r=0.2755, P=0.122) groups. Additionally, the results of the MannWhitney U test indicated that there was no statistically significant difference between gender and anxiety scores after the intervention in the control (P=0.203) and experimental (P=0.207) groups. Conclusion: The results of the present study showed that the patients receiving VR distraction revealed lower anxiety caused by orthodontic procedures. This finding implies the effectiveness of the VR-based techniques to reduce anxiety during dental treatments.
Interdisciplinary Journal of Virtual Learning in Medical Sciences
Shiraz University of Medical Sciences, Shiraz, Iran
2476-7263
12
v.
1
no.
2021
29
37
https://ijvlms.sums.ac.ir/article_47305_75ddfea849c0da4a58db807f52483bbd.pdf
dx.doi.org/10.30476/ijvlms.2021.88748.1063
Azimuth-Based Assessment of Spatial Orientation Performance: A Diagnostic Tool for Cognitive Impairment
Zainab
Gorzinmataee
Department of Educational Science, Faculty of Humanities, Tarbiat Modares University, Tehran, Iran
author
Ebrahim
Talaee
Department of Educational Science, Faculty of Humanities,Tarbiat Modares University, Tehran, Iran
author
Omid
Noroozi
Education and Learning Sciences, Wageningen University and Research, Wageningen, Netherlands
author
Javad
Hatami
Department of Educational Science, Faculty of Humanities, Tarbiat Modares University, Tehran, Iran
author
text
article
2021
eng
Background: Geographical/geometric indicators like azimuth provide a real-time and low-cost method of measuring spatial performance during navigation, especially in view of their accessibility on mobile phones in the form of a compass or GPS. This study aimed to investigate azimuth-based assessment of spatial orientation performance and its potential in diagnosing cognitive problems. Methods: This was a descriptive survey, and included multivariate logistic regression and multi-layer neural network analysis. We measured the spatial orientation performance of participants using an azimuth-based compass. Their demographic data, including age, gender, years of driving experience, field of study, and cognitive health status were collected. The statistical population consisted of 52 females and 48 males, 18 of whom had experienced cognitive problems in their lives. The participants were from different ethnic backgrounds living in the US, and in the age range of 20-85. The census method was then applied. Multivariate data analysis was conducted to illustrate the effectiveness of each feature variable on spatial orientation performance. Logistic regression was run by fitting a logit function, and multi-layer neural network analysis was developed and evaluated to predict the risk of cognitive problems based on spatial orientation performance and four other features under study. Results: Multivariate analysis showed that participants’ age (P=0.005), years of driving experience (p <0.001), and cognitive problems (p <0.001) contributed to predicting spatial orientation performance. Those who had experienced cognitive problems deviated 13.50 degrees from the destination with increasing age. The accuracy of the fitted logit model by NN analysis over training process was 0.8, indicating that the model can predict 8 out of 10 cases accurately. Conclusion: According to the findings, azimuth-based assessment of performance and other demographic data could be an appropriate means of determining individuals’ spatial orientation ability, especially when performed on larger and more homogeneous groups.
Interdisciplinary Journal of Virtual Learning in Medical Sciences
Shiraz University of Medical Sciences, Shiraz, Iran
2476-7263
12
v.
1
no.
2021
38
48
https://ijvlms.sums.ac.ir/article_47317_ac547ad72a922693b5c85fd8c41c81ab.pdf
dx.doi.org/10.30476/ijvlms.2021.88545.1064
Curriculum Components of Virtual Programs at a Medical University: The Students' Perspective
Meimanat
Abedini Baltork
Department of Education, University of Mazandaran, Babolsar, Iran
author
text
article
2021
eng
Background: The design quality of a virtual program is highly instrumental to the success of that programs. Accordingly, proper curriculum planning in virtual universities necessitates the integration of specialized features in the design and codification of curriculums. Despite the central role of virtual curriculums in higher education, one can hardly find relevant literature on this topic in Iran’s medical universities. The present study sought to assess the students’ opinions about the features of the curriculum offered for virtual programs at Tehran University of Medical Sciences (TUMS), in Tehran, Iran. Methods: A descriptive survey was performed in the first half of 2019-2020 academic year. The statistical population included 150 students attending the virtual programs at TUMS. Among them, 108 were selected by stratified random sampling and 102 responded to the questionnaire. The research instrument was the questionnaire for virtual teaching curriculums created by Azizi et al., and its reliability stood at 0.90 as measured by Cronbach’s alpha. Results: The findings revealed that the students’ opinions about the objectives (M=3.97, SD=0.07), content (M=3.10, SD=0.24), educational software (M=3.03, SD=0.31), interaction (M=3.18, SD=0.34), assessment (M=3.29, SD=0.42) and the overall quality of the curriculums (M=3.70, SD=0.39) at TUMS were rated above the average score in each category. Conclusion: From the students’ perspective, the overall quality of the curriculum developed for the virtual courses at TUMS was found to be at a desirable level (above average).
Interdisciplinary Journal of Virtual Learning in Medical Sciences
Shiraz University of Medical Sciences, Shiraz, Iran
2476-7263
12
v.
1
no.
2021
49
57
https://ijvlms.sums.ac.ir/article_47327_1d9f155d8934d01e7a1274e440d3d281.pdf
dx.doi.org/10.30476/ijvlms.2021.87842.1051
Virtual or In-Person Training: Applying Activity-Based Costing in Nursing Education
Leila
Bazrafkan
Assistant professor of medical education. Clinical education research center. Shiraz university of medical sciences.
author
Leila
Mohammadinia
Ph.D. Department of health in disasters and emergencies, Shiraz University of Medical Sciences, Shiraz, Iran
2- MSc, Medical Education, Shiraz University of Medical Sciences, Shiraz, Iran
author
Mohammad
Nikrou
MSc, Medical Education, Shiraz University of Medical Sciences, Shiraz, Iran
author
Nasrin
Shokrpour
English Department, Paramedical School, Shiraz University of Medical Sciences, Shiraz, Iran
author
text
article
2021
eng
Background: Cost assessment with modern costing systems can be conducive to the efficiency of education. In this study, activitybased costing was applied to calculate the cost of in-person training for undergraduate nursing students, and to evaluate the adjustable cost in virtual education. Methods: It was a descriptive-applied research using cross-sectional economic analysis based on activity-based costing system. The statistical population included undergraduate nursing students in Lamerd, Iran. Data analysis was performed using the data obtained from a 4-year undergraduate program (2012 to 2016). The data were compiled in three categories, namely educational costs, support costs and cultural-welfare expenditure. The acquired data in face-to-face education were considered as the reference for comparison. Furthermore, the adjustable costs for the alternative e-learning approach were measured. Results: The total training cost at Lamerd Nursing School during the four-year study program stood at US$382,761. The per capita cost in this period was equal to US$13,693. It was measured at US$8,659 for educational activities, US$3,933 for support, and US$1,077 for welfare. Therefore, the highest per capita cost was in the area of education and the lowest cost was attributed to welfare. Furthermore, the curriculum cost in face-to-face training was calculated to be US$664. Finally, it was found that virtual education would reduce the total cost by US$156,199. Conclusion: Activity-based costing system is a new model that helps restructure the financial systems of universities. It enables the senior management in these institutions to make informed decisions on adjusting educational activities based on the information acquired. One of these decisions involves comparing the cost-effectiveness of in-person paramedical training with that of virtual training. This is especially important in adopting modern educational models.
Interdisciplinary Journal of Virtual Learning in Medical Sciences
Shiraz University of Medical Sciences, Shiraz, Iran
2476-7263
12
v.
1
no.
2021
58
67
https://ijvlms.sums.ac.ir/article_47304_683ba017ba0ede3989758991ea8eb710.pdf
dx.doi.org/10.30476/ijvlms.2021.88311.1058
Cultivating Clinical Experience: Effectiveness of Blended Learning in Pharmacy Education
Justin
DeCleene
University of Maryland, Baltimore County, Maryland, US
author
text
article
2021
eng
The scope of health professions is widening at an exponential rate. As such, training in these fields must adapt quickly. Pharmacy is one of the fields in the healthcare sector that needs to change to meet the needs of the industry. Currently, pharmacy schools utilize Introductory Pharmacy Practice Experiences (IPPEs) and Advanced Pharmacy Practice Experiences (APPEs) to teach clinical skills to their students. Schools also utilize simulations and offer elective post-graduate residencies to give their students more hands-on experience. Simulations are becoming more prevalent in the field of education. Whether they are physical or virtual simulations, studies have shown that they are equally beneficial to students. Furthermore, a blended learning model of combining simulations with other modes of learning has shown to be more effective than utilizing simulations alone. Due to the expanding scope of the pharmacy profession, residencies are expanding in time and content. Some educators suggest that residencies should be extended from two years to three years to teach leadership skills, while others believe APPEs should have more rigid accreditation criteria. There has been some research done as to which methods of teaching allow students to learn most effectively. This paper explores such findings.
Interdisciplinary Journal of Virtual Learning in Medical Sciences
Shiraz University of Medical Sciences, Shiraz, Iran
2476-7263
12
v.
1
no.
2021
68
72
https://ijvlms.sums.ac.ir/article_47268_8307e3e5dce5c34fda7285094fd660c6.pdf
dx.doi.org/10.30476/ijvlms.2021.89550.1075
Forester Navigation Application (FNA): Mobile Training in Environmental Organizations
Hamidreza
Sodagar
Department of Educational Management, Gorgan Branch, Islamic Azad University, Gorgan, Iran
author
Mousareza
Es'haghpour Rezaee
Payame Noor University, Bojnourd Branch, Bojnourd, Iran
author
Hamideh
Rezaei
Islamic Azad University, Shirvan Branch, Shirvan, Iran
author
text
article
2021
eng
The Forester Navigation Application (FNA) is a new software application specifically developed for providing mobile training to the workforce in environmental organizations. The user interface of FNA is comprised of 6 main menus and 17 subsets. The menus include navigation, training, support, chat service, familiarity with protected areas, and foresters’ duties. Foresters can use FNA to proceed with their mandate, become acquainted with protected environments, and prevent environmental violations.
Interdisciplinary Journal of Virtual Learning in Medical Sciences
Shiraz University of Medical Sciences, Shiraz, Iran
2476-7263
12
v.
1
no.
2021
73
75
https://ijvlms.sums.ac.ir/article_47284_bd374f29d4cd48cc4dc26be8f30cc100.pdf
dx.doi.org/10.30476/ijvlms.2021.88441.1060