@article { author = {Mohammadimehr, Mojgan and Hashemi, Sayed Majed and Zargar Balaye Jame, Sanaz and Shayesteh Moghanlou, Mohammad Ali}, title = {Quality Assessment of the Library Services at the AJA University of Medical Sciences Libraries Using LibQUAL Model}, journal = {Interdisciplinary Journal of Virtual Learning in Medical Sciences}, volume = {7}, number = {3}, pages = {-}, year = {2016}, publisher = {Shiraz University of Medical Sciences, Shiraz, Iran}, issn = {2476-7263}, eissn = {2476-7271}, doi = {10.5812/ijvlms.12169}, abstract = {Introduction : Academic and research libraries are currently trying to define new criteria that describe their services they are moving towards more outcome-based assessment instead of relying merely on input, output, or resource metrics. The purpose of the present study is to evaluate the quality of services provided by the libraries of AJA University of Medical Sciences using the LibQUAL model. Methods : This study is a survey research, for which data were collected through the LibQUAL questionnaire. This questionnaire (in Persian) was used in a study conducted by Ghaffari and Korani in 2011, with Cronbach’s alpha of 0.95. Reliability and validity had to be assessed again after minor changes were made in the questionnaire by the researchers. Validity and reliability of the questionnaire were confirmed and Cronbach’s alpha for the questionnaire was determined to be 0.85. The statistical tests applied in this research included paired samples t-test and the one-way analysis of variance (ANOVA). Using the stratified random sampling method and Cochran’s formula, 261 students were selected from lists of students in each department in the academic year 2013 - 2014. A total of 190, 53, and 12 users from the medical school library, library of nursing school, and library of dentistry school respectively participated in this study. Statistics indices were calculated using the SPSS 16.0 software. P values less than 0.05 were considered to be statistically significant. Results : The results showed that there were statistically significant differences between the mean of users’ maximum expectations levels and the services actually received in libraries, based on a comprehensive evaluation of the libraries in AJA University of Medical Sciences (P < 0.001). In the dimension of ‘library as a place’, the mean of services received is higher than the mean of the users’ minimum expectations in all three libraries. P-values between the mean of services received and the minimum expectations in the medical school library, the library of the school of nursing, and the library of the school of dentistry were less than 0.001, 0.009, and 0.008 respectively. Conclusions : The mean of services received in the three libraries of AJA University of Medical Sciences was approximately equal to the users’ minimum expectations and the quality of services in these libraries is acceptable.}, keywords = {}, url = {https://ijvlms.sums.ac.ir/article_44787.html}, eprint = {https://ijvlms.sums.ac.ir/article_44787_5efc498c4546c07e6119daa0a4b464f0.pdf} } @article { author = {Motahari, Fereshteh and Rouhani, Saeed and Zare, Mohammad Amin}, title = {Model Design and Evaluation for Recommender System of Smart Schools Implementation Mechanisms}, journal = {Interdisciplinary Journal of Virtual Learning in Medical Sciences}, volume = {7}, number = {3}, pages = {-}, year = {2016}, publisher = {Shiraz University of Medical Sciences, Shiraz, Iran}, issn = {2476-7263}, eissn = {2476-7271}, doi = {10.5812/ijvlms.12171}, abstract = {Introduction : The implementation of smart schools has significantly progressed in current times due to the execution of intelligent systems. School administrators are also seeking the implementation of smart schools so that they can improve their educational process efficiency. The purpose of this research was to design a system recommending smartening mechanisms for use at the current level, and provide recommendations for improving the quality of schools. Methods : This is a design science and survey research. The surveyed population consisted of experts in implementing smart schools in the country. Based on convenience accidental sampling method, 32 experts were elected. In this study, previous works on effective factors for the implementation of smart schools were reviewed and categorized. Using the e-learning maturity model and capability maturity model, some questions were prepared and accordingly, the decision tree was drawn in the identified areas. For proper assessment of performance of the recommender system, a QUIS-based questionnaire was developed and experts’ opinions were collected through it. For greater certainty and assessment of the face and content validity, the relevant opinions were used. The questionnaire’s reliability was calculated using Cronbach’s alpha coefficient (92%). Data analysis was performed using SPSS version 21 and descriptive statistics (mean and SD) as well as inferential statistics (Kolmogorov-Smirnov and Pearson correlation coefficient tests). Results : The results showed that this system had great potential for improving the implementation quality of smart schools such that the weighted average grades rose above the mean (3.95 to 4.187 of 5) in the assessment. Conclusions : With regard to the required training criteria, a model was presented and an expert system was designed to recommend mechanisms for implementing smart schools. Finally, this recommender system was evaluated.}, keywords = {}, url = {https://ijvlms.sums.ac.ir/article_44788.html}, eprint = {https://ijvlms.sums.ac.ir/article_44788_51999ce9f35401b7f6982a843539e6e7.pdf} } @article { author = {Saeidi Pour, Bahman and Shahsavari, Hanieh}, title = {Multi-Dimensional Quality Evaluation Modelling of E-Learning Courses from Learners’ Perspective}, journal = {Interdisciplinary Journal of Virtual Learning in Medical Sciences}, volume = {7}, number = {3}, pages = {-}, year = {2016}, publisher = {Shiraz University of Medical Sciences, Shiraz, Iran}, issn = {2476-7263}, eissn = {2476-7271}, doi = {10.5812/ijvlms.12173}, abstract = {Background : With the growth of e-learning in recent decades, research on the evaluation of e-learning standards sought to optimize and make e-learning effective. This study was conducted on the necessity of quality evaluation of e-learning systems from the learner’s perspective, having the purpose of multi-dimensional quality evaluation modelling of e-learning courses using learner-based approach. Methods : With respect to nature and purpose, the present study is an applied research, and with respect to the data collection method, it was a descriptive and survey type of research. The population of the study comprised all the students pursuing an MA in e-learning at Tehran University in 2013 - 14. Samples including 201 [F1] students were selected using a simple random method in 2014. Results : According to the obtained fitting indexes for the components, the indexes were very appropriate. The relationship between variables in the model of learners’ satisfaction represented the significance of the relationship between the factor (learners’ satisfaction) and latent variables (first-grade factors) at the level of 0.01%. Conclusions : The results showed that, based on standard scores related to the variables that influence learners' satisfaction, it is possible to estimate learners’ satisfaction with e-learning using a good-fitting model and real-world data.}, keywords = {Modelling,quality,Evaluation,E-Learning Courses,Learner approach}, url = {https://ijvlms.sums.ac.ir/article_44789.html}, eprint = {https://ijvlms.sums.ac.ir/article_44789_aa95d44b32cfa833fd50b9da0ce64eb5.pdf} } @article { author = {Seif, Mohammad Hassan and Zarei, Soghra and Talebi, Saeed and Rastegar, Ahmad}, title = {Psychological and Job Factors Influencing the Intention to Use Information and Communication Technology Among Teachers}, journal = {Interdisciplinary Journal of Virtual Learning in Medical Sciences}, volume = {7}, number = {3}, pages = {-}, year = {2016}, publisher = {Shiraz University of Medical Sciences, Shiraz, Iran}, issn = {2476-7263}, eissn = {2476-7271}, doi = {10.5812/ijvlms.12175}, abstract = {Introduction : The usage of information and communications technology (ICT) in educational systems is a flowing and active educational programme. However, prior to its usage, an attempt should be made to identify the factors influencing such a phenomenon. This study aims to identify the psychological and job-related factors affecting the intention to use ICT among teachers in Shiraz. Methods : The present study is applicable from the research type perspective, descriptive from the procedure perspective, and correlative from the research design perspective. The sample includes all teachers in Shiraz. To determine the sample size (n = 255), stratified-cluster random sampling and Cochran’s formula were used. Several questionnaires were completed by the participants, such as subjective norm, task-technology fit, perceived ease of use, perceived usefulness, and intention to use. Validity (in terms of content) and reliability of the questionnaires were confirmed by comments from experts and professors and Cronbach’s alpha coefficient (0.69) respectively. Data analysis was done using structural equation modelling with LISREL software (version 8.8). Results : Task-technology fit, perceived ease of use, intention to use, and subjective norm variables directly or indirectly affect the intention to use ICT. Among these, subjective norm variable has the highest direct impact (0.33) upon the intention to use ICT, while, task-technology fit variable has the highest indirect impact (0.08). Moreover, the highest and lowest total effects on the aforementioned variable are associated with the impact of task-technology fit (0.39) and perceived ease of use (0.27) respectively. Conclusions : The findings indicate that the predicted model could provide useful information for the educational authorities with respect to the importance of job-related and psychological factors that directly or indirectly affect the intention to use ICT among teachers.}, keywords = {Technology,psychological factors,Intention,Teachers}, url = {https://ijvlms.sums.ac.ir/article_44790.html}, eprint = {https://ijvlms.sums.ac.ir/article_44790_e08e2b936e95ba001e78e4dfe61256be.pdf} } @article { author = {Karimian, Zahra and Kojouri, Javad and Salehi, Asiyeh and Amiri, Behdad}, title = {Clinical Residents’ Viewpoints on their Knowledge and Practical Capabilities: The Effect of an EBM Course on Focus}, journal = {Interdisciplinary Journal of Virtual Learning in Medical Sciences}, volume = {7}, number = {3}, pages = {-}, year = {2016}, publisher = {Shiraz University of Medical Sciences, Shiraz, Iran}, issn = {2476-7263}, eissn = {2476-7271}, doi = {10.5812/ijvlms.12177}, abstract = {Background : Commitment to evidence-based medicine (EBM) means the informed and fair use of the best evidence for accurate diagnosis and treatment decisions for patients. This approach attempts to improve the quality of clinical decision-making. The current study aimed to investigate the effects of EBM training courses on the theoretical knowledge and practical skills of clinical residents. Methods : A quantitative method based on a quasi-experimental single group design was used in this study. Two researcher-made questionnaires and one test were used as the major instruments for evaluating the satisfaction, knowledge and practical capabilities of participants. The content validity of the questionnaires was confirmed by five educational experts in medical education and clinical practices, and the reliability was calculated through Chronbach’s alpha (r = 0.92 and 0.93). The questionnaires were distributed among all 110 junior clinical residents who participated in the EBM workshop; 62 residents completed the questionnaire. The gathered data was analyzed through SPSS version 14 using paired t-test and Pearson’s correlation. Results : Participants took a high level of satisfaction (means of all items were higher than the cut-off points) from the evidence-based medical course. Participants’ knowledge and practical abilities were significantly broadened as a result of attending the EBM course (P < 0.01). In addition, a positive significant correlation was found between the knowledge scores and practical ability scores of residents who participated in the EBM course (r = 84%). Conclusions : More emphasis needs to be placed on developing the practical skills of residents in the EBM course. It is also essential that clinical ward residents be required to make clinical decisions based on evidence-based medicine.}, keywords = {Evidence-based Medicine,education,Residents,Knowledge,Practical Capabilities}, url = {https://ijvlms.sums.ac.ir/article_44791.html}, eprint = {https://ijvlms.sums.ac.ir/article_44791_ae43bec80057af05174595cda3dad5f4.pdf} } @article { author = {Rastegar, Ahmad}, title = {Presenting a Causal Model of Predicting Computer Anxiety Based on Intelligence Beliefs: The Mediatory Role of Achievement Goals and Cognitive Engagement}, journal = {Interdisciplinary Journal of Virtual Learning in Medical Sciences}, volume = {7}, number = {3}, pages = {-}, year = {2016}, publisher = {Shiraz University of Medical Sciences, Shiraz, Iran}, issn = {2476-7263}, eissn = {2476-7271}, doi = {10.5812/ijvlms.12179}, abstract = {Background : Everything related to computer technology is supposed to be important in the present era; however, many people have negative feelings and attitudes toward working with computers. One such feeling is computer anxiety. This study purposed to present a model for predicting computer anxiety based on intelligence beliefs and focusing on achievement goals and cognitive engagement. Methods : This study was descriptive and correlational type. The study population consisted of humanities students of Shiraz Payam Noor University. Using stratified sampling, 290 (194 female and 96 male) undergraduate students of the Faculty of Humanistic Studies, Shiraz Payame Noor University were selected and assigned as the research samples. Participants were asked to complete such questionnaires as the Computer Anxiety Scale, Achievement Goals, and Intelligence Beliefs and Cognitive Engagement. Path analysis using LISREL software version 8.51 was used for data analysis. Results : The results showed that incremental intelligence beliefs had a negative indirect effect on students’ computer anxiety (-0.05), which was statistically significant at a level of 0.01 (P < 0.01). This indirect effect operates through mastery goals and deep cognitive strategies. Meanwhile, the indirect effect of entity intelligence beliefs on computer anxiety equaled 0.01 and was not statistically significant. Moreover, among the variables included in the study, mastery goals had the most indirect effect on computer anxiety; the effect was negative, equal to 0.13, and statistically significant at a level of 0.01 (P < 0.01). Direct cognitive strategies had the most direct effect on computer anxiety in the fitted model at a rate of 0.39, which was statistically significant at a level of 0.01 (P < 0.01). Conclusions : The findings of this research showed that the relationship between intelligence beliefs and computer anxiety is affected by achievement goals and cognitive engagement.}, keywords = {Computer Anxiety,Intelligence,Goals,Cognition}, url = {https://ijvlms.sums.ac.ir/article_44792.html}, eprint = {https://ijvlms.sums.ac.ir/article_44792_f867555e9759804516fff7c9604475f7.pdf} } @article { author = {Zahed-Babelan, Adel and Moenikia, Mahdi and Nagizadeh-Bagi, Abbas and KhanBabaZadeh-Ghadim, Moggan}, title = {Assessment of the Student Satisfaction Level of University Performance (Case Study: Ardabil University of Medical Sciences)}, journal = {Interdisciplinary Journal of Virtual Learning in Medical Sciences}, volume = {7}, number = {3}, pages = {-}, year = {2016}, publisher = {Shiraz University of Medical Sciences, Shiraz, Iran}, issn = {2476-7263}, eissn = {2476-7271}, doi = {10.5812/ijvlms.12181}, abstract = {Background : Every organization, which is a provider of services or products, is always responsible for seeking the client’s comments as feedback in order to identify the shortcomings. On the basis of such comments, organizational plans can go through growth and improvement phases. The present study, from the point of view of client tendency, is aimed at measuring the rate of satisfaction of students of Ardabil University of Medical sciences with faculties, educational management, student-cultural management, and counselling units. Methods : As many as 705 students from all faculties of Ardabil University of Medical Sciences participated in this descriptive study. The main instrument for data collection was a questionnaire whose validity and reliability were examined and approved by the face validity method and Cronbach’s alpha coefficient (0.816). In the first step, data was investigated through descriptive statistical methods, while independent t-test and ANOVA analysis were used in the next stage to determine the difference between group comments. Results : The results indicate that in terms of student satisfaction, the following dimensions have gained a higher score than average: colleges (female: 4.13 and male: 4.09), educational administration (female: 4.01 and male: 4.5), and counselling centre (female: 3.39 and male: 3.35). Also, student cultural management indicated a below-average satisfaction score (female: 1.85 and male: 1.99). Conclusions : Student dissatisfaction with the practices of student-cultural management and the counselling unit is a shortcoming, which requires the people in charge to take necessary measures to improve the quality of affairs.}, keywords = {Student,Satisfaction,university,Performance}, url = {https://ijvlms.sums.ac.ir/article_44793.html}, eprint = {https://ijvlms.sums.ac.ir/article_44793_c85a91896d3d214e8ae3b999696b724d.pdf} }