ORIGINAL_ARTICLE
The Competencies Expected of Instructors in Massive Open Online Courses (MOOCs)
Background: The aim of this study was to identify the instructor competencies required for teaching in Massive Open Online Courses (MOOCs). A qualitative approach was applied to achieve this objective. Methods: Qualitative-inductive content analysis was used to identify the competencies of instructors in MOOCs. For this purpose, the articles related to the competence of instructors in MOOCs courses were first collected and the units of analysis were determined. In this respect, purposeful sampling and research criteria were applied to select 31 units from a total of 173 articles extracted from valid scientific databases. Data inclusion criteria limited the search to the articles with relevant topics published between 2006 and 2019. Reputable Persian and international databases were searched for the relevant data until theoretical data saturation was reached. An assessment of applicability and transferability was performed for data validation. Finally, the main categories were distinguished from the sub-categories, and a conceptual model was designed for identifying teachers’ competence in MOOCs. Results: The four main categories of competency obtained from data analysis were as follows: knowledge competencies (Dimension of Knowledge), professional skills (Instructional Content Development, Instructional Design, Evaluation, Communication, Participatory, Management, and Technical Skills), Professional attitude skills (Motivational and Emotional Skills) and the personality dimension of the instructors. Conclusion: This study draws out the possible implications of developing a curriculum in view of instructors’ competence in MOOCs with the goal of providing a comprehensive perspective on their performance in such courses.
https://ijvlms.sums.ac.ir/article_46669_5133f8f9836b2a052900bdcb8313792b.pdf
2020-06-30
69
83
10.30476/ijvlms.2020.86482.1036
Competencies
Instructors
MOOCs
Sajad
Dehghani
h.dehghani16@yahoo.com
1
Curriculum Planning, University of Hormozgan, Hormozgan, Iran
AUTHOR
Ali Akbar
Sheikhi Fini
fini2013@yahoo.com
2
Department of Educational Sciences, University of Hormozgan, Hormozgan, Iran
LEAD_AUTHOR
Hossein
Zeinalipour
hzainalipour@yahoo.com
3
Department of Educational Sciences, University of Hormozgan, Hormozgan, Iran
AUTHOR
Eisa
Rezaei
e.rezaei@vums.ac.ir
4
Educational Technology in Medical Sciences, Virtual University of Medical Sciences, Tehran, Iran
AUTHOR
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Kaplan AM, Haenlein M. Higher education and the digital revolution: About MOOCs, SPOCs, social media, and the Cookie Monster. Business Horizons. 2016;59(4):441-50. DOI: 10.1016/j.bushor.2016.03.008
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Lin J. A New Definition of MOOCs: Arising from Influential MOOCs Research between 2008 and 2018.2019.
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39
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40
ORIGINAL_ARTICLE
Comparing Two Forms of Spatial Contiguity Principle in Student Learning: 'Text Linked to Image' versus 'Text in Image Adjacency'
Background: Using links to provide additional audio or video content can enhance learners’ engagement with the learning content and keep them active in the learning process. This study aimed to compare the impacts of two different forms of multimedia presentation, namely ‘text in image adjacency’ and ‘text linked to image’, on learning and retention in a course entitled the Sciences. Methods: This was a randomized trial research. Multi-stage cluster sampling was used to select 31 fourth grade elementary school students in Malayer (Iran) in the 2014-2015 academic year. They were randomly assigned to control (N=15) and intervention (N=16) groups. Three researcher-made achievement tests (pre-test, post-test, retention test) were used to collect data. The expert opinions of seven teachers were consulted to assess the validity of the questions and the CVR of their opinions was found to be 98%. The reliability was determined using Cronbach’s alpha as well as the raters’ opinions, and the coefficients stood at 73%, 85%, and 60%, respectively. Also, Multimedia software was used to prepare the content of chapter 12 (Circulatory System) for the experiment. It was presented to the students in two forms: text linked to image (hidden hyperlink) and text in image adjacency. The control group was provided with text in image adjacency and the intervention group with text linked to image (hidden hyperlink). Data were analyzed using Kolmogorov-Smirnov, repeated measures ANOVA, F, and ANCOVA tests in SPSS 19 software. Results: The research findings showed that in the group in which multimedia content was presented with text linked to image, learning scores significantly increased from (5.28±3.74) in the pre-test to (11.36±3.98) in the post-test and (12.40±4.44) in the retention test (P=0.001). Also, in the control group receiving multimedia content in the form of text in image adjacency, learning values also significantly increased from (3.70±3.64) in the pre-test to (10.46±4.77) in the post-test and (12.60±3.62) in the retention test (P=0.001). However, there was no difference between the intervention and control groups in terms of learning gains (F(1, 27)=0.014, P=0.906). Similarly, no significant difference was found between the two groups in terms of learning retention (F(1, 24)=0.292, P=0.594). Conclusion: The present study demonstrated that a new form of spatial contiguity (i.e., text linked to image via hyperlinks) is as effective in learning as presenting textual content in image adjacency. This is a new finding contributing to the development of spatial contiguity principle.
https://ijvlms.sums.ac.ir/article_46643_085026e7c893b6920af2eb48b1bda68d.pdf
2020-06-30
84
91
10.30476/ijvlms.2020.85968.1029
Spatial contiguity
Multimedia content
Text in image adjacency
Text linked to image
Learning retention
Farhad
Seraji
fseraji@gmail.com
1
Department of Educational Sciences, Faculty of Humanites, Bu Ali Sina University, Hamadan, Iran
LEAD_AUTHOR
Zahra
Bayat
zahrra.bayyat@gmaill.com
2
Department of Educational Sciences, Bu Ali Sina University, Hamadan, Iran
AUTHOR
Hamed
Abbasi Kasani
hamed.abbasikasani@gmail.com
3
Department of Higher Education, Faculty of Education and Psychology, Shahid Beheshti University, Tehran, Iran
AUTHOR
Hojjat
Abedi
abedi.hojjjat@gmail.com
4
Department of English Language, Faculty of Literature and Humanities, Shahid Beheshti University, Tehran, Iran
AUTHOR
Mayer RE. The Cambridge handbook of multimedia learning of multimedia learning. Second edition, New York: Cambridge university press; 2014. https:// doi.org/10.1017/CBO9781139547369.
1
Ghamin Kh, Norouzi D. The Impact of Multimedia on Learning and Retention of Persian Pre-Printing Skills Course in First Graders. Educational Psychology, 2013; 8(24):120 -145. http://jep.atu.ac.ir/ article_2439.html.
2
Clark RC, Mayer RE. E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. John Wiley & Sons; 2016 Mar 21.
3
Bauhoff V, Huff M, Schwan S. Distance matters: Spatial contiguity effects as tradeoff between gaze switches and memory load. Applied Cognitive Psychology. 2012 Nov; 26(6):863-71. https://doi.org/10.1002/ acp.2887.
4
Leahy W, Sweller J. Cognitive load theory, modality of presentation and the transient information effect. Applied Cognitive Psychology. 2011 Nov; 25(6):943-51. https://doi.org/10.1002/acp.1787.
5
Young JQ, Sewell JL. Applying cognitive load theory to medical education: construct and measurement challenges. Perspectives on medical education. 2015 Jun 1; 4(3):107-9. https://doi.org/10.1007/ s40037-015-0193-9.
6
Moreno R. Optimising learning from animations by minimising cognitive load: Cognitive and affective consequences of signalling and segmentation methods. Applied Cognitive Psychology: The Official Journal of the Society for Applied Research in Memory and Cognition. 2007 Sep; 21(6):765-81. https://doi.org/10.1002/ acp.1348.
7
She HC, Chen YZ. The impact of multimedia effect on science learning: Evidence from eye movements. Computers & Education. 2009 Dec 1; 53(4):1297-307. https://doi.org/10.1016/j. compedu.2009.06.012.
8
Holsanova J, Holmberg N, Holmqvist K. Reading information graphics: The role of spatial contiguity and dual attentional guidance. Applied Cognitive Psychology: The Official Journal of the Society for Applied Research in Memory and Cognition. 2009 Dec; 23(9):1215-26. https://doi.org/10.1002/acp.1525.
9
Davies W, Cormican K. An analysis of the use of multimedia technology in computer aided design training: Towards effective design goals. Procedia Technology. 2013 Jan 1; 9:200-8. https://doi.org/10.1016/j. protcy.2013.12.022.
10
Wouters P, Paas F, van Merrienboer JJ. How to optimize learning from animated models: A review of guidelines based on cognitive load. Review of Educational Research, 2008; 78(3):645-75. https://doi. org/10.3102%2F0034654308320320.
11
Ayres P, Paas F. Cognitive load theory: New directions and challenges. Applied Cognitive Psychology, 2012; 26(6):827-32. https://doi.org/10.1002/acp.2882.
12
Paas F, Sweller J. Implications of cognitive load theory for multimedia learning. The Cambridge handbook of multimedia learning, 2014; 27:27-42. https://doi. org/10.1017/CBO9781139547369.004.
13
Mayer RE, Moreno R. Animation as an aid to multimedia learning. Educational psychology review, 2002; 14(1): 87-99. https://doi.org/10.1023/A:1013184611077.
14
ORIGINAL_ARTICLE
Validating the Persian Version of ICT Engagement Questionnaire
Background: Considering the importance of ICT engagement in learning environments, it is necessary to have a reliable and valid method of evaluating it among students. ICT Engagement questionnaire (Zylka et al.) has been designed for this purpose. This study aimed to validate that questionnaire in a representative sample of Iranian students. Methods: The Questionnaire was translated into Persian and its face and content validities were assessed by the members of Education faculty at the University of Tabriz, Iran. Its population included the University's faculty members and the students studying in technical and vocational schools in Urmia, Iran. Eight experts were selected from faculty members by means of purposeful sampling for face and content validities, and 370 students were selected by cluster random sampling. The research tool was Zylka et al's ICT Engagement Questionnaire. SPSS 26 was used for data analysis. Results: The students’ ages ranged from 16 to 18 and 38.6% of them were male and 61.4% were female. The reliability of the questionnaire was 0.91 based on the Cronbach’s alpha. The results of exploratory factor analysis revealed that five factors of ICT in Zylka et al's questionnaire were similar to seven factors in the present study, namely positive ICT self-esteem (explained variance=29.87%), self-confidence in ICT (explained variance=6.84%), online exposure (explained variance=4.69%), social exposure (explained variance=3.83%), interest in computers, tablets and mobile phones (explained variance=3.46%), spending time on ICT (explained variance=3.36%), and the negative ICT self-concept (explained variance=3.18%). Conclusion: PCA results revealed that seven factors can affect ICT engagement. In total these seven factors account for 55.19% of the variance in ICT engagement. Validating the questionnaire reveals that the constructs of “ICT engagement” may vary among populations in different countries. This might be due to the cultural differences and disparities between two statistical populations in terms of available facilities and resources.
https://ijvlms.sums.ac.ir/article_46631_c9e4bb83a7af67004ea6c5241b6d552f.pdf
2020-06-30
92
101
10.30476/ijvlms.2020.85628.1027
ICT engagement
Educational Technology
Face validity
Factor analysis
Computer literacy
Sahar
Baradaran Abdollahy
baradaran.abd1@gmail.com
1
Department of Education, University of Tabriz, Tabriz, Iran
AUTHOR
Firooz
Mahmoodi
firoozmahmoodi@tabrizu.ac.ir
2
Curriculum Studies Department of Education, Faculty of Education and Psychology, University of Tabriz
LEAD_AUTHOR
Negar
Tagavi
negar_t1369@yahoo.com
3
Department of Education, University of Tabriz, Tabriz, Iran
AUTHOR
Zhang P, Aikman S. Attitudes in ICT acceptance and use. In International conference on human-computer interaction 2007 Jul 22 (pp. 1021-1030). Springer, Berlin, Heidelberg.
1
Gudanescu N. Using modern technology for improving learning process at different educational levels. ProcediaSocial and Behavioral Sciences. 2010 Jan 1;2(2):5641-5.
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Bingimlas KA. Barriers to the successful integration of ICT in teaching and learningenvironments: A review of the literature. Eurasia journal of mathematics, science & technology education. 2009 Aug 1;5(3).
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Drigas A, Ioannidou RE, Kokkalia G, Lytras MD. ICTs, mobile learning and social media to enhance learning for attention difficulties. J. UCS. 2014 Jun 20;20(10):1499-510.
6
Goldhammer F, Gniewosz G, Zylka J. ICT engagement in learning environments. InAssessing Contexts of Learning 2016 (pp. 331-351). Springer, Cham.
7
Zylka J, Christoph G, Kroehne U, Hartig J, Goldhammer F. Moving beyond cognitive elements of ICT literacy: First evidence on the structure of ICT engagement. Computers in Human Behavior. 2015 Dec 1; 53:149-60.
8
Janneck M, Vincent-Höper S, Ehrhardt J. The computer-related self-concept: a gender-sensitive study. International Journal of Social and Organizational Dynamics in IT (IJSODIT). 2013 Jul 1;3(3):1-6.
9
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Christoph G, Goldhammer F, Zylka J, Hartig J. Adolescents’ computer performance: The role of self-concept and motivational aspects. Computers & Education. 2015 Feb 1; 81:1-2.
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14
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19
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20
ORIGINAL_ARTICLE
Investigating the Effects of Problem-Based Learning in a Virtual Group on Collaborative Learning, Social Presence and Student Satisfaction in Surgery Department
Background: Social media have become an indispensable part of human life and influenced the medical education and professions in recent years. The purpose of this study was to investigate the effect of Problem-Based Learning (PBL) in a virtual group on social-collaborative learning, social presence and satisfaction among the medical students in surgery rotation. Methods: This was a quasi-experimental study with a one-shot posttest-only design that was performed on 66 trainees attending the surgical wards in teaching hospitals of Mashhad Islamic Azad University from February 2018 to July 2019. A virtual Telegram group was created for the learners to share interesting or rare educational cases at different hospitals, express their views on the issues, and engage in discussions until the next morning. Demographic and CLSS (Collaborative Learning, Social Presence and Satisfaction) questionnaires were used to collect data and to measure students’ perceptions of collaborative learning, social presence and satisfaction. The data were analyzed using SPSS 20 software. Results: The mean age of participants was 28.5±7.6 years. The average student participation rate in the group was 95.25%. The results showed that there was a significant correlation between the overall scores of the three questionnaires (social presence, satisfaction, collaborative learning) (p <0.001). Conclusion: Given the high level of participation and satisfaction among students, using social networks as a complement to education is recommended.
https://ijvlms.sums.ac.ir/article_46632_c6b6aef933f4c485e7288c2c26fc601c.pdf
2020-06-30
102
111
10.30476/ijvlms.2020.85422.1020
Virtual System
Social Networks
Collaborative Learning
Satisfaction
Problem based learning
Mohamad Ali
Raisolsadat
sma_rais@yahoo.com
1
Department of Surgery, Mashhad Branch, Islamic Azad University, Mashhad, Iran
AUTHOR
Nasser
Sanjar Moussavi
na1342@yahoo.com
2
Department of Surgery, Mashhad Branch, Islamic Azad University, Mashhad, Iran
AUTHOR
Arezou
Farajpour
ar_farajpour@sbmu.ac.ir
3
Department of Education Development Center, Mashhad Branch, Islamic Azad University, Mashhad, Iran
LEAD_AUTHOR
Ali
Meshkinyazd
meshkina1@mums.ac.ir
4
Department of Nursing, School of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, Iran
AUTHOR
Ghahreman R, Keimasi M, Heidari A. Segmenting costumers based on their reactions to social networks marketing on instagram. Journal of Information Technology Management. 2017; 9(3): 571- 586. [Persian][DOI: 10.22059/jitm.2017.62217]
1
Milosevic I, Ivkovic D, Arsic S, Manasijević D. Facebook as virtual classroom: Social networking in learning among Serbian students. Telematics and Informatics. 2015; 32(4): 576-585.[DOI: https://doi.org/10.1016/j.tele.2015.02.003]
2
Gikas J, Grant MM. Mobile computing devices in higher education: student perspectives on learning with cellphones, smartphones and social media. The Internet and Higher Education. 2013; 19: 18-26.[DOI: https://doi.org/10.1016/j.iheduc.2013.06.002]
3
Sutherland S, Jalali A. Social media as an open-learning resource in medical education: current perspectives. Adv Med Educ Pract. 2017; 8: 369–375.[ DOI: 10.2147/AMEP.S112594]
4
Bicen C. Determination of university students reasons of using social networking sites in their daily life. Procedia Social and Behavioral Sciences. 2015; 190: 519-522.[DOI: https://doi.org/10.1016/j.sbspro.2015.05.036]
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Bahner DP, Adkins E, Patel N, Donley C, Nagel R, Kman NE. How we use social media to supplement a novel curriculum in medical education. Medical teacher. 2012 Jun 1;34(6):439-44. [DOI: https://doi.org/10.3109/0142159X.2012.668245]
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Subrahmanyam K, Reich SM, Waechter N, Espinoza G. Online and offline social networks: Use of social networking sites by emerging adults. Journal of applied developmental psychology. 2008 Nov 1;29(6):420-33.[DOI: https://doi.org/10.1016/j.appdev.2008.07.003]
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Greenhow C, Lewin C. Social media and education: Reconceptualizing the boundaries of formal and informal learning. Learning, media and technology. 2016. 2;41(1):6-30. [DOI: https://doi.org/10.1080/17439884.2015.1064954 ]
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Garrison R. Theoretical challenges for distance education in the 21st century: A shift from structural to transactional issues. The International Review of Research in Open and Distributed Learning. 2000 Jun 1;1(1). [DOI: https://doi.org/10.19173/irrodl.v1i1.2]
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Chen b, Bryer T. Investigating instructional strategies for using social media in formal and informal learning. The international review of research in open and distributed learning. 2012; 13(1): 87-104. [DOI: https://doi.org/10.19173/irrodl.v13i1.1027 ]
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Terry Kind, Pradip D. Patel, De´ Sire´ E Lie& Katherine C. Chretien, twelve tips for using social media as a medical educator. Medical Teacher. 2013, P: 1–7 [DOI: https://doi.org/10.3109/0142159X.2013.852167]
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Najwa Hayaati Mohd Alwi, Normazla Ahmad Mahir, Shaharudin Ismail. Infusing Social Media in Teaching and Learning (TnL) at Tertiary Institutions: A Case of Effective Communication in Universiti Sains Islam Malaysia (USIM), Procedia - Social and Behavioral Sciences .2014;155: 265 – 270. [DOI: http://dx.doi.org/10.1016/j.sbspro.2014.10.290]
12
Balakrishnan V, Keat Teoh K, Pourshafie T, Kooi Leiw T. Social media and their use in learning: A comparative analysis between Australia and Malaysia of Educational Technology. Australasian Journal of Educational Technology. 2017; 33(1): 81-97.[ DOI: https://doi.org/10.14742/ajet.2469 ]
13
Eid MIM, Al-jabri IM. Social networking, knowledge sharing and student learning: The case of university students. Computers & Education. 2016; 99:14-27.[DOI: https://doi.org/10.1016/j.compedu.2016.04.007]
14
Bickerdike A, O'Deasmhunaigh C, O'Flynn S, O'Tuathaigh C. Learning strategies, study habits and social networking activity of undergraduate medical students. Int J Med Educ. 2016; 7: 230-6. [DOI: 10.5116/ijme.576f.d074]
15
Kmsay M. Comparing the effectiveness of educating through the social networks and face method on learning and retention of pre-university student in science course social in Khorramdarreh city] [dissertation]. Tehran: university of Allameh Tabatabai; 2016. [Persian]
16
Robinson L., Behi O., Corcoran A., Cowley V., Cullinane J., Martin I., Tomkinson D. Evaluation of Whatsapp for Promoting Social Presence in a First Year Undergraduate Radiography Problem-Based Learning Group. Journal of Medical Imaging and Radiation Sciences. 2015; 46 : 280-286 [DOI: https://doi.org/10.1016/j.jmir.2015.06.007]
17
Rasmita Kalasi, The Impact of Social Networking on New Age Teaching and Learning: An Overview. Journal of Education & Social Policy. 2014; 1(1): 23-28
18
Barhoumi, C., The Effectiveness of WhatsApp Mobile Learning Activities Guided by Activity Theory on Students' Knowledge Management. Contemporary Educational Technology. 2015; 6(3): 221-238
19
Liping Deng, Nicole Judith Tavares. Exploring university students’ use of technologies beyond the formal learning context: A tale of two online platforms. Australasian Journal of Educational Technology, 2015;31(3):313-327. [DOI: https://doi.org/10.14742/ajet.1505 ]
20
Sorden SD, Munene II. Constructs related to community college student satisfaction in blended learning. Journal of Information Technology Education: Research. 2013;12(1):251-70.[DOI: https://doi.org/10.28945/1890]
21
So HJ, Brush TA. Student perceptions of collaborative learning, social presence and satisfaction in a blended learning environment: Relationships and critical factors. Computers & education. 2008;51(1):318-36.[DOI: https://doi.org/10.1016/j.compedu.2007.05.009]
22
Papahnzadeh M, Rasekh M. The Effect of Telegram Social Networking on the Teaching-Learning Function of Physical Education Secretaries of Guilan Province]. 16th Iranian Physical Education Conference; 2015 Khorramabad, Lorestan. [Persian]
23
Javadiniya SA, Erfanian M, Abedini M, Bijari B. [The Effects of Social Networks on Academic Achievement of Students, a Study in Birjand University of Medical Sciences]. Iranian Journal of Medical Education. 2012; 12 (8):598-606. [Persian]
24
Amy T.Wanga Nicole P.Sandhu, aChristopher M.Wittich, aJayawant N.MandrekarbThomas J.Beckman, Using Social Media to Improve Continuing Medical Education: A Survey of Course Participants. Mayo Clinic Proceedings,2012; 87(12):1162-70. [DOI: https://doi.org/10.1016/j.mayocp.2012.07.024]
25
Beigzadeh A, Kohan S, Yamani S, Rezaei H. Perception of Graduate Students Regarding the Use of Social Networks in Education: A Qualitative Research. Strides In Development of Medical Education, Journal of Medical Education Development Center of Kerman University of Medical Sciences 1395؛ 13(3) : 220-234
26
Kadriye Avcı, Sevda Gerek Çelikden, Semih Eren , Doğukan Aydenizöz. Assessment of medical students’ attitudes on social media use in medicine: a cross-sectional study. BMC Medical Education. 2015; 15:18. [DOI: 10.1186/s12909-015-0300-y]
27
Terry Kind, Gillian Genrich, Avneet Sodhi & Katherine C. Chretien . Social media policies at US medical schools, Medical Education Online. 2010; 15:1, 5324, [DOI: 10.3402/ meo. v15i0.5324]
28
Amry, A.B. The Impact of whats app Mobile Social Learning on the Achievement and attitudes of female students compared with face to face learning in the classroom. European Scientific Journal. 2014 ;10(22). ISSN: 1857 – 7881 (Print) e - ISSN 1857- 7431
29
Van Hennik R, Hillewaere B. Practice Based Evidence Based Practice. Navigating based on coordinated improvisation, collaborative learning and multi‐methods research in Feedback Informed Systemic Therapy. Journal of Family Therapy. 2017;39(3):288-309.[DOI: https://doi.org/10.1111/1467-6427.12159]
30
Bicen H, Ozdamli F, Uzunboylu H. Online and blended learning approach on instructional multimedia development courses in teacher education. Interactive Learning Environments. 2014 ;22(4):529-48.[DOI: https://doi.org/10.1111/1467-6427.12159]
31
Cheston, Ch. Flickinger, T,Chisolm, M. Social Media Use in Medical Education, A Systematic Review Academic Medicine. 2013; 88 (6): 893-901. [DOI: 10.1097/ACM.0b013e31828ffc23]
32
ORIGINAL_ARTICLE
Effectiveness of Applying Philosophy for Children (P4C) Teaching Approach in a Media Literacy Course
Background: Media literacy is one of the essential skills needed by learners in the twenty-first century. Teaching this skill requires adopting methods that stimulate thinking and reasoning among learners. This study aims to analyze the effect of P4C on students’ philosophical mentality and learning in a school course entitled Thinking and Media Literacy. Methods: This study used a quasi-experimental method employing the pretest-posttest control group design. The research population consisted of all male students studying in the tenth grade at a school in Arak, Iran, in 2018-19 academic year. The sample comprised 44 students, selected by cluster sampling, and assigned to two experimental and control groups. Data collection was performed using a philosophical mentality questionnaire and a researcher-made learning test. For data analysis, descriptive statistics, mean, frequency and standard deviation were used. Covariance analysis was applied for inferential statistics using SPSS version 23. Results: The statistical results showed that in terms of learning outcomes, the mean score in the P4C group (M=18.06, SD=1.6) was higher than in the conventional group (M=15.7, SD=1.6). There was a significant difference between learning outcome scores in the experimental and control groups (p <0.001). In addition, the mean score of philosophical mentality in the experimental group (M=146.3, SD=8.7) was significantly higher than that in the control group (M=131.8, SD=11.7), (p <00.1). Conclusion: Considering the findings of this study, it is suggested that the prominent principles in P4C programs be used in teaching the Thinking and Media Literacy course.
https://ijvlms.sums.ac.ir/article_46657_dd1c1bd740ce18c8eb6c972178ce1831.pdf
2020-06-30
112
120
10.30476/ijvlms.2020.86041.1032
Philosophical Mentality
Philosophy for Children
Thinking and Media Literacy
Learning
Marmar
Khanmohammadi
marmar96kh@gmail.com
1
PhD Student of Educational Philosophy, Arak Branch, Islamic Azad University, Arak, Iran
LEAD_AUTHOR
Mohammad
Seifi
seifiarak@gmail.com
2
Department of Educational Science, Arak Branch, Islamic Azad University, Arak, Iran
AUTHOR
Faezeh
Nateghi
fn1345@gmail.com
3
Department of Educational Science, Arak Branch, Islamic Azad University, Arak, Iran
AUTHOR
Yildiz Durak H, Seferoğlu, S.S. Antecedents of social media usage status: examination of predictiveness of digital literacy, academic performance, and fear of missing out variables. Social Science Quarterly.2020.https://doi.org/10.1111/ssqu.12790
1
LivingstoneS. Developing social media literacy: how children learn to interpret risky opportunities on social network sites. Communications.2014;39(3),283–303 https://doi.org/10.1515/commun-2014-0113
2
Friesem Y. Media production in elementary education. In The International Encyclopedia of Media Literacy (eds R. Hobbs and P. Mihailidis); 2020. https://doi.org/10.1002/9781118978238.ieml0131
3
Bulger M , Davidson P. The promises, challenges, and futures of media literacy. Data and society research institute; 2018, https://doi.org/10.23860/JMLE-2018-10-1-1.
4
Wallis R. Buckingham D. Media literacy: The UK's undead cultural policy. International Journal of Cultural Policy. 2016; 25: 1-16.https://doi.org/10.1080/10286632.2016.1229314
5
Organization for Education Research and Planning of the Ministry of Education. A guide for teachers of thinking and media literacy.Tehran: 2017. Persian
6
Rais M, Fadillah R, Rivai A. The effectiveness of blended learning in improving media literacy on different self-regulated learning. Journal of Educational Science and Technology (EST). 2019; 5(3): 277-285. https://doi.org/10.26858/est.v5i3.10873
7
Ceretti F.C. MAIA (movie analysis in action). A new teaching method in media literacy education. Procedia-Social and Behavioral Sciences. 2015; (174): 4053-7. https://doi.org/10.1016/j.sbspro.2015.01.1154
8
Dvorghets O S, Shaturnaya Yelena A. Developing students' media literacy in the English language teaching context. Procedia-Social and Behavioral Sciences. 2015; (200):192-8. https://doi.org/10.1016/j.sbspro.2015.08.051
9
Abdollahi R, Eslami, E, Afani, K. An analysis of the content of tenth-grade textbook "Thinking and Media Literacy" based on media literacy. Thinking and Children, 2018;18: 25-47. Persian
10
Sosahabi P, Moradi S, Abbasi U A. The Relationship between philosophical mindedness components and irrational beliefs in school principals. IEEPJ. 2019; 1 (2) :82-87https://doi.org/10.29252/IEEPJ.1.2.82
11
Smith P. Philosophic mindedness in educational administration. Colombus:Ohio State University. 1956
12
Shahini G, Nouri, Z. Investigating students' philosophic-mindedness through their producing philosophical questions: hindering and facilitating factors. IIUM Journal of Educational Studies. 2019; 6(1): 18-37. https://doi.org/10.31436/ijes.v6i1.219
13
Fedorov, A. Media education and media literacy: experts’ opinions. 2003; Available at SSRN: https://ssrn.com/abstract=2626372 or http://dx.doi.org/10.2139/ssrn.2626372
14
Breivik P. S. 21st century learning and information literacy.Change. 2005; 37(2), 20-7 https://doi.org/10.3200/CHNG.37.2.21-27
15
Fisher, R. Philosophy For Children: how philosophical enquiry can foster values education in schools.R. Gardner, J. Cairns & D. Lawton (Eds). Education for values morals, ethics and citizenship in contemporary teaching.London: Kogan Page.2000 https://doi.org/10.4324/9780203416730_chapter_4
16
Zulkifli H. Hashim, R. Philosophy for Children (P4C) in improving critical thinking in a secondary moral education class. International Journal of Learning, Teaching and Educational Research. 2020; 19(2): 29-45. https://doi.org/10.26803/ijlter.19.2.3
17
Lipman, M.(2003). Thinking in Education, 2nd(edn.), Cambridge & New Yrok: Cambridge University Press. https://doi.org/10.1017/CBO9780511840272
18
Haynes J. Children as philosophers: learning through enquiry and dialogue in the primary classroom. Taylor & Francis e-library. 2008; Retrieved on Sep. 18, 2012, from http://books.google.co.uk/books?id=mGItdc4RczoC&dq=learning+through+enquiry&lr=&source=gbs_navlinks_shttps://doi.org/10.4324/9780203927595
19
Thomas A.L. How effective is Philosophy for Children in contributing to the affective engagement of pupils in the context of secondary Religious Education? Journal of philosophy in schools. 2017; 4(1):102-122. https://doi.org/10.21913/JPS.v4i1.1421
20
Tian S, Liao P.F. Philosophy for children with learners of English as a foreign language. Journal of Philosophy in Schools. 2016; 3(1):40-58. https://doi.org/10.21913/JPS.v3i1.1299
21
Houshmandi F, Shamshiri, B. Analyzing the results of teaching empirical sciences to first-year school children by P4C. Education Studies (Amouzesh Pazhouhi). 2018; 4(16): 1-15. Persian
22
Gal, M. Borg, W.Gall, J. Quantitative and qualitative research methods in education and psychology, a group of authors (translators). 2008. Persian.
23
Soltani I.Measure the amount of philosophical mentality of manager. Tadbir Q.1996;62:16-9
24
Lawshe, C. H. A quantitative approach to content validity. Personnel Psychology, 1975; 28(4), 563-575. https://doi:10.1111/j.1744-6570.1975.tb01393.x
25
Polit, D. F., Beck, C. T., & Owen, S. V. Is the CVI an acceptable indicator of content validity? Appraisal and recommendations. Research in Nursing & Health, 2007;30(4), 459-467. https://doi:10.1002/nur.2019
26
ORIGINAL_ARTICLE
Investigating the Tendency towards Research in the Curriculum of a Paramedical Faculty
Background: Today, conducting research is among the most important skills in medical sciences, and plays a significant role in terms of improving students’ learning and their career prospects. This study aimed to evaluate the research factors in the curriculum of paramedical faculty at Shahid Sadoughi University of Medical Sciences in Yazd, Iran. Methods: The statistical population included the students at the paramedical faculty of Shahid Sadoughi University of Medical Sciences in 2019. Simple random sampling was applied and 224 students were selected. The research instrument was a researcher-made questionnaire. Its validity was determined based on the opinions of professors and experts, and its reliability was measured at 0.87 using Cronbach’s alpha. Results: From the paramedical students’ viewpoints, a number of research factors in the curriculum like individual factors (1.70), motivational factors (2.05), service delivery factors (2.11), and cultural administrative factors (1.78) are not in a favorable situation (p <0.05). Besides, in terms of prioritization, the service delivery factors of research in the curriculum have the greatest importance, and the individual factors have the least importance. Conclusion: The authorities, curriculum planners, and medical practitioners must take the necessary measures to enhance the presence of research factors in the curriculum of paramedical students.
https://ijvlms.sums.ac.ir/article_46655_042f4df97831121256f54c18a690a006.pdf
2020-06-01
121
129
10.30476/ijvlms.2020.85843.1028
Educational
Curriculum
Research
Paramedical Students
Ahmad
Malekipour
malekipour95@gmail.com
1
Department of Educational Management, Farhangian University, Rasoul Akram Campus, Ahvaz, Iran
LEAD_AUTHOR
Seyyed Mohammad Ali
Mirjalili
mirjaleli89865@gmail.com
2
Department of Education, Farhangian University, Shahid Paknejad Campus, Yazd, Iran
AUTHOR
Frey BB, editor. The SAGE encyclopedia of educational research, measurement, and evaluation. Sage Publications; 2018 Jan 29. DOI: http://dx.doi.org/10.4135/9781506326139
1
Pinch, K. J. (2009). The importance of evaluation research. Journal of Experiential Education, 31(3), 390-394. https://doi.org/10.1177/105382590803100306
2
Snow NE, Narváez D, editors. Self, Motivation, and Virtue: Innovative Interdisciplinary Research. Routledge; 2019 Aug 29. https://doi.org/10.1080/03057240.2019.1556939
3
Gonzalez-Brambila CN, Reyes-Gonzalez L, Veloso F, Perez-Angón MA. The scientific impact of developing nations. PLoS One. 2016 Mar 29;11(3):e0151328. DOI: 10.1371/journal.pone.0151328
4
Severinsson E. Research supervision: supervisory style, research‐related tasks, importance and quality–part 1. Journal of Paramedicine management. 2012; 20(2): 215-223. DOI: 10.1111/j.1365-2834.2011.01361.x
5
Carrillo FJ. Knowledge-based development as a new economic culture. Journal of Open Innovation: Technology, Market, and Complexity. 2015 Dec;1(2):15. DOI: 10.1186/s40852-015-0017-5
6
Pilat D, Fukasaku Y. OECD principles and guidelines for access to research data from public funding. Data Science Journal. 2007;6: 4-11. DOI: 10.2481/dsj.6.OD4
7
Jacobs CD, Cross PC. The value of medical student research: the experience at Stanford University School of Medicine. Medical education. 1995 Sep;29(5):342-6. DOI:10.1111/j.1365-2923.1995.tb00023.x
8
Narayana PS, Varalakshmi D, Pullaiah T. Research methodology in plant science. Scientific Publishers; 2016 Nov 1.
9
Alaei M, Azami A. Study of student attitudes toward research in Ilam university of medical sciences. Journal of Ilam university of medical sciences. 2004;12(42-43):39-42. [Persian] DOI: 10.29252/rme.10.1.56
10
Delavar A. Theoretical and Practical Principles of Research in Humanities and Social Sciences. Tehran. Roshd Publications. Eighteenth Edition. 2018
11
Nikrouz L, Rouzitalab Mahin, Raygan Yazdi Alireza, Naqizadeh Mohammad Mehdi, Taghavi F. Investigating the Barriers to Presenting Student Research Projects from the Students' Viewpoint. Journal of Fasa University of Medical Sciences. 2012; 2 (2):113-119.
12
Rouhollahi A. Investigating Factors Affecting the Development of Student Research. Journal of Teaching and Learning Research. 2015; 22(7):175-188. DOI: 10.22070/2.7.175
13
Safari Moradabadi Ali, Ramazan Khani Ali, Aghamolaie Teimour, Hosseini Marzieh, Dadipour S. Barriers to research from the perspective of students of Hormozgan University of Medical Sciences. Research in Medical Education. 2017; 7, (3): pp. 1-9. DOI: 10.29252/rme.9.3.9
14
Chakraborti C, Bourgeois III DJ, Gleeson E, Gunderson W. Identifying barriers to successful research during medical school. Medical Education Development. 2012 Mar 2;2(1):5-8. DOI: 10.4081/ed.2012.e2
15
Hama EA. Obstacles of scientific research from the point of view of the members of the Faculty of Basic Education University of Salahaddin/Erbil. Zanco Journal of Humanity Sciences. 2019 Jun 20;23(3):36-52. Doi.org/10.21271/zjhs.23.3.3
16
Khalaf AJ, Aljowder AI, Buhamaid MJ, Alansari MF, Jassim GA. Attitudes and barriers towards conducting research amongst primary care physicians in Bahrain: a cross-sectional study. BMC family practice. 2019 Dec;20(1):20. doi.org/10.1186/s12875-019-0911-1
17
Ichsan, I., Wahyuniati, N., McKee, R. et al. Attitudes, barriers, and enablers towards conducting primary care research in Banda Aceh, Indonesia: a qualitative research study. Asia Pac Fam Med 17, 8 (2018). https://doi.org/10.1186/s12930-018-0045-y
18
Kuuppelomäki M., & Tuomi J. Finnish nurses' views on their research activities. Journal of Clinical Paramedicine. 2003; 12(4): 589-600. DOI:10.1046/j.1365-2702.2003.00756.x
19
Parahoo K. Barriers to and facilitators of, research utilization among nurses in Northern Ireland. Journal of advanced Paramedicine. 2000; 31(1): 89-98. DOI:10.1046/j.1365-2648.2000.01256.x
20
Tuppal CP, Vega PD, Ninobla MM, Reñosa MD, Al-Battashi A, Arquiza G, Baua EP. Revisiting the Barriers to and Facilitators of Research Utilization in Nursing: A Systematic Review. Nurse Media Journal of Nursing. 2019;9(1):90-102. DOI: 10.14710/nmjn.v9i1.20827
21
Adamsen L, Larsen K, Bjerregaard L, Madsen JK. Danish research‐active clinical nurses overcome barriers in research utilization. Scandinavian Journal of Caring Sciences. 2003 Mar;17(1):57-65.-65. DOI: 10.1046/j.1471-6712.2003.00124.x
22
ORIGINAL_ARTICLE
The Unanticipated Educational Challenges of Developing Countries in Covid-19 Crisis: A Brief Report
The purpose of the current paper is to explore the challenges associated with the emergency remote teaching (ERT) in developing countries including Palestine, Libya, and Afghanistan, as reported by students, parents, and teachers. A qualitative approach was used for data collection and analysis. Semi-structured interviews and online class observation were used for data collection. The subjects in the interviews included 60 participants from different countries and 60 online classes were observed. Each class lasted around 40 minutes. Thematic analysis was used to categorize the findings into themes. The findings of the study revealed various challenges in the emergency remote teaching in COVID-19 crisis. These challenges included the learning environment, quality of digital content, digital inequity, and the violation/invasion of digital privacy. The participants reported that COVID-19 has broadened the digital gap among students and their families, depriving them of attending online classes. Another emerging challenge in emergency remote teaching was the violation of students’ and parents’ digital privacy. Moreover, the findings confirmed that these challenges were the main factors that negatively influenced students’ attendance and engagement in online classes. Further research with larger samples is required to better understand the challenges of ERT in developing countries.
https://ijvlms.sums.ac.ir/article_46637_c3af215d0993714cfca48dabe1921e92.pdf
2020-06-01
130
134
10.30476/ijvlms.2020.86119.1034
COVID-19
online learning
Emergency Remote Teaching
Remote Teaching
Remote Learning
Zuheir
Khlaif
zuh.khlaif@gmail.com
1
An Najah National University, Nablus, Palestine
LEAD_AUTHOR
Soheil
Salha
ssalha@najah.edu
2
An Najah National University, Nablus, Palestine
AUTHOR
Czerniewicz L, Trotter H, Haupt G. Online teaching in response to student protests and campus shutdowns: academics’ perspectives. International Journal of Educational Technology in Higher Education. 2019 Dec 1;16(1):43.
1
Shraim K, Khlaif Z. An e-learning approach to secondary education in Palestine: opportunities and challenges. Information Technology for Development. 2010 Jul 1;16(3):159-73. https://doi.org/10.1080/02681102.2010.501782
2
Traxler J, Khaif Z, Nevill A, Affouneh S, Salha S, Zuhd A, Trayek F. Living under occupation: Palestinian teachers’ experiences and their digital responses. Research in Learning Technology. 2019 Sep 27;27. https://doi.org/10.25304/rlt.v27.2263
3
UNESCO. COVID-19 Education Response. Available from: https://en.unesco.org/covid19/educationresponse/globalcoalition [Accessed 5th April 2020].
4
Affouneh S, Salha S, Khlaif ZN. Designing Quality E-Learning Environments for Emergency Remote Teaching in Coronavirus Crisis. Med Sci. 2020;11(2):1-3. 10.30476/IJVLMS.2020.86120.1033
5
Yuen AH, Park J, Chen L, Cheng M. The significance of cultural capital and parental mediation for digital inequity. new media & society. 2018 Feb;20(2):599-617. https://doi.org/10.1177/1461444816667084
6
Willems J, Farley H, Campbell C. The increasing significance of digital equity in higher education. Australasian Journal of Educational Technology. 2019 Dec 29;35(6):1-8. https://doi.org/10.14742/ajet.5996
7
Resta P, Laferrière T, McLaughlin R, Kouraogo A. Issues and challenges related to digital equity: An overview. Second international handbook of information technology in primary and secondary education. Cham: Springer. 2018. https://doi.org/10.1007/978-0-387-73315-9_44
8
Robertson LP, Leatham H, Robertson J, Muirhead B. Digital privacy across borders: Canadian and American perspectives. InEmerging Trends in Cyber Ethics and Education 2019 (pp. 234-258). IGI Global. https://doi.org/10.4018/978-1-5225-5933-7.ch011
9
Li X. Understanding eHealth literacy from a privacy perspective: eHealth literacy and digital privacy skills in American disadvantaged communities. American Behavioral Scientist. 2018 Sep;62(10):1431-49. https://doi.org/10.1177/0002764218787019
10
Ahmed A, Booth D. The Digital Privacy Laws and Practices in the Jersey Island. Procedia Computer Science. 2016 Jan 1;98:163-8. https://doi.org/10.1016/j.procs.2016.09.026
11
Penuel WR, DiGiacomo DK. Organizing Learning Environments for Relational Equity in New Digital Media. 2018; In Second Handbook of Information Technology in Primary and Secondary Education, J. Voogt et al. (eds.), Springer International Handbooks of Education.
12
Lievens E, Livingstone S, McLaughlin S, O’Neill B, Verdoodt V. Children’s rights and digital technologies. In International human rights of children 2018 (pp. 1-27). Springer. https://doi.org/10.1007/978-981-10-4184-6_16
13
Hodges C, Moore S, Lockee B, Trust T, Bond A. The difference between emergency remote teaching and online learning. Educause Review. 2020 Mar;27.
14
Yin RK. Case study research: design and methods (ed.). Thousand Oaks. 2003.
15
Braun V, Clarke V. Using thematic analysis in psychology. Qualitative research in psychology. 2006 Jan 1;3(2):77-101.
16
Khlaif Z, Nadiruzzaman H, Kwon K. Types of Interaction in Online Discussion Forums: A Case Study. Journal of Educational Issues. 2017;3(1):155-69.
17
ORIGINAL_ARTICLE
Designing Quality E-Learning Environments for Emergency Remote Teaching in Coronavirus Crisis
According to UNESCO statistics (1), more than 1.5 billion children and youth in 188 countries around the globe have to stay home due to the closure of schools and higher education institutions following the Coronavirus outbreak. Many countries have shifted from traditional face-to-face methods to e-Learning in the light of the new states of emergency. Humans have the right to continue education in times of crisis, disaster, and violence. This is based on the assumption that each student is treated with equity and has access to education, which is not quite in consistence with the reality on the ground, especially in developing countries. Many countries have long used e-learning in emergency situations, including Palestine, Syria, Afghanistan, and South of Africa (2-4). Emergency Remote Teaching (ERT) is not usually planned in advance and involves a sudden shift from traditional teaching into a remote one in view of emergency situations like the outbreak of Coronavirus in different countries. This is a totally different situation compared to e-Learning in normal circumstances. After an emergency state, everything is supposed to go back to normalcy. Moreover, educators have to work in a highly stressful situation while having no knowledge of the end of the crisis. Nevertheless, after the Coronavirus crisis e-Learning will be in an entirely different state, especially in developing countries. Education leaders and policy makers in both public and higher education need to learn new lessons about education in crisis to develop their e-Learning systems. Due to unplanned nature of e-Learning in crisis situations, students, parents, teachers and faculty members may confront many obstacles in accommodating and embracing e-Learning in ERT. For instance, in most cases students complain about the inequality in education and the difficulties in gaining access to educational resources, while faculties complain about students' engagement in ERT environment.
https://ijvlms.sums.ac.ir/article_46554_7ab365cf9a02b5e6f88249434c3b3505.pdf
2020-06-01
135
137
10.30476/ijvlms.2020.86120.1033
E-Learning
Emergency Remote Teaching
coronavirus
COVID 19
Saida
Affouneh
s.affouneh@najah.edu
1
An Najah National University, Nablus, Palestine
AUTHOR
Soheil
Salha
ssalha@najah.edu
2
An Najah National University, Nablus, Palestine
AUTHOR
Zuheir
Khlaif
zuh.khlaif@gmail.com
3
An Najah National University, Nablus, Palestine
LEAD_AUTHOR
UNESCO. COVID-19 Education Response. Available from: https:// en.unesco.org/covid19/educationresponse/ globalcoalition [Accessed 5th April 2020].
1
Czerniewicz L, Trotter H, Haupt G. Online teaching in response to student protests and campus shutdowns: academics’ perspectives. International Journal of Educational Technology in Higher Education. 2019 Dec 1;16(1):43.
2
Shraim K, Khlaif Z. An e-learning approach to secondary education in Palestine: opportunities and challenges. Information Technology for Development. 2010 Jul 1;16(3):159-73.
3
Traxler J, Khaif Z, Nevill A, Affouneh S, Salha S, Zuhd A, Trayek F. Living under occupation: Palestinian teachers’ experiences and their digital responses. Research in Learning Technology. 2019 Sep 27;27.
4
Khan BH, editor. Managing e-learning: Design, delivery, implementation, and evaluation. IGI Global; 2005.
5
Abu-Shawar B. Evaluating AOU e-learning platform based on Khan’s framework. In Proceedings of COGNITIVE: The sixth international conference on advanced cognitive technologies and applications 2014 (pp. 99-103).
6
Khan BH, editor. Revolutionizing modern education through meaningful e-learning implementation. IGI Global; 2016 Jun 27.
7