Shiraz University of Medical Sciences, Shiraz, Iran
Interdisciplinary Journal of Virtual Learning in Medical Sciences
2476-7263
2476-7271
7
2
2016
06
01
The Effectiveness of Training Metacognition-Based Study Skill on the Students’ Achievement Motivation, Self-Efficacy, Satisfaction with School and Resilience
EN
Leila
Karimi Jozestani
Department of Children with Special Needs, Faculty of Education and Psychology, Isfahan University, Isfahan, Iran
leilakarimi908@yahoo.com
Salar
Faramarzi
Department of Children with Special Needs, Faculty of Education and Psychology, Isfahan University, Isfahan, Iran
Ahmad
Yarmohammadian
Department of Children with Special Needs, Faculty of Education and Psychology, Isfahan University, Isfahan, Iran
10.5812/ijvlms.12151
Background : Giving attention to the various factors affecting the academic achievement of student’s results in their better academic performance. The aim of the current study was to examine the effectiveness of training metacognition-based study skill on the achievement motivation, self-efficacy, satisfaction with school and resilience of the female secondary students in Isfahan. Methods : The statistical population of the present study included all the female secondary students in Isfahan in the 2014 - 2015 academic sessions among whom 30 students were selected by the multistage cluster random sampling method and were designated by the experimental research design of pretest - posttest type with control group. The interventions is related to the training study skill based on the metacognition approach drawn from Seif’s educational psychology which were conducted on the test group students during 20 educational sessions. The tools used included the achievement motivation questionnaire with Cronbach’s alpha reliability coefficient 0.80, the construct validity with factor loading 0.39, the multidimensional scale of students’ life satisfaction with reliability coefficient 0.70 to 0.90 and with validity coefficient 0.50, the self-efficacy scale with reliability coefficient 0.86 through Cronbach’s alpha and the validity coefficient of correlation -0.34, the resilience with reliability coefficient 0.86 through Cronbach’s alpha and the validity coefficient of correlation 0.64. The data were analyzed through multivariable covariance analysis and the SPSS software version 22. Results : The results of the research revealed a significant difference between the test and control groups (P = 0.001, F (4, 21) = 6.92, Hoteling effect = 1.31) thus indicating the effectiveness of metacognition training method on the achievement motivation, self-efficacy, satisfaction with school and resilience. It signifies that the metacognition training method explains 47, 43, 33 and 39 percent of changes of the dependent variables respectively (P < 0.005) Conclusions : The findings revealed that the metacognitive study skills results in the increase of the students’ achievement motivation, self- efficacy, satisfaction with school and the academic resilience and it can be applied in the educational counseling of kids and teens.
Metacognition Knowledge,Achievement Motivation,Self-efficacy,Resilience
https://ijvlms.sums.ac.ir/article_44779.html
https://ijvlms.sums.ac.ir/article_44779_878bb976de605bf199bdfd3ca6881e75.pdf
Shiraz University of Medical Sciences, Shiraz, Iran
Interdisciplinary Journal of Virtual Learning in Medical Sciences
2476-7263
2476-7271
7
2
2016
06
01
Investigating the Challenges of the Effective Implementation of E-Learning Courses at Payame Noor University of Dehloran
EN
Rezvan
Hakimzadeh
Associate Professor of Curriculum Planning Department, University of Tehran, Tehran, IR Iran
a.malekipour.95@gmail.com
Marzie
Dehghani
Associate Professor of Curriculum Planning Department, University of Tehran, Tehran, IR Iran
Mohamad
Javadipour
Associate Professor of Curriculum Planning Department, University of Tehran, Tehran, IR Iran
Ahmad
Malekipour
Ph.D. Student in Curriculum Planning, University of Tehran, Tehran, IR Iran
mmpp.8887@gmail.com
10.5812/ijvlms.12153
Introduction : Considering the transformations and developments of the contemporary societies, e-learning education plays a significant role in gaining access to education everywhere, at all time and for everyone. The aim of this study is to investigate the challenges of effective implementation of e-learning courses at Payame Noor University of Dehloran. Methods : The method used in this research is a descriptive study which employed the survey method. The statistical population comprises 1823 students at PNU of Dehloran in 2014 and 318 (109 males and 209 females) of them were selected as sample by using Morgan and Krejcie table. The tool for collecting data was a researcher-made questionnaire. The validity of the questionnaire was verified by experts and the reliability was found as 0.86 by using Cronbach’s Alpha. The data were analyzed via Kolmogorov-Smirnov test, sample T and Binomial proportions using the SPSS software, version 20. Results : The results illustrated that the behavioral, educational, technical challenges and challenges of human are necessary for effective implementation of e-learning courses in student’s view. Conclusions : In terms of infrastructure, promotion, facilitating and achieving the goals of Payame Noor University, it is necessary that policymakers and planners of Payame Noor University study the current situation, challenges and limitations of e-learning education before implementing e-learning courses. This can make them move toward the vision of PMU.
implementation,effectiveness,E-Learning,Payame Noor University
https://ijvlms.sums.ac.ir/article_44780.html
https://ijvlms.sums.ac.ir/article_44780_7cf52567bbfb9558a3ced55462743726.pdf
Shiraz University of Medical Sciences, Shiraz, Iran
Interdisciplinary Journal of Virtual Learning in Medical Sciences
2476-7263
2476-7271
7
2
2016
06
01
Impact of Personal and Environmental Factors on the Effectiveness in Academic E-Learning Systems; A Case Study: E-Learning System of The University of Sistan and Baluchestan
EN
Fatemeh
Saghafi
Assistant Professor of Faculty of Management of University of Tehran, IR Iran
fsaghafi@ut.ac.ir
Saeideh
Ansari
Master of Science in IT management, Sisten Baluchestan University, IR Iran
Seyed Morteza
Syedin
Master of Science in IT management, Sisten Baluchestan University, IR Iran
10.5812/ijvlms.12155
Introduction : After several decades, internet has greatly transformed the world around us. In recent years, although E-learning systems (which are based on cyberspace) are more frequently used as the basis for learning, but in spite of their numerous advantages over the classic methods; they still have a small share in the education ministry and users still prefer the classic methods or at least they do not participate as much as expected in E-learning systems. Methods : The research orientation of this study is an applied one, whilst the strategy is quantitative and the aim is descriptive-survey. A questionnaire including 5 demographic and 18 questions were used to collect data in order to examine the research hypotheses. The population of this study is the students of virtual learning branch of university of Sistan and Baluchestan, which are approximately 200 people and according to Morgan table, samples were calculated to be 127. The research methodology is partial least squares (PLS) therefore Smart PLS software is used for analysis of hypotheses. Results : Based on the findings, psychological safety communication climate, as well as responsiveness does not have a significant relation with Intention to continue participation. But there are significant relations between Self-efficacy and Satisfaction with Intention to continue participation. Also, psychological safety communication climate and responsiveness affect Intention to continue participation through the moderating effect of participators satisfaction. Conclusions : The results reveal that the personal factors influencing intention to continue participation and environmental factors affect intention to continue participation through the moderating effect of personal factors. As a result, more attention should be specifically given to personal factors (in this research they are included as satisfaction, and self-efficacy) by managers and professors of e-learning systems.
Distance Education,Personal Factors,Environmental Factors,E-Learning Systems
https://ijvlms.sums.ac.ir/article_44781.html
https://ijvlms.sums.ac.ir/article_44781_3125377632015aea81bce56d85ceef1f.pdf
Shiraz University of Medical Sciences, Shiraz, Iran
Interdisciplinary Journal of Virtual Learning in Medical Sciences
2476-7263
2476-7271
7
2
2016
06
01
Implementation Pathology of the E-learning Curriculum in Iran (Case Study Shahid Beheshti University of Tehran)
EN
Hasan
Roshani Ali Bene See
PhD Student of Higher Education Management, Urmia University, Iran
h.roshani10@yahoo.com
Mohammad
Shahalizadeh
Young Researchers and Elites club, Science and Research Branch, Islamic Azad University, Tehran, Iran
mohammadshahalizade@yahoo.com
Sakine
Heydari
MA Curriculum Planning, Shahid Beheshti University of Tehran, Iran
Mohammad
Fattahi
PhD Student of Higher Education Management, Urmia University, Iran
10.5812/ijvlms.12157
Introduction : E-learning is a new emerging phenomenon that has attracted the attention of higher education authorities and researchers in this field. The aim of this study is to identify the challenges of implementing e-learning curriculum of Shahid Beheshti University from the perspective of faculty members and students. Methods : The descriptive-survey method was employed in this study. Two researcher-made questionnaires were used for data collection. The study population comprised 48 faculty members and 635 students of virtual education. Statistical samples according to Morgan table were 42 and 237, respectively indicating that sampling was done by proportional stratified random sampling. The validity of research questionnaires was approved by professors and domain experts and by using Cronbach’s alpha; the reliability coefficient was calculated to be 89% and 85%, respectively. For data analysis, SPSS version 21, descriptive statistics (frequency, percentage, mean, standard deviation) and inferential statistics (one-sample t-test and t-test) were used (P < 0.05). Results : The findings indicated that from the perspective of faculty members, the implementation of e-learning curriculum is being faced with cultural (P < 0.001), legal (P = 0.001), infrastructural (P < 0.001) and financial (P = 0.005) challenges and from the perspective of students are cultural (P < 0.001), infrastructural (P = 0.033), cognitive (P < 0.001), financial (P < 0.001), and legal (P < 0.001) challenges. These results with respect to the level of significance that is less than P < 0.05 are certainly 95% significant. Conclusions : The implementation of e-learning curriculum of Sahid Beheshti University faces challenges in which the problems and obstacles can be solved through the adoption of decisions that are consistent with the research results.
Curriculum,Learning,Distance Education,university
https://ijvlms.sums.ac.ir/article_44782.html
https://ijvlms.sums.ac.ir/article_44782_d1b4380e1562000bd124b03eca990845.pdf
Shiraz University of Medical Sciences, Shiraz, Iran
Interdisciplinary Journal of Virtual Learning in Medical Sciences
2476-7263
2476-7271
7
2
2016
06
01
The Effect of Planning Pattern of Analysis, Design, Production, Implementation and Evaluation with the E-Learning Approach on Achievement Motivation of Progress in Third Grade Students of Secondary School in English Courses
EN
Mojtaba
Rezaei-Rad
0000-0003-3124-1432
Young Researchers and Elite Club, Sari Branch, Islamic Azad University, Sari, Iran
mojtabarezaeirad@yahoo.com
Kolsoom
Akbari
Department of Educational Sciences, Sari Branch, Islamic Azad University, Sari, Iran
10.5812/ijvlms.12159
Background : An appropriate teaching method is the most important bases of quality. Several psychologists believe that learning opportunities should be organized so that each student can engage in activities based on their ability. Establishing an e-learning environment (Analysis) (ADDIE) is a proof of this claim. This study is aimed at investigating the effect of educational design model on evaluation, implementation, development, and design with the focus of e-Learning on the achievement motivation of students at the third grade of high school. Methods : This study employed quasi-experimental methods. 2477 students from third grade in high school of education office in Sari, region 1 in the 2012 - 2013 academic year. Using multi stage cluster sampling method, two classes with sample size of 49 students were selected and were randomly divided into experimental group (26 persons) and control group (23 persons). For data collection, Hermans achievement motivation test (1970) and researcher made questionnaire in English course were utilized. Data analysis was carried out by descriptive and Analysis of covariance statistics (ANCOVA). Results : Results showed that the use of educational design model (P < α = 0.01), with the focus of e-Learning enhances the achievement motivation of students at the third grade of high school in English course. Conclusions : Because of the influence of educational design model to increase student motivation, it seems that using this teaching method is useful in education.
Educational Design,ADDIE Model,E-Learning,Achievement Motivation,English,Student
https://ijvlms.sums.ac.ir/article_44783.html
https://ijvlms.sums.ac.ir/article_44783_9b586070b56b6f7817961ab03146de2e.pdf
Shiraz University of Medical Sciences, Shiraz, Iran
Interdisciplinary Journal of Virtual Learning in Medical Sciences
2476-7263
2476-7271
7
2
2016
06
01
Classroom Management Strategies of Multigrade Schools with Emphasis on the Role of Technology
EN
Taraneh
Enayati
Assistant Professor, Department of Educational Management, Sari Branch, Islamic Azad University, Sari, IR Iran
Farshideh
Zameni
Assistant Professor, Department of Educational Management, Sari Branch, Islamic Azad University, Sari, IR Iran
f_zameni@yahoo.com
Mousa
Movahedian
Department of Educational Technology, Sari Branch, Islamic Azad University, Sari, IR Iran
10.5812/ijvlms.12161
Introduction : It appears that the effectiveness of a multigrade school class is dependent on the type of class management. Therefore this study aims to determine the classroom management strategies in multigrade schools with emphasis on the role of technology in Mazandaran province of Iran. Methods : The research was a descriptive survey. The statistical population consisted of multigrade school teachers in the eastern part of Mazandaran province, including 129 people of whom 97 were chosen as the subjects of the study based on Krejcie and Morgan’s table. A questionnaire with the reliability of 0.90 was used for data collection. Factor analysis was used to analyze the data via SPSS 22. Results : The results revealed that KMO measure of sampling adequacy was 0.711 (sig = 0.000). Also, results revealed that ten strategies can be employed to explain total Variance of managing multigrade classes: Using classroom spaces (9.884), flexibility (8.283), application of software and hardware technologies (7.551), organizing learning environment (7.497), evaluation (7.103), appropriate teaching methods (7.034), educational tools (6.144), delegation of authority (5.970), teachers’ professional experiences (4.851), and enlivening the learning environment (4.562). Conclusions : In order to implement the policy of education for all, multigrade schools should be considered as an opportunity. Therefore applying educational technology is one of the effective ways to manage these kinds of classrooms so as to facilitate learning and improve performance in the classrooms of multigrade schools.
Schools,Primary schools,Multigrade Schools,Classroom Management,Strategy,Educational Technology
https://ijvlms.sums.ac.ir/article_44784.html
https://ijvlms.sums.ac.ir/article_44784_56141fe7b70e6284acd4dccecd343085.pdf
Shiraz University of Medical Sciences, Shiraz, Iran
Interdisciplinary Journal of Virtual Learning in Medical Sciences
2476-7263
2476-7271
7
2
2016
06
01
The Effect of Classroom Management Based on Cooperative Learning Approach on Science Educational Achievement Students of Elementary Sixth in the City Piranshahr
EN
Mohsen
Izan
Ph.D Student Educational Management, University of Kurdistan, Sanandaj, Iran
mohsenizan68@gmail.com
Mohammad Reza
Keramati
Associate Professor of Curriculum, University of Tehran, Tehran, Iran
Masoud
Gholamali Lavasani
Associate Professor of Educational Psychology, University of Tehran, Tehran, Iran
lavasani@ut.ac.ir
10.5812/ijvlms.12163
Background : The purpose of the present study is to investigate the effect of classroom management based on cooperative learning approach on the educational achievement of students in elementary sixth in science course. Methods : The method of this study was quasi-experimental and with pre-test - post-test using two control groups and two experimental groups. The statistical population was elementary sixth students in Piranshahr primary schools in schooling year 2011 - 2012. Sample size was 120, and through multi-stage cluster sampling, 60 students were classified into experimental groups and the other 60 students into control groups. Classroom management based on cooperative learning approach was used in the experimental groups while that based on traditional teaching approach (lecture) was used in the control groups. The study instruments were inclusive made-researcher educational achievement tests. All the tests were consistent in terms of validity and reliability coefficient (0.91). Data was analyzed by descriptive statistics (mean and standard deviation), and inferential statistics (T test). Results : The results revealed that the educational achievement of students having classroom management based on cooperative learning approach with mean scores (15.69) were more involved in learning than students who are based on the Traditional approach (lectures) with mean scores (14.10), were learning (P < 0.01). In the collaborative groups between the two groups, boys with the mean scores 15.63 and girls with the mean scores 15.75 were not significantly different (P < 0.01). Conclusions : Based on the present results, implementation of classroom management based on cooperative learning approach can have positive effects on educational achievement in Science class.
Classroom Management based on Cooperative Learning Approach,Educational Achievement,Science,Elementary Six
https://ijvlms.sums.ac.ir/article_44785.html
https://ijvlms.sums.ac.ir/article_44785_4784c5936ab037f23a04af9f8e430fdf.pdf
Shiraz University of Medical Sciences, Shiraz, Iran
Interdisciplinary Journal of Virtual Learning in Medical Sciences
2476-7263
2476-7271
7
2
2016
06
01
The Effectiveness of Virtual Training of Islamic Culture and Civilization Course on Attitude, Learning and Satisfaction of Students in Tehran University of Medical Sciences
EN
Atekeh
Mousavi
Graduate Student of E-learning, Virtual Faculty of Tehran University of Medical Sciences, Tehran, Iran
Mahmoud
Motavassel Arani
Assistant Professor, Head of Department of Education, Tehran University of Medical Sciences, Tehran, Iran.
Ali Asghar
Hedayati
Instructor in Iranian Academic Center for Education, Culture and Research, Tehran, Iran
Mitra
Zolfaghari
PhD in Distance Education Programming, Assistant Professor. Head of E-Learning Department of Virtual Faculty of Medical Sciences, Tehran, Iran
zolfaghm@tums.ac.ir
Ali Asghar
Haeri Mehrizi
Instructor in Research Center of Health Measurement of Research Institute of Health Sciences (ACECR), Tehran, Iran
10.5812/ijvlms.12166
Background : Nowadays, E-learning is considered as a hot topic in higher education. This study aimed at investigating the effectiveness of virtual training of Islamic culture and civilization course on attitude, learning, and satisfaction of students in University of Medical Sciences in Tehran. Methods : In this quasi-experimental study with two groups, we studied 107 students who took the Islamic culture and civilization course in the second semester of academic year in 2014 - 2015. 50.47% of them were Medical students (19.62% face to face, 30.84% virtual) and 49.53% of them were nursing students (21.50% face to face, 28.04% virtual). In the intervention group, 63 students received virtual training using university education system, and in the control group, 44 students received face to face training. In both of the groups, the degree of learning was examined using a written test. A questionnaire was used in order to investigate satisfaction with the teaching method and attitude. The reliability of the researcher- made attitude measurement questionnaire was confirmed using Cronbach’s alpha (0.89) and its validity was confirmed through content validity. The Data was analyzed using SPSS software, version 16 and using T-tests. The significance level was set at 0.05. Results : The results showed that the two groups had a significant difference in terms of attitude (P < 0.001). The students were also more satisfied with the virtual training (P < 0.006). The rate of learning between the students of virtual and face to face training groups didn’t show any significant difference (P < 0.199). Conclusions : Students were more satisfied with the virtual training method and they had a positive attitude towards the virtual training, but the rate of learning was similar in both of the methods. Therefore, it is recommended to use the virtual training courses as complementary courses in the face to face training methods.
Virtual training,Islamic Culture and Civilization,Attitude,Learning Level,Satisfaction
https://ijvlms.sums.ac.ir/article_44786.html
https://ijvlms.sums.ac.ir/article_44786_66120efe73ab91b579d2c88f55852d89.pdf