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کاربرد نوع شرط:
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Distance education,Electronic Learning,Mobile Learning Applications,High-Level Cognitive Skills,Problem-Solving
- چکیده:
- چکیده انگلیسی: Background Mobile devices, specifically smartphones and tablets, are aimed to change learning and teaching methods innovatively. The purpose of this study was to investigate the effect of mobile learning applications on high-level cognitive skills. Methods This quasi-experimental study with a pretest-posttest design and a control group was performed among all female students of the 10th grade of math-physics branch of district 10 of Tehran (n = 30) during 2016 - 2017. The participants were selected using the convenience sampling method and randomly assigned into experimental and control groups. The research tools were Heppner-Peterson Problem Solving Inventory (1982) and Cassidy-Long Problem Solving Style Inventory (1996). Learning content (statistical lesson) were presented via a mobile application named “GeoGebra” during eight 1-hour sessions, while the control group participated in a lecture-based classroom. Before starting the course, a pre-test was performed in both groups, and after passing eight 1-hour sessions, a post-test was carried out in both groups. The data were analyzed using analysis of covariance in SPSS version 20. Results The results showed a significant difference between the groups in terms of problem solving abilities (F = 29.77, P < 0.001) and problem solving style (F = 25.72, P < 0.001), in favor of the experimental group, reflected the positive effect of the intervention on the experimental group. Conclusions Considering that mobile learning applications have a positive effect on students' high-level cognitive skills, teachers are recommended to use this method in their classrooms.
- انتشار مقاله: 11-10-1348
- نویسندگان: Narges Saedi,Abbas Taghizade,Javad Hatami
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Factor analysis,Technology,Distance education,Economic Development
- چکیده:
- چکیده انگلیسی: Background : In this is age of technology distance education serves individuals by enhancing their knowledge, attitude, skills, and behavior; it can also be a significant driver of economic development. The purpose of this research was to examine the role of distance education in economic development in Payame Noor University (PNU). Methods : From a total population of 1238 PNU students, a sample set of 184 was made randomly using Cochran’s formula. Data were collected using a 33-item distance education questionnaire and a 23-item economic development scale, both of which were developed by the researchers. Chronbach’s alpha determinations were 0.857 and 0.825 for these 2 instruments respectively. Data were analyzed using the Pearson correlation in SPSS structural equation modeling in LISREL. Results : Results showed a significant positive correlation (0.438) between distance education and economic development. Distance education was also significantly correlated with average (0.218) and high (0.441) economic development. Goodness of fit indices showed that the model was a good fit to the data (χ 2/df = 0.764; RMSEA = 0.002; GFI = 0.97; AGFI = 0.93). Conclusions : Based on the present findings, optimal and culturally adjusted ICT application in education can increase efficiency in many important measures of economic development such as effectiveness, productivity and capital deepening.
- انتشار مقاله: 11-10-1348
- نویسندگان: Mohammad Ali Javadi Bura,Mehran Farajollahi,Mehran Farajollahi,Hossein Najafi,Publisher On Behalf Of EIC,Narges Saedi,Abbas Taghizade,Javad Hatami
- مشاهده
- جایگاه : پژوهشی
- مجله: Quarterly of Iranian Distance Education Journal
- نوع مقاله: Journal Article
- کلمات کلیدی: Academic Achievement,self-regulated learning,E-Learning,Self-concept,Educational Quality Evaluation,Desirability,Virtual Instruction Distance Education,Academic achievement motivation
- چکیده: هدف تحقیق جاری بررسی رابطه و شناسایی سهم هر یک از متغیرهای یادگیری خودتنظیمی، انگیزه پیشرفت تحصیلی و خودپنداره در پیش بینی پیشرفت تحصیلی دانش آموزان پسر مقطع متوسطه مراکز آموزش از راه دور شهرستان کاشان بود. پژوهش حاضر از نوع مقطعی با رویکرد توصیفی از نوع همبستگی است. جامعه آماری تحقیق حاضر را کلیه دانش آموزان پسر مقطع متوسطه مراکز آموزش از راه دور شهرستان کاشان در سال تحصیلی95-1394تشکیل می دادند. بر این اساس نمونه ایی به حجم 270 نفر با استفاده از روش نمونه گیری خوشه ایی چندمرحله ای انتخاب گردید. ابزار جمع آوری داده ها شامل پرسشنامه راهبردهای یادگیری خودتنظیمی پینتریچ(1990)، پرسشنامهانگیزه پیشرفت تحصیلی هرمنس(1970) و مقیاس خودپنداره تحصیلی بک و استیر(1990) بود. نتایج حاکی از آن بود که متغیرهای یادگیری خودتنظیمی ،انگیزه پیشرفت تحصیلی و خودپنداره به صورت مثبت پیش بینی کننده های معناداری برای پیشرفت تحصیلی دانش آموزان بوده و در این بین سهم متغیر راهبردهای شناختی بیش از سایر متغیرها است.
- چکیده انگلیسی: This study investigated the relationships among self-regulated learning, motivation for academic achievement and self-concept in prediction of academic achievement of male high school students studying through distance education system in Kashan Province, Iran. A cross-sectional, descriptive- correlational design was conducted among all male high schools students in Kashan’s distance education centers during 2015-2016(n=718). Using a multistage cluster sampling, 270 students were selected. Data were collected using Herman’s achievement motivation questionnaire (1970), the Pintrich & De Groot self-regulated learning scale (1990) and Becks self-concept scale (1990). Stepwise regression analysis was employed in the SPSS version 20. The results showed that self-regulated learning, motivation for academic achievement and self-concept had significant positive relationships and predicted academic achievement statistically (p
- انتشار مقاله: 20-10-1397
- نویسندگان: Javad Hatami,Abbas Taghizade,Ali Ziyaeemehr,Narges Saedi
- مشاهده
- جایگاه : پژوهشی
- مجله: International Journal of Pediatrics
- نوع مقاله: Journal Article
- کلمات کلیدی: adolescents,Health literacy,Media literacy
- چکیده:
- چکیده انگلیسی: Background: Today, most of the information related to the health system is provided by the mass media. Learning about health issues requires understanding and recognizing their influence on health behavior and critical analysis of media content by the target audience, especially the most frequent and the most vulnerable one, adolescents. We aimed to determine the relationship between media literacy and health literacy in adolescents.
Materials and Methods: In this descriptive-analytical study, 217 students in the first year of high school, eligible for inclusion in the study, were randomly selected from six districts of education in Isfahan and completed the media literacy and the health literacy Measure for Adolescents questionnaires. Data were analyzed using SPSS software version 16.0.
Results: The mean score of media literacy and health literacy in adolescents was 70.26 ± 9.88 (total score= 100) and 152.20 ± 25.78 (total score= 205), respectively. Among the dimensions of media literacy, the two dimensions of media message content perception (15.07 out of 20), and conscious choice of media messages (15.08 out of 20) had the highest mean score and the dimension of media message analysis (12.44 out of 20) had the lowest one. The multiple linear regression model showed that among the media literacy dimensions, the best predictors for health literacy scores were the two dimensions of media message content perception and awareness of the hidden purposes of media messages.
Conclusion
The results of the present study showed that there was a direct correlation between the media literacy with the health literacy and all of its dimensions except for the critical look at media messages.- انتشار مقاله: 12-08-1398
- نویسندگان: Forouzan SotoudehRad,Abbas Taghizadeh,Zeinab Heidari,Mahrokh Keshvari
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Distance education,Electronic Learning,Mobile Learning Applications,High-Level Cognitive Skills,Problem-Solving
- چکیده:
- چکیده انگلیسی: Background Mobile devices, specifically smartphones and tablets, are aimed to change learning and teaching methods innovatively. The purpose of this study was to investigate the effect of mobile learning applications on high-level cognitive skills. Methods This quasi-experimental study with a pretest-posttest design and a control group was performed among all female students of the 10th grade of math-physics branch of district 10 of Tehran (n = 30) during 2016 - 2017. The participants were selected using the convenience sampling method and randomly assigned into experimental and control groups. The research tools were Heppner-Peterson Problem Solving Inventory (1982) and Cassidy-Long Problem Solving Style Inventory (1996). Learning content (statistical lesson) were presented via a mobile application named “GeoGebra” during eight 1-hour sessions, while the control group participated in a lecture-based classroom. Before starting the course, a pre-test was performed in both groups, and after passing eight 1-hour sessions, a post-test was carried out in both groups. The data were analyzed using analysis of covariance in SPSS version 20. Results The results showed a significant difference between the groups in terms of problem solving abilities (F = 29.77, P < 0.001) and problem solving style (F = 25.72, P < 0.001), in favor of the experimental group, reflected the positive effect of the intervention on the experimental group. Conclusions Considering that mobile learning applications have a positive effect on students' high-level cognitive skills, teachers are recommended to use this method in their classrooms.
- انتشار مقاله: 11-10-1348
- نویسندگان: Narges Saedi,Abbas Taghizade,Javad Hatami
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: reliability,validity,self-regulated learning,Online learning environments
- چکیده:
- چکیده انگلیسی: Background: Due to the importance of self-regulated learning in distance education (especially online learning environments), researchers are constantly looking for a suitable instrument to evaluate it more accurately. The purpose of this study was to investigate validity and reliability of the Barnard’s et al (2009) Online Self-Regulated Learning Questionnaire in Iranian context. Methods: The study was a descriptive survey that implemented a correlational research design. The population of this study were all postgraduate students enrolled in the online courses at universities located in Tehran in the academic year 2017-2018. A sample of 450 students were selected by Cluster random sampling and responded to the Barnard et al (2009) Online Self-Regulated Learning Questionnaire, of which, 418 questionnaires could be analyzed. Results: The findings showed that the questionnaire had acceptable formal and content validities. The results of exploratory factor analysis by the principal components method, confirmed six factors named goal setting, environment structuring, task strategies, time management, help seeking and self-evaluation. These six factors account for 56.78 % of the overall variance. To determine the factor validity, a confirmatory factor analysis was used, and the results showed that the model appropriately fit to data. All of the tests confirmed the model. (Χ2/df=1.930<3, RMSEA=0.064, GFI=0.94, NFI=0.92, CFI=0.94). The results of this study showed that Cronbach’s alpha coefficient ranged from 0.84 to 0.94 and Intraclass correlation coefficient and Pearson correlation coefficient of test-retest were 0.77 and 0.78, respectively. Conclusion: The instrument appears to be appropriate for assessing self-regulated online learning among Iranian students for research or intervention purposes.
- انتشار مقاله: 06-10-1398
- نویسندگان: Abbas Taghizade,Esmail Azimi,Reza Mirzaee
- مشاهده
- جایگاه : پژوهشی
- مجله: Bulletin of Emergency and Trauma
- نوع مقاله: Journal Article
- کلمات کلیدی: Effectiveness,Hospital,Assessment,Incident Command System
- چکیده:
- چکیده انگلیسی: Objective: To examine all aspects affecting the functioning of the system and the most important factors in its assessment through a systematic review during 1990 to 2017.
Methods: This systematic review of the current literature study was conducted during July 2017, and all articles, books, guidelines, manuals and dissertations pertaining to the Incident Command System were analyzed. A total of articles and relevant documents were identified and finally these articles, which we found, were analyzed based on the specified indicators.
Results: In this research 992 articles and relevant documents were identified and eventually, 48 articles were included and analyzed. The results were categorized into 6 main groups including 65 subgroups and 221 variables: features of hospital incident command system (14 subgroups and 53 variables), strengths of the system (15 subgroups and 70 variables), weaknesses of the system (10 subgroups and 15 variables), factors influencing the system's performance improvement (12 subgroups and 42 variables), factors that reduce the effectiveness of system include 11 subgroups (10 internal factors and 1 external factor) and 22 variables and important factors in assessing system performance (2 sub-groups and 19 variables).
Conclusion: According to the results, Evaluating the effectiveness of a hospital accident command system (HICS) in a valid method can improve the efficiency of this system. In this appraisal, hospital managers and health decision-makers should consider principles, characteristics, strengths and weakness of it.- انتشار مقاله: 21-07-1398
- نویسندگان: Paria Bahrami,Ali Ardalan,Amir Nejati,Abbas Ostadtaghizadeh,Arezoo Yari
- مشاهده