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کاربرد نوع شرط:
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Spatial contiguity,Multimedia content,Text in image adjacency,Text linked to image,Learning retention
- چکیده:
- چکیده انگلیسی: 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.
- انتشار مقاله: 17-01-1399
- نویسندگان: Farhad Seraji,Zahra Bayat,Hamed Abbasi Kasani,Hojjat Abedi
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Phenomenology,Teacher's Professional Development,Virtual Environment,Curriculum Implementation
- چکیده:
- چکیده انگلیسی: Background: Online learning environment (OLE) has provided teachers with excellent opportunities for professional development. The present study attempted to investigate how Iranian teachers used this for their professional development. Methods: In this study qualitative research approach was used. The participants consist of 25 teachers who actively promote the educational applications of the virtual environment. They were selected from among the teachers of Hamedan Province and were invited to a semi-structured interview. Snowball sampling technique was used, and the number of participants was decided to be 25 according to the principle of theoretical saturation. Results: The findings suggested that teachers mostly use information retrieval, production and presentation of contents, and interactive tools for their professional development. By using information retrieval tools, they can access their required information in various fields, become informed about conferences and educational workshops, rethink their experience as well as improve their self-confidence in responding to students’ questions. By using content production and presentation tools, they can produce high-quality multimedia contents, design various learning activities, encourage students to participate in activities, and adopt active teaching methods. Conclusion: teachers can use online learning environment (OLE) for their self-directed professional development through searching, interactive and content production tools.
- انتشار مقاله: 17-12-1397
- نویسندگان: Farhad Seraji,Sara Khodaveisi
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Efficacy,Higher Education,Research Self,Technological Research Skill
- چکیده:
- چکیده انگلیسی: Background: Today, one of the required skills for researchers’ successes is the optimal use of facilities and capabilities of cyberspace. The present study aimed at investigating the relationship between technological research skills and research self-efficacy of higher education students at Bu-Ali Sina University. Methods: The population of this correlational research was all graduate students at Bu-Ali Sina University in the academic year of 2014 to 2015. Using Krejcie and Morgantable and applying stratified sampling, 329 subjects were chosen as participants of the study. Data were collected through a researcher-made questionnaire of technological research skills that was validated by 6 experts and with a reliability coefficient of 0.84, and the questionnaire of research self-efficacy was validated by Salehi et al. with a reliability of 0.84. The technological research skills questionnaire had 33 items and the research self-efficacy had 54 items. To analyze the data, Pearson’s Correlation Coefficient and multiple regression was used with the SPSS 19 software. Results: The findings indicate that the level of technological research skills of the students was 2.71 with P < 0.001, while their research self-efficacy was 3.30 with P < 0.001. Also, the results show that there was a positive significant relationship between technological research skills and research self-efficacy (r = +41.33, P < 0.001). In addition, the components of technological research skills could explain research self-efficacy variances. Conclusions: Technological research skills could improve students’ research functions.
- انتشار مقاله: 11-10-1348
- نویسندگان: Farhad Seraji,Reza Allah Tavakkoli,Monirolsadat Hoseini
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Research,Virtual,Attendance Student,Internet Tools,Research- Technological Skills
- چکیده:
- چکیده انگلیسی: Introduction: The main aim of this study was to compare face-to-face and virtual students with respect to having research-technological skill perspectives.Materials & Methods: In this descriptive survey all face-to-face and virtual students of Tehran University were selected using the random categorization method based on Kerjesi & Morgan's table. From 2250 attending students and from 445 virtual students, 327 and 205 students were selected, respectively. For data collection, a researcher-made questionnaire was used. This questionnaire was designed based on five basic elements such as search resource skills, skills for developing and presenting content, attending online environments and publishing ideas, communicative and conversation skills and using applied software. The validity of this tool was confirmed by five experts and its reliability was 0.90. The Mann-Whitney U test was used for data analysis.Results: The findings showed that the skills of attending and virtual students were "relatively desirable" in searching for resources, using applied software, online publishing and developing and presenting content and no difference was found between the two groups. However, the two groups differed with respect to commutative and conversation skills.Conclusion: No main differences were observed between attending and virtual students of Tehran University in research-technological.
- انتشار مقاله: 11-10-1398
- نویسندگان: Farhad Seraji,Sara Khodaveisi
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Internet,Technology,E-Learning Courses,Distance Learninig,E-Learning Quality Criteria
- چکیده:
- چکیده انگلیسی: Introduction: This study examines the evaluation of e-learning courses in Hadith Science virtual faculty according to the criteria of quality in e-learning from the views of students and instructors in 2009-2010. Materials & Methods: This study is a practical descriptive methodology, using a survey as its instrument. The statistical population consisted of 1739 students and 15 instructors all instructors were studied owing to their small population and a sample of 202 students was selected based on the stratified ratio sampling method. Data were collected using a researcher-made questionnaire. For the data analysis, statistical procedures including the Mann-Whitney U test were used. Results : The results indicated that courses quality of Hadith Science virtual faculty according to criteria (instructional design, measurement and evaluation system, technology and support) has relatively desirable level. Conclusion: Although the results of this study showed that courses quality of Hadith Science virtual faculty from the views of students and instructors has relatively desirable level. But to achieve maximum utility in the quality of the courses, is necessary the custodians of e-learning attention to recommendations include fitness the volume and content of courses offered with semester, used the electronic evaluation system and portfolio in assessment process, create shortcuts for quick access to needed links on web pages, increase discussion boards and Wiki, amplification of audio conferencing and video conferencing systems.
- انتشار مقاله: 11-10-1398
- نویسندگان: Saeid Norollahee,Rezvan Hakimzadeh,Farhad Seraji,Mohsen Nazarzadeh Zare
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Internet,Research,Features,Research Stages
- چکیده:
- چکیده انگلیسی: The internet has many educational and research capabilities. Although some of its capabilities such as development of E-learning environments, blended learning environments, and enhancing the quality of face-to-face learning are known to designers, managers, and instructors, the research capability of this technology is still unfamiliar for most professional researchers and faculty members. The research capabilities of the internet are not only limited to data searching tools or sending of receiving data. Multimedia facilities and the distribution of ideas and communication tools can also assist researchers in conducting an educational study. Therefore, we aimed to introduce the capabilities of information and communication technology tools that help facilitate and improve an educational research. Therefore, after describing the characteristics of educational studies, the internet tools were classified into four categories data searching tools, multimedia presentation and preparation tools, publication and idea presentation tools, and synchrony and asynchrony communication tools. Then, the research capabilities and applications of information technology tools in different stages of educational research have been explained.
- انتشار مقاله: 11-10-1398
- نویسندگان: Farhad Seraji,Javad Hatami
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Spatial contiguity,Multimedia content,Text in image adjacency,Text linked to image,Learning retention
- چکیده:
- چکیده انگلیسی: 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.
- انتشار مقاله: 17-01-1399
- نویسندگان: Farhad Seraji,Zahra Bayat,Hamed Abbasi Kasani,Hojjat Abedi
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Phenomenology,Teacher's Professional Development,Virtual Environment,Curriculum Implementation
- چکیده:
- چکیده انگلیسی: Background: Online learning environment (OLE) has provided teachers with excellent opportunities for professional development. The present study attempted to investigate how Iranian teachers used this for their professional development. Methods: In this study qualitative research approach was used. The participants consist of 25 teachers who actively promote the educational applications of the virtual environment. They were selected from among the teachers of Hamedan Province and were invited to a semi-structured interview. Snowball sampling technique was used, and the number of participants was decided to be 25 according to the principle of theoretical saturation. Results: The findings suggested that teachers mostly use information retrieval, production and presentation of contents, and interactive tools for their professional development. By using information retrieval tools, they can access their required information in various fields, become informed about conferences and educational workshops, rethink their experience as well as improve their self-confidence in responding to students’ questions. By using content production and presentation tools, they can produce high-quality multimedia contents, design various learning activities, encourage students to participate in activities, and adopt active teaching methods. Conclusion: teachers can use online learning environment (OLE) for their self-directed professional development through searching, interactive and content production tools.
- انتشار مقاله: 17-12-1397
- نویسندگان: Farhad Seraji,Sara Khodaveisi
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Efficacy,Higher Education,Research Self,Technological Research Skill
- چکیده:
- چکیده انگلیسی: Background: Today, one of the required skills for researchers’ successes is the optimal use of facilities and capabilities of cyberspace. The present study aimed at investigating the relationship between technological research skills and research self-efficacy of higher education students at Bu-Ali Sina University. Methods: The population of this correlational research was all graduate students at Bu-Ali Sina University in the academic year of 2014 to 2015. Using Krejcie and Morgantable and applying stratified sampling, 329 subjects were chosen as participants of the study. Data were collected through a researcher-made questionnaire of technological research skills that was validated by 6 experts and with a reliability coefficient of 0.84, and the questionnaire of research self-efficacy was validated by Salehi et al. with a reliability of 0.84. The technological research skills questionnaire had 33 items and the research self-efficacy had 54 items. To analyze the data, Pearson’s Correlation Coefficient and multiple regression was used with the SPSS 19 software. Results: The findings indicate that the level of technological research skills of the students was 2.71 with P < 0.001, while their research self-efficacy was 3.30 with P < 0.001. Also, the results show that there was a positive significant relationship between technological research skills and research self-efficacy (r = +41.33, P < 0.001). In addition, the components of technological research skills could explain research self-efficacy variances. Conclusions: Technological research skills could improve students’ research functions.
- انتشار مقاله: 11-10-1348
- نویسندگان: Farhad Seraji,Reza Allah Tavakkoli,Monirolsadat Hoseini
- مشاهده