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کاربرد نوع شرط:
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Factor analysis,Educational Technology,ICT engagement,Face validity,Computer literacy
- چکیده:
- چکیده انگلیسی: 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.
- انتشار مقاله: 14-12-1398
- نویسندگان: Sahar Baradaran Abdollahy,Firooz Mahmoodi,Negar Tagavi
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Flipped Classroom,The nature of science,Biology course,Students achievement
- چکیده:
- چکیده انگلیسی: Background: Nowadays, new technologies as an integral part of the educational setting have created unique opportunities for teachers to apply various instructional and teaching methods to better educate students. This paper aimed at investigating the effect of the flipped classroom method on the nature of science (NOS) and achievement. Methods: This was a pretest-posttest semi-experimental study with control group. The population included all tenth grade female students of Tabriz city in the 2017-2018. The sample size consisted of 45 students of tenth grade selected by cluster sampling method in which 23 of them were in the experimental group and 22 of them were in the control group. Data gathering tools in this study included the questionnaire of NOS (Liang et al, 2008) and a teacher made achievement exam in biology course. Data were analyzed using covariance analysis. Results: Results showed that in the whole group comparison, the mean score of achievement in the experimental group was significantly higher than that in the control group (P=0.02). There was no significant difference on effect of flipped classroom on the NOS between two groups (P=0.07). Conclusion: The Flipped Classroom has led to an increase in learning in students, thus it affects their academic development, but it did not affect students’ nature of science.
- انتشار مقاله: 29-01-1398
- نویسندگان: Marziyeh Sardari,Firooz Mahmoodi,Eskandar Fathi Azar,Rahim Badri
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Higher Education,Educational Technology,Educational Wikis,Technology Acceptance Model,Post,Graduate Students
- چکیده:
- چکیده انگلیسی: Background: Wikis are web-based tools and educational technologies that enable students and educators to access general and professional information and knowledge at the national and international levels. Objectives: The aim of this study was to identify factors affecting acceptance and use of educational wikis by post-graduate students of University of Tabriz using Technology Acceptance Model 3 (TAM3). Methods: This correlational study was conducted among 285 post-graduate students of University of Tabriz, who were selected through the random stratified sampling method during 2018 - 2019 academic year. For data collection, a researcher-made questionnaire with 32 items rated based on a 5-point Likert scale was used. Also, for data analysis, structural equation modeling (SEM) via smart PLS 3 and partial least squares (PLS) were used. Results: The results indicated a positive correlation between wiki’s characteristics (P = 0.001, beta = 0.50), performance expectancy (P = 0.001, beta = 0.285) and self-efficiency (P = 0.001, beta = 0.182) and students’ behavioral intention. However, there was a negative correlation between effort expectancy (P = 0.001, beta = -0.241) and behavioral intention. We did not find a significant correlation between social influence, perceived playfulness and self-management learning variables and students’ behavioral intention to use educational wikis. Conclusions: In order to provide a more effective teaching-learning environment in higher education, the use of new technological tools such as educational wikis is necessary for university students in Iran to perform classroom activities.
- انتشار مقاله: 21-09-1397
- نویسندگان: Faegheh Mohammadi,Firooz Mahmoodi
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Technology,attitude,Assessment Forms,Online Testing
- چکیده:
- چکیده انگلیسی: Background Computer-based testing (CBT) is gaining in popularity in educational settings, and students seem more inclined to take tests delivered via computers. This study aimed at examining factors affecting CBT. Methods This descriptive study intended to explore factors which might affect medical computer-based testing (CBT). Accordingly, a researcher-made questionnaire (alpha = 0.86) was administered to 264 conveniently selected medical students enrolled in general English language courses at Qazvin University of Medical Sciences in Spring 2016. The validity of the questionnaire was confirmed seeking experts’ opinions. Data were analyzed using SPSS (version 23). Results The results of exploratory factor analysis showed that six factors could affect CBT. These six factors explained 55.91% of the variance. Among the factors, self-esteem accounted for the highest variance (26.34%), while cost-effectiveness accounted for the lowest variance (4.73%). Conclusions These findings suggest that CBT may motivate medical language learners, building their self-esteem and identity. Therefore, they may prefer it to pencil-and-paper tests because of the higher accuracy of CBT.
- انتشار مقاله: 11-10-1348
- نویسندگان: Firooz Mahmoodi,Rajab Esfandiari
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Factor analysis,Educational Technology,ICT engagement,Face validity,Computer literacy
- چکیده:
- چکیده انگلیسی: 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.
- انتشار مقاله: 14-12-1398
- نویسندگان: Sahar Baradaran Abdollahy,Firooz Mahmoodi,Negar Tagavi
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Flipped Classroom,The nature of science,Biology course,Students achievement
- چکیده:
- چکیده انگلیسی: Background: Nowadays, new technologies as an integral part of the educational setting have created unique opportunities for teachers to apply various instructional and teaching methods to better educate students. This paper aimed at investigating the effect of the flipped classroom method on the nature of science (NOS) and achievement. Methods: This was a pretest-posttest semi-experimental study with control group. The population included all tenth grade female students of Tabriz city in the 2017-2018. The sample size consisted of 45 students of tenth grade selected by cluster sampling method in which 23 of them were in the experimental group and 22 of them were in the control group. Data gathering tools in this study included the questionnaire of NOS (Liang et al, 2008) and a teacher made achievement exam in biology course. Data were analyzed using covariance analysis. Results: Results showed that in the whole group comparison, the mean score of achievement in the experimental group was significantly higher than that in the control group (P=0.02). There was no significant difference on effect of flipped classroom on the NOS between two groups (P=0.07). Conclusion: The Flipped Classroom has led to an increase in learning in students, thus it affects their academic development, but it did not affect students’ nature of science.
- انتشار مقاله: 29-01-1398
- نویسندگان: Marziyeh Sardari,Firooz Mahmoodi,Eskandar Fathi Azar,Rahim Badri
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Higher Education,Educational Technology,Educational Wikis,Technology Acceptance Model,Post,Graduate Students
- چکیده:
- چکیده انگلیسی: Background: Wikis are web-based tools and educational technologies that enable students and educators to access general and professional information and knowledge at the national and international levels. Objectives: The aim of this study was to identify factors affecting acceptance and use of educational wikis by post-graduate students of University of Tabriz using Technology Acceptance Model 3 (TAM3). Methods: This correlational study was conducted among 285 post-graduate students of University of Tabriz, who were selected through the random stratified sampling method during 2018 - 2019 academic year. For data collection, a researcher-made questionnaire with 32 items rated based on a 5-point Likert scale was used. Also, for data analysis, structural equation modeling (SEM) via smart PLS 3 and partial least squares (PLS) were used. Results: The results indicated a positive correlation between wiki’s characteristics (P = 0.001, beta = 0.50), performance expectancy (P = 0.001, beta = 0.285) and self-efficiency (P = 0.001, beta = 0.182) and students’ behavioral intention. However, there was a negative correlation between effort expectancy (P = 0.001, beta = -0.241) and behavioral intention. We did not find a significant correlation between social influence, perceived playfulness and self-management learning variables and students’ behavioral intention to use educational wikis. Conclusions: In order to provide a more effective teaching-learning environment in higher education, the use of new technological tools such as educational wikis is necessary for university students in Iran to perform classroom activities.
- انتشار مقاله: 21-09-1397
- نویسندگان: Faegheh Mohammadi,Firooz Mahmoodi
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Technology,attitude,Assessment Forms,Online Testing
- چکیده:
- چکیده انگلیسی: Background Computer-based testing (CBT) is gaining in popularity in educational settings, and students seem more inclined to take tests delivered via computers. This study aimed at examining factors affecting CBT. Methods This descriptive study intended to explore factors which might affect medical computer-based testing (CBT). Accordingly, a researcher-made questionnaire (alpha = 0.86) was administered to 264 conveniently selected medical students enrolled in general English language courses at Qazvin University of Medical Sciences in Spring 2016. The validity of the questionnaire was confirmed seeking experts’ opinions. Data were analyzed using SPSS (version 23). Results The results of exploratory factor analysis showed that six factors could affect CBT. These six factors explained 55.91% of the variance. Among the factors, self-esteem accounted for the highest variance (26.34%), while cost-effectiveness accounted for the lowest variance (4.73%). Conclusions These findings suggest that CBT may motivate medical language learners, building their self-esteem and identity. Therefore, they may prefer it to pencil-and-paper tests because of the higher accuracy of CBT.
- انتشار مقاله: 11-10-1348
- نویسندگان: Firooz Mahmoodi,Rajab Esfandiari
- مشاهده