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کاربرد نوع شرط:
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Peer Feedback,Learning,Formative feedback,Design,Project,Instructional
- چکیده:
- چکیده انگلیسی: Background: The present study aims to create web-based learning with peer feedback and formative feedback and web-based learning without peer feedback and formative feedback in the design and production of educational projects. It also aims to investigate the role of peer feedback and formative feedback in the design and production of instructional projects. Methods: quantitative approach with quasi-experimental design is used in this research. Research population is all students of Farhangian University of Ardebil in the course of ICT for instruction and learning, who entered university in 2018. Sample of the study includes 40 students, selected by random cluster sampling method. First, pre-test is performed by an 8-item test. Then, the experiment group receives training via web-based learning with peer feedback and formative feedback and control group receives training by web-based learning without the peer feedback and formative feedback. Post-test is performed with the same questions. SPSS software, version 19, is used for ANCOVA analysis. Results: According to the results, the experimental group receives high scores in designing and producing of educational projects (mean=13.50 and 18.50. P=0.001). Findings of this research suggest that using peer feedback and formative feedback in web-based learning in designing and producing projects must be designed implemented by instructors. Also, taking into account their important features and functions is a necessity for attaining effectiveness in the instruction. Conclusion: This research has shown that peer feedback and formative feedback in web-based learning have positive effect on the learning. Thus, it is suggested that peer feedback and formative feedback must be applied in web-based learning environment.
- انتشار مقاله: 15-12-1397
- نویسندگان: Mohammad Shahalizade,Reza Mozaffari,Jafar Ahmadigol,Hasan Roshani Ali Bene See
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Curriculum,Learning,university,Distance education
- چکیده:
- چکیده انگلیسی: 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.
- انتشار مقاله: 11-10-1348
- نویسندگان: Mohammad Fattahi,Hasan Roshani Ali Bene See,Sakine Heydari,Mohammad Shahalizadeh,Hasan Roshani Ali Bene See,Publisher On Behalf Of EIC
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Peer Feedback,Learning,Formative feedback,Design,Project,Instructional
- چکیده:
- چکیده انگلیسی: Background: The present study aims to create web-based learning with peer feedback and formative feedback and web-based learning without peer feedback and formative feedback in the design and production of educational projects. It also aims to investigate the role of peer feedback and formative feedback in the design and production of instructional projects. Methods: quantitative approach with quasi-experimental design is used in this research. Research population is all students of Farhangian University of Ardebil in the course of ICT for instruction and learning, who entered university in 2018. Sample of the study includes 40 students, selected by random cluster sampling method. First, pre-test is performed by an 8-item test. Then, the experiment group receives training via web-based learning with peer feedback and formative feedback and control group receives training by web-based learning without the peer feedback and formative feedback. Post-test is performed with the same questions. SPSS software, version 19, is used for ANCOVA analysis. Results: According to the results, the experimental group receives high scores in designing and producing of educational projects (mean=13.50 and 18.50. P=0.001). Findings of this research suggest that using peer feedback and formative feedback in web-based learning in designing and producing projects must be designed implemented by instructors. Also, taking into account their important features and functions is a necessity for attaining effectiveness in the instruction. Conclusion: This research has shown that peer feedback and formative feedback in web-based learning have positive effect on the learning. Thus, it is suggested that peer feedback and formative feedback must be applied in web-based learning environment.
- انتشار مقاله: 15-12-1397
- نویسندگان: Mohammad Shahalizade,Reza Mozaffari,Jafar Ahmadigol,Hasan Roshani Ali Bene See
- مشاهده