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کاربرد نوع شرط:
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Massive Open Online Courses,MOOCs,Merrill Principles,Margaryan Principles,Instructional Design Quality
- چکیده:
- چکیده انگلیسی: A great deal of attention has been paid to the experiences of learners and stakeholders in assessing the quality of massive open online courses (MOOCs), while participants' experiences in MOOCs and stakeholders are highly important factors in this process. Therefore, this study aims at evaluating instructional design quality of MOOCs based on Merrill’s first instructional principles and Margaryan principles. For this study, a method of evaluation research was used based on the expert standpoints. Statistical population consisted of 20 internally-developed platforms of MOOCs, which 40 courses (2 courses from each platform) were selected by using simple random sampling method. This study was carried out from February to July 2018. To do so, a check list of 28 questions was designed by researchers based on the prescriptive strategies of Merrill's first instructional principles (problem-oriented, activation, presentation, application, integration) and Margaryan’s principles (collective knowledge, collaboration, distinction, authentic sources and feedback). Accordingly, instructional quality evaluation of MOOCs courses was carried out by the educational technology specialists. Descriptive and inferential findings revealed that instructional design quality of MOOCs based on the points of specialists is under-evaluated and does not address Merrill’s first instructional principles as well as the ones of Margaryan. It is suggested that in addition to paying attention to the elements of the MOOCs platform and its facilities, the Merrill's and Margaryan’s principles should be used in designing the MOOCs content.
- انتشار مقاله: 11-10-1348
- نویسندگان: Mehdi Badali,Javad Hatami,Hashem Fardanesh,Omid Noroozi
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Activity Theory,Instructional design,Situated Learning,Cognitive Tools
- چکیده:
- چکیده انگلیسی: Introduction The aim of this research was to qualitatively analyze the teaching and learning components of socio-cultural constructivism theories such as activity theory, situated learning and cognitive tools and provide a model along with workable examples that can be used by designers, educational experts, and teachers. Methods The method of this study was qualitative content analysis. The study was conducted in 2015. Statistical population was all documents, articles, posts, and reviews written during 1991 - 2014 (100 sources) related to the 3 theories of this study. The content of these resources were selected and analyzed using the purposive sampling method, which extracted categories and sub-categories of documents. Finally, the main components were coded and the conceptual model was developed based on research findings. Results Results of the analysis led to the identification of the components of the integrated and conceptual model. The model consisted of 2 phases that include, analysis of community of practice and designing learning environment that include analysis of tool, analysis of learner, analysis of activity, and several common factors that support all of the learning environment. Conclusions This article introduced a conceptual model for designing of situated learning, activity, and cognitive tools. It may be used in face-to-face, online, and combined environments.
- انتشار مقاله: 11-10-1348
- نویسندگان: Hashem Fardanesh,Maede Maleki
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی:
- چکیده:
- چکیده انگلیسی: Introduction : It is important to prepare a scale for the pedagogical evaluation of distance education, in order to obtain more accurate information in this field. Based on the importance of this issue, the present study aims to prepare pedagogical evaluation scale of synchronous technologies in distance education and determine its psychometric properties. Methods : The research utilized a descriptive-survey method. The statistical population consisted of all virtual students (3915 virtual students) from all universities in Tehran who were undergoing distance education in the 2015 - 2016 academic year. A number of 390 graduate students were chosen by random cluster sampling method. For data collection, a self-made scale was utilized. Data were analyzed through SPSS software, version 21. Construct validity, convergent validity, test retest reliability, and internal reliability of this scale were calculated by the exploratory factor analysis model, Pearson moment correlation coefficient, and Cronbach’s alpha coefficient. Reliability coefficient of the scale was calculated with Cronbach’s alpha method for the total scales and its subscales which was variable from 0.73 to 0.90. Results : After determining the face and content validities, the number of items in Pedagogical evaluation scale were reduced from 55 to 39 items. Construct validity of the scale was calculated by utilizing exploratory factor analysis model by principal component analysis method and varimax rotation, finally, 30 items and seven factors were extracted from it. The maximum overall variance (48.21%) was explained by the first 7 factors and the rest (51.79%) was explained by the other 23 factors. The result of exploratory factor analysis in this scale identified seven factors, including telepresence, interaction, flexibility, motivation, assessment, feedback, and perceived learning. Conclusions : The results of psychometric properties of the pedagogical evaluation scale of synchronous technologies in distance education suggested that the aforementioned scale is a reliable and valid instrument for pedagogical evaluation of synchronous technologies in distance education. Therefore, this scale can has important usage in the instructional design for distance learners’ learning.
- انتشار مقاله: 11-10-1348
- نویسندگان: Mehran Farajollahi,Mohammad Reza Sarmadi,Seyed Mehdi Mosakazemi,Masood Baratian,Mehdi Badali,Javad Hatami,Hashem Fardanesh,Omid Noroozi
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Learning,Computer Simulation,Physics,Misconception,Constructivist
- چکیده:
- چکیده انگلیسی: Background Learners in the correct understanding of physics concepts express their inability, so change in the way of teaching the concepts of physics is necessary; in fact that effective training is learning materials actively involved in the construction of the mind. The aim of the present study is to study the effect of computer simulation based on constructivist approach to remove the misconception in physics course. Methods The research procedure is quasi-experimental with pretest- posttest and control group design. The population consists of all male and female secondary school students in Yazd (2009). This research includes 216 students in 2nd grade of high school in Yazd province. The sample is randomly assigned to experimental and control groups. The data collection tool is a questionnaire, using a panel of experts to verify the validity and using Cronbach’s alpha as75% to verify the reliability. For statistical analysis, software SPSS version 16 is used to examine the questions of the t-tests. Results The results of the analysis of data using statistical t independent groups showed that. There are significant differences in the effectiveness of computer simulation based on constructivist approach which remove the misconception in physics course (df = 160.53, t = -10.45, sig = 0.00, P < 0.01). Conclusions Based on the results of the present study, ways of presenting concepts with the help of computer simulation based on constructivist approach is an effective component to remove the misconception in physics course.
- انتشار مقاله: 11-10-1348
- نویسندگان: Zeynab Ghadiri,Dariush Norouzi,Hashem Fardanesh
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Learning,Computer Simulation,Physics,Misconception,Constructivist
- چکیده:
- چکیده انگلیسی: Introduction: Learners in the correct understanding of physics concepts express their inability, So change in the way of teaching the concepts of physics is necessary in fact that effective training is learning materials actively involved in the construction of the mind. The aim of the present study is to study the effect of computer simulation based on constructivist approach to remove the misconception in physics course.Methods: The research procedure is quasi-experimental with pretest- posttest and control group design. The population consists of all male and female secondary school students in Yazd (2009). This research includes 216 students in 2nd grade of high school in Yazd province. The sample is randomly assigned to experimental and control groups. The data collection tool is a questionnaire, using a panel of experts to verify the validity anda using Cronbach's alpha as75% to verify the reliability. For statistical analysis, software SPSS version 16 is used to examine the questions of the t-tests.Results: The results of the analysis of data using statistical t independent groups showed that. There are significant differences in the effectiveness of computer simulation based on constructivist approach which remove the misconception in physics course (df= 160.53, t= -10.45, sig= 0.00, p < 0.01). Conclusion: Based on the results of the present study, ways of presenting concepts with the help of computer simulation based on constructivist approach is an effective component to remove the misconception in physics course.
- انتشار مقاله: 11-10-1398
- نویسندگان: Zeynab Ghadiri,Dariush Norouzi,Hashem Fardanesh
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Education,Models,Instructional design,Instructional Technology,Connectivism Instructional Design
- چکیده:
- چکیده انگلیسی: Introduction: The aim of this research was to qualitatively analyze the teaching and learning components of the connectivism theory and introduce a conceptual model for designing of the connectivist learning.Materials & Methods: The method of this study was the Mayring qualitative content analysis. Initially, several questions were raised about educational design patterns including a) what are the components of education in connectivism theory? B) What is the sequence of education elements in connectivism theory? C) What are the methods of education presentation and the evaluation in connectivism theory? Then, using the theoretical framework of the mentioned theory, categories and sub-categories of the questions were identified. Finally, the main components were coded and the conceptual model for designing the learning ecologies was developed based on research findings. The statistical population of this research was credible connectivism documents, articles, posts, and reviews written during 2004-2012 (540 sources). The content of these resources were selected and analyzed using the purposive sampling method.Results: Results of the analysis led to the identification of the components of connectivism theory that introduced a learning ecology design model by combining the main components. The model consisted of eight components that include accreditation and analysis, network and ecology design, purposing- the creation of common interest, facilitating the flow of knowledge, network empowerment, remixing-recreation, feedback-evaluation, and repurposing.Conclusion: The ecology learning design model was considered in terms of micro and macro instructional design. It may be used in face-to-face, online and combined environments.
- انتشار مقاله: 11-10-1398
- نویسندگان: Eisa Rezaei,Mohammadreza Nili,Hashem Fardanesh,Mohammad Shahalizadeh
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Medical education,Electronic Learning,Research-based interactive approach,Structuralism,Situational learning
- چکیده:
- چکیده انگلیسی: This study aims to investigate how effective interactive conditions can be met regarding education, learning, and web-based evaluation in medicine. Considering the two intellectual paradigms of situational learning and structuralism, the transfer of knowledge as learning, is less discussed. From the viewpoints of these psychological approaches, learning is considered as the creation of meaning in a cultural basis for the better understanding of the surround ding world which will lead to uncertainty. This learning occurs when teaching and learning activities happen in an interactive process between the participants in the learning environment and its set of instruments and facilities. In this article, electronic spaces such as multimedia and research-based interactive internet environments have been considered as the most effective learning environments based on the two mentioned approaches. Challenging environments involve and engage students in the learning activities. Other aspects of such electronic environments, especially the interactive web and research-based environment, are problem ownership, commitment and taking responsibility, and the relationship between goals and students' interest, and providing a suitable structure. Moreover, paying attention to complex learning environments, the role of social dialogues, considering a single subject from various viewpoints, and understanding the process of creating meaning are other features of a structural research-based electronic educational environment.
- انتشار مقاله: 11-10-1398
- نویسندگان: Hamid Rahbardar,Hashem Fardanesh
- مشاهده
- جایگاه : پژوهشی
- مجله: International Journal of School Health
- نوع مقاله: Journal Article
- کلمات کلیدی: Fuzzy Clustering,Classroom Empathy,Learning Behaviors,Young Adolescent
- چکیده:
- چکیده انگلیسی: Background: Empathy is a skill that has been proved effective in learning and teaching processes. Objectives: The aim of this study was to explore the relationship between students’ empathy and their learning behaviors. Methods: A fuzzy clustering-based method (an area of artificial intelligence) was used, according to which students were classified to clusters based on their empathy measures. Students’ empathy was assessed through a questionnaire. Overall, 345 students (11 to 13 years old) from six schools located in three different areas of Tehran, Iran, participated in this study, selected by multistage cluster sampling. In this method, similar samples are classified in one cluster and, then, clusters can be labeled based on their attributes (empathy measures). Two teacher-reported and student-reported questionnaires were used to assess the learning behavior and empathy levels of students. Questionnaires were completed by the students and their teachers during school year 2017 and 2018 (from autumn 2017 to spring 2018). All calculations were performed in MATLAB, a multi-purpose programming environment. Results: Although statistical parameters showed a strong relationship between students’ empathy and their learning behaviors, AI clustering process provides a more exact analysis due to its nature. The results revealed a significant relationship between empathy scores and learning among male students. A P value of 0.0031 indicates a meaningful relationship between empathy scores and learning behavior measures. Conclusions: Number of students in each cluster showed that females are more uniform than males in the sense of empathy. Cultural backgrounds have significant effects on answers to questions. Processes revealed a meaningful difference between males and females when their connection of empathy and learning behaviors were investigated. Cognitive components seem to be more determinative than affective components.
- انتشار مقاله: 11-10-1348
- نویسندگان: Samaneh Sadat Musavian,Hashem Fardanesh,Ebrahim Talaee
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Massive Open Online Courses,MOOCs,Merrill Principles,Margaryan Principles,Instructional Design Quality
- چکیده:
- چکیده انگلیسی: A great deal of attention has been paid to the experiences of learners and stakeholders in assessing the quality of massive open online courses (MOOCs), while participants' experiences in MOOCs and stakeholders are highly important factors in this process. Therefore, this study aims at evaluating instructional design quality of MOOCs based on Merrill’s first instructional principles and Margaryan principles. For this study, a method of evaluation research was used based on the expert standpoints. Statistical population consisted of 20 internally-developed platforms of MOOCs, which 40 courses (2 courses from each platform) were selected by using simple random sampling method. This study was carried out from February to July 2018. To do so, a check list of 28 questions was designed by researchers based on the prescriptive strategies of Merrill's first instructional principles (problem-oriented, activation, presentation, application, integration) and Margaryan’s principles (collective knowledge, collaboration, distinction, authentic sources and feedback). Accordingly, instructional quality evaluation of MOOCs courses was carried out by the educational technology specialists. Descriptive and inferential findings revealed that instructional design quality of MOOCs based on the points of specialists is under-evaluated and does not address Merrill’s first instructional principles as well as the ones of Margaryan. It is suggested that in addition to paying attention to the elements of the MOOCs platform and its facilities, the Merrill's and Margaryan’s principles should be used in designing the MOOCs content.
- انتشار مقاله: 11-10-1348
- نویسندگان: Mehdi Badali,Javad Hatami,Hashem Fardanesh,Omid Noroozi
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Activity Theory,Instructional design,Situated Learning,Cognitive Tools
- چکیده:
- چکیده انگلیسی: Introduction The aim of this research was to qualitatively analyze the teaching and learning components of socio-cultural constructivism theories such as activity theory, situated learning and cognitive tools and provide a model along with workable examples that can be used by designers, educational experts, and teachers. Methods The method of this study was qualitative content analysis. The study was conducted in 2015. Statistical population was all documents, articles, posts, and reviews written during 1991 - 2014 (100 sources) related to the 3 theories of this study. The content of these resources were selected and analyzed using the purposive sampling method, which extracted categories and sub-categories of documents. Finally, the main components were coded and the conceptual model was developed based on research findings. Results Results of the analysis led to the identification of the components of the integrated and conceptual model. The model consisted of 2 phases that include, analysis of community of practice and designing learning environment that include analysis of tool, analysis of learner, analysis of activity, and several common factors that support all of the learning environment. Conclusions This article introduced a conceptual model for designing of situated learning, activity, and cognitive tools. It may be used in face-to-face, online, and combined environments.
- انتشار مقاله: 11-10-1348
- نویسندگان: Hashem Fardanesh,Maede Maleki
- مشاهده