در هنگام جستجو کلمه در قسمت عنوان میتوانید کلمات مورد جستجو را با کاراکتر (-) جدا کنید.
کاربرد نوع شرط:
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Efficiency,E-Learning,Usability,Payam Noor University
- چکیده:
- چکیده انگلیسی: Background: The aim of this study is to evaluate e-learning systems at Payam Noor University (PNU) based on learning usability criteria. Methods: This was an applied research in terms of purpose and a descriptive survey in terms of data analysis. The statistical population included 2600 undergraduate and graduate students at the Shahriar branch of PNU using e-learning methods in 2019-2020 academic year. The sample size was estimated using Morgan table. A total of 335 participants were selected through stratified sampling. The validity of questionnaire was verified by consulting 25 experts in distance education using Delphi method, and the reliability of the total questionnaire, as measured by Cronbach’s alpha, was found to be (α=0.73). Statistical analysis was conducted using SPSS 26. Results: In the e-learning courses offered by PNU, the components of “visibility”, “flexibility”, “course management”, “accessibility”, “consistency and functionality”, “memorability”, “completeness” and “aesthetics” are in a favorable situation (p <0.001). However, the components of “error prevention”, “interactivity, feedback and help”, “assessment strategy” and “reducing redundancy” are not in a favorable situation (P>0.05). Conclusion: Educational institutions should not merely focus on content in their design of e-learning courses. They should also incorporate interactive and group exercises so that students can understand educational materials, and actively and creatively engage in the learning process based on their personal experiences.
- انتشار مقاله: 30-03-1399
- نویسندگان: Mahdi Mahmodi,Marjan Masomifard,Nazila KhatibZanjani,Manije Ahmadi
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Higher Education,Virtual Education,Technology Acceptance Model,Social networking
- چکیده:
- چکیده انگلیسی: Background: Permanent access to virtual social networks enables individuals to use them as a platform for continuous learning. This study aimed to identify and analyze the factors affecting the use of social networks for virtual learning purposes. Methods: This was an applied research using descriptive-analytic design and partial least squares structural equation modeling (PLSSEM) for data analysis. The statistical population consisted of 110 students (including 98 freshmen) studying sociology at Payam Noor University, Tehran Center, Iran. The participants were active users of at least one of the social networks under study. A researcher-made questionnaire was developed using elements from similar research tools such as Mnkandla and Minnaar (2017). To analyze the content validity of the questionnaire, the research variables were reviewed and modified based on existing standard scales and consensus opinions of 5 academic experts (using Delphi technique). Stratified sampling was applied, and the questionnaires were administered to a sample of 90 students. Finally, 72 questionnaires were completed by the participants, and statistical analysis was conducted using Smart PLS software. The reliability of the instrument, as measured by Cronbach’s alpha, was above 0.7 for all variables. Results: The findings showed that perceived complementary features and perceived ease of use indirectly influence students’ intention to use virtual social networks. Also, perceived usefulness (t=1.02, P>0.05) and attitude toward use (t=1.93, P>0.05) have no effect on their intention to use and ‘trustworthiness’ (t=4.13, p <0.01), and ‘flow’ has a direct effect on the intention to use the networks (t=2.05, p <0.05). Conclusion: The results of this research would further support the academics’ push for the use of social networks as a platform for virtual instruction and innovation in teaching-learning process.
- انتشار مقاله: 26-03-1399
- نویسندگان: Mahdi Mahmodi,Marjan Masoomifard,Maryam Mohammadi
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: attitude,Persistence,Online Course,Online Interaction,Online Chat,Discussion Forum,E-Mail
- چکیده:
- چکیده انگلیسی: Background: For a long time, “attitude” was considered an effective factor in student-teacher interaction and students’ progress in traditional education. Recently, it is studied as a motivational factor in learners’ engagement in distance and e-learning education. Objectives: This study tried to find out the correlation between “attitude” and “persistence” in e-learning education. Methods: To explore the probable correlation between students’ attitudes and their persistence in e-learning systems a survey was conducted to seek students’ attitudes toward online course, online interaction, and some of e-communication tools, namely online chat, discussion forum, and e-mail. A sample of 744 students was obtained from 5,285 e-learning undergraduate students who were formally accepted to study in online courses at three Iranian universities from 2014 to 2017. The instruments were two researcher made questionnaires for persistent and non-persistent students in e-learning systems. Results: Findings showed a positive, direct, and significant relationship between students’ persistence and their attitudes toward online course (r = 0.744; P = 0.014) and online interaction (r = 0.863; P = 0.001) in e-learning. Also, there was a relationship between students’ attitudes toward online interaction with the frequency of student-professor interaction (r = 0.943, P < 0.001) and the frequency of student-student interaction (r = 0.793, P = 0.006). Conclusions: The observed positive and significant relationship between students’ attitudes toward online interaction and persistence showed that students’ persistence can be increased through enhancing student-professor and student-student interactions in e-learning systems.
- انتشار مقاله: 24-10-1397
- نویسندگان: Mahdi Mahmodi,Maryam Jalali Moghadam
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Blended Learning Implication,Blended Learning Requirements,Academic Members’ Views
- چکیده:
- چکیده انگلیسی: Background: Implication of blended learning could compensate both the limitations of time and geographic distance presented in traditional classroom methods and deficiencies of class interaction and learners support that are peculiar to e-learning methods. To this aim, the present study was designed to examine and analyze the requirements for blended learning implications in higher education from faculty members’ point of view. Methods: The study was conducted during spring of 2016 at the Semnan province Payam Noor branches. Participants in this study were 70 academic members of Semnan Payam Noor University, who were randomly selected by the Krejcie and Morgan formula from 85 faculty members. The data collection instrument was a newly developed questionnaire, the validity of which was determined by seeking views of 15 specialists in e-learning using the Delphi method. The reliability of the questionnaire was estimated through calculating internal consistency of items (α = 0.95). To analyze factors underlying specified requirements by the questionnaire, a factor analysis was conducted by the SPSS V.18 software. Results: Factor analysis of academic members’ views resulted in 5 factors constituting “infrastructure, political, professional, organizational, and instructional” requirements. From academic members’ point of view, infrastructure requirements with nine loaded items were the most preliminary considerations for blended learning implication and accounted for 49.24% of the total variance. The second factor, political requirements, with six loaded items accounted for 7.75% of total variance. The third factor, professional requirements, with five loaded items, accounted for 6.29 of the total variance. The fourth factor, organizational requirements, with three loaded items and the fifth factor, instructional requirements, with two loaded items accounted for 4.61% and 4.34% of the total variance, respectively. Conclusions: The findings showed that successful implementation of blended learning would result from considerations, such as “allocation of sufficient funds” and “provision of necessary software/hardware facilities” for blended learning in policies of universities and higher education institutions.
- انتشار مقاله: 11-10-1348
- نویسندگان: Mahdi Mahmodi,Maryam Jalali Moghadam
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: E-Learning,Distance education,Acceptance Process,Telecommunication
- چکیده:
- چکیده انگلیسی: Background As the main step to implement and develop electronic learning (e-learning), it is very important to understand how learners accept it. The current study aimed at examining the main factors of e-learning acceptance by the students of Garmsar branch of Payam Noor University, Garmsar, Iran. Methods The descriptive methodology was used in the current study. The statistical population included 184 postgraduate e-students in Garmsar Payam Noor University in the academic year of 2014 - 15, out of which 124 persons participated in the study. The data collection instrument was a researcher-made questionnaire developed by the relevant research tools; the judgmental method was applied to reach the validity and Cronbach’s alpha value was 0.73. Collected data were analyzed by SPSS version 22.0 to conduct a basic analysis of the means and standard deviations and regression. Results The findings of the current study indicated that behavioral intention was under the influence of 3 factors including perceived ease of use (β = 0.62, Sig = 0.000), perceived usefulness (β = 0.63, Sig = 0.017), and attitude (β = 0.85, Sig = 0.000). Conclusions According to the findings, by increasing the students’ awareness about e-learning systems, their tendency toward using such systems increases.
- انتشار مقاله: 11-10-1348
- نویسندگان: Mahdi Mahmodi,Mahdi Mahmodi,Mahdi Mahmodi
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: cooperation,Distance learning,Persistence,Communication Tools
- چکیده:
- چکیده انگلیسی: Introduction: In this study, we analyzed the relationship between collaborative learning and student persistence in online education. In fact, the purpose of the study was to examine the relationship between synchronous interactive methods of instruction (e.g. Chat) and asynchronous interactive methods (e.g. Discussion Forum and Email) with the student persistence in online courses.Materials and Methods: The study was descriptive-analytic with survey research methodology. The participants consisted of 744 undergraduate students of electronic education from three Iranian universities. They were selected using a random stratified sampling. The instruments of the study were two researcher-made questionnaires for persistent and non-persistent students with the reliability of 0.79 and 0.82, respectively.Results: The findings of research indicated that in 40% of online courses the main method of interaction between the students and instructors was the same (a combination of chat and email). We also found that there was a positive relationship between the persistence and the students’ attitudes to (p < 0.05 and r= 0.744) and cooperation in (p < 0.01 and r= 0.863) online courses.Conclusion: As the research literature has confirmed, our findings showed that the instructor’s choice of a specific method of interaction can increase the use of that method by the students. This emphasizes the important role of the instructor –as a facilitator– in the online learning process and the longer student persistence in online courses, in spite of focus on the learners in such courses.
- انتشار مقاله: 11-10-1398
- نویسندگان: Mahdi Mahmodi,Eissa EbrahimZade,Mahdi MosaKazemi,Mehran Farajollahi,Amir Hossein Mahmoudi
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Communication,Distance learning,Instruction,Persistence
- چکیده:
- چکیده انگلیسی: Introduction: In this study, had analysis the relationship between frequency of instructional Communication and six kinds of its and some intervening variables with student persistence in Distance education. Materials and Methods: A survey research methodology was used to examine this relationship. The population in this study was 5287 students in three universities and the sample was 744 people that selected randomly. Two customized questionnaire about persistent and non persistent students were used to gathering the data. Results: The results indicated that the frequency of instructional Communication is positively correlated to student persistence rate in Distance courses. Also, in addition to that findings indicated a positive relation between first kind of Communication (Learner- Instructor) and second kind of Communication (Learner- Learner), findings of research indicated a positive and significant relation between learner- instructor Communication and student persistence. as well, had examined the relation between some intervening variables as sexuality, marriage, role of person in life and… with persistence rates in Distance courses. Conclusion: As, the research literature emphasis, increasing the number of frequency Communication, especially relation between student and Instructor, as well as, student persistence increase. In spite of the fact that the persistence rate is main anxiety about Distance education, this results emphasis that instructional institutions as universities can increase the persistence rates of Distance courses with increase the instructional Communication.
- انتشار مقاله: 11-10-1398
- نویسندگان: Mahdi Mahmodi,Eissa EbrahimZadeh,Mahdi MosaKazemi,Mehran Farajollahi
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Efficiency,E-Learning,Usability,Payam Noor University
- چکیده:
- چکیده انگلیسی: Background: The aim of this study is to evaluate e-learning systems at Payam Noor University (PNU) based on learning usability criteria. Methods: This was an applied research in terms of purpose and a descriptive survey in terms of data analysis. The statistical population included 2600 undergraduate and graduate students at the Shahriar branch of PNU using e-learning methods in 2019-2020 academic year. The sample size was estimated using Morgan table. A total of 335 participants were selected through stratified sampling. The validity of questionnaire was verified by consulting 25 experts in distance education using Delphi method, and the reliability of the total questionnaire, as measured by Cronbach’s alpha, was found to be (α=0.73). Statistical analysis was conducted using SPSS 26. Results: In the e-learning courses offered by PNU, the components of “visibility”, “flexibility”, “course management”, “accessibility”, “consistency and functionality”, “memorability”, “completeness” and “aesthetics” are in a favorable situation (p <0.001). However, the components of “error prevention”, “interactivity, feedback and help”, “assessment strategy” and “reducing redundancy” are not in a favorable situation (P>0.05). Conclusion: Educational institutions should not merely focus on content in their design of e-learning courses. They should also incorporate interactive and group exercises so that students can understand educational materials, and actively and creatively engage in the learning process based on their personal experiences.
- انتشار مقاله: 30-03-1399
- نویسندگان: Mahdi Mahmodi,Marjan Masomifard,Nazila KhatibZanjani,Manije Ahmadi
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Higher Education,Virtual Education,Technology Acceptance Model,Social networking
- چکیده:
- چکیده انگلیسی: Background: Permanent access to virtual social networks enables individuals to use them as a platform for continuous learning. This study aimed to identify and analyze the factors affecting the use of social networks for virtual learning purposes. Methods: This was an applied research using descriptive-analytic design and partial least squares structural equation modeling (PLSSEM) for data analysis. The statistical population consisted of 110 students (including 98 freshmen) studying sociology at Payam Noor University, Tehran Center, Iran. The participants were active users of at least one of the social networks under study. A researcher-made questionnaire was developed using elements from similar research tools such as Mnkandla and Minnaar (2017). To analyze the content validity of the questionnaire, the research variables were reviewed and modified based on existing standard scales and consensus opinions of 5 academic experts (using Delphi technique). Stratified sampling was applied, and the questionnaires were administered to a sample of 90 students. Finally, 72 questionnaires were completed by the participants, and statistical analysis was conducted using Smart PLS software. The reliability of the instrument, as measured by Cronbach’s alpha, was above 0.7 for all variables. Results: The findings showed that perceived complementary features and perceived ease of use indirectly influence students’ intention to use virtual social networks. Also, perceived usefulness (t=1.02, P>0.05) and attitude toward use (t=1.93, P>0.05) have no effect on their intention to use and ‘trustworthiness’ (t=4.13, p <0.01), and ‘flow’ has a direct effect on the intention to use the networks (t=2.05, p <0.05). Conclusion: The results of this research would further support the academics’ push for the use of social networks as a platform for virtual instruction and innovation in teaching-learning process.
- انتشار مقاله: 26-03-1399
- نویسندگان: Mahdi Mahmodi,Marjan Masoomifard,Maryam Mohammadi
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: attitude,Persistence,Online Course,Online Interaction,Online Chat,Discussion Forum,E-Mail
- چکیده:
- چکیده انگلیسی: Background: For a long time, “attitude” was considered an effective factor in student-teacher interaction and students’ progress in traditional education. Recently, it is studied as a motivational factor in learners’ engagement in distance and e-learning education. Objectives: This study tried to find out the correlation between “attitude” and “persistence” in e-learning education. Methods: To explore the probable correlation between students’ attitudes and their persistence in e-learning systems a survey was conducted to seek students’ attitudes toward online course, online interaction, and some of e-communication tools, namely online chat, discussion forum, and e-mail. A sample of 744 students was obtained from 5,285 e-learning undergraduate students who were formally accepted to study in online courses at three Iranian universities from 2014 to 2017. The instruments were two researcher made questionnaires for persistent and non-persistent students in e-learning systems. Results: Findings showed a positive, direct, and significant relationship between students’ persistence and their attitudes toward online course (r = 0.744; P = 0.014) and online interaction (r = 0.863; P = 0.001) in e-learning. Also, there was a relationship between students’ attitudes toward online interaction with the frequency of student-professor interaction (r = 0.943, P < 0.001) and the frequency of student-student interaction (r = 0.793, P = 0.006). Conclusions: The observed positive and significant relationship between students’ attitudes toward online interaction and persistence showed that students’ persistence can be increased through enhancing student-professor and student-student interactions in e-learning systems.
- انتشار مقاله: 24-10-1397
- نویسندگان: Mahdi Mahmodi,Maryam Jalali Moghadam
- مشاهده