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کاربرد نوع شرط:
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Student,Education,Critical Thinking,Thinking,Real Course,Virtual Course
- چکیده:
- چکیده انگلیسی: Background: One of the most important basic skills of the 21 century is critical thinking. The aim of this study is comparing the critical thinking of students in real and virtual courses. Methods: The type of research, in terms of purpose, is applied and in terms of method is descriptive, survey. In this paper, according to the desired criteria, 120 MA students of faculty of psychology and educational sciences, Tehran University in the 2015 - 2016 academic years, in virtual and real courses were selected. A total of 60 virtual course students were selected with the census method and 60 real course students selected with random selection method. Assessment tool used this study is Ricketts (2003) critical thinking questionnaire consisted of 33 question that its validity has been certified by a group of stuff and its reliability in the 3 sub-scales, creativity, development, and commitment were obtained, respectively 0.75, 0.57, and 0.86. In order for data analysis, mean, standard deviation, and percentage were obtained and the Levine test, t-test, and one-way ANOVA test were used. Results: Considering the results for gender and age, there was no significant difference between present and virtual students (P = 0.078, P = 0.062). Moreover, for present students the mean and the standard deviation was respectively, 3.76 and 0.28 and the same for virtual students was 3.75 and 0.38. Accordingly, there is no significant difference between critical thinking (P = 0.054) and its component (creative, P = 0.071, P > 0.05, growing = 0.061, P > 0.05 and obligation = 0.068, P > 0.05) in virtual and real course student. Conclusions: Virtual education, if it has high quality, can develop students’ critical thinking as well as present education.
- انتشار مقاله: 11-10-1348
- نویسندگان: Marzieh Dehghani,Mostafa Bagherian Far,Fariborz Mohamadi Farsani
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Student,Education,Critical Thinking,Thinking,Real Course,Virtual Course
- چکیده:
- چکیده انگلیسی: Background: One of the most important basic skills of the 21 century is critical thinking. The aim of this study is comparing the critical thinking of students in real and virtual courses. Methods: The type of research, in terms of purpose, is applied and in terms of method is descriptive, survey. In this paper, according to the desired criteria, 120 MA students of faculty of psychology and educational sciences, Tehran University in the 2015 - 2016 academic years, in virtual and real courses were selected. A total of 60 virtual course students were selected with the census method and 60 real course students selected with random selection method. Assessment tool used this study is Ricketts (2003) critical thinking questionnaire consisted of 33 question that its validity has been certified by a group of stuff and its reliability in the 3 sub-scales, creativity, development, and commitment were obtained, respectively 0.75, 0.57, and 0.86. In order for data analysis, mean, standard deviation, and percentage were obtained and the Levine test, t-test, and one-way ANOVA test were used. Results: Considering the results for gender and age, there was no significant difference between present and virtual students (P = 0.078, P = 0.062). Moreover, for present students the mean and the standard deviation was respectively, 3.76 and 0.28 and the same for virtual students was 3.75 and 0.38. Accordingly, there is no significant difference between critical thinking (P = 0.054) and its component (creative, P = 0.071, P > 0.05, growing = 0.061, P > 0.05 and obligation = 0.068, P > 0.05) in virtual and real course student. Conclusions: Virtual education, if it has high quality, can develop students’ critical thinking as well as present education.
- انتشار مقاله: 11-10-1348
- نویسندگان: Marzieh Dehghani,Mostafa Bagherian Far,Fariborz Mohamadi Farsani
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Curriculum,Students,Education,Entrepreneurship
- چکیده:
- چکیده انگلیسی: Background: Entrepreneurship education seeks to provide students with knowledge, skills, attitudes, and motivation to encourage entrepreneurial success in a variety of settings. The purpose of the present study was to perform content analysis of curriculum syllabus for the educational technology discipline based on entrepreneurial competencies. Methods: The research population consisted of all 763 academic curriculums of the educational technology discipline at the University of Tehran during years 2016 to 2017, where the census sampling method was used for their selection. To select them, the purposive sampling method in the entrepreneurs section and census sampling method in the educational technology course syllabus section were used. The research tool in this study was a semi-structured interview and a content analysis checklist was used. This study used a summative qualitative content analysis approach. Initially, interviews were carried out with 12 entrepreneurs to extract entrepreneurial competencies. Then, based on their competencies, a content analysis checklist, including 46 entrepreneurial competencies, was designed in a subset of 6 categories, so that the presence of entrepreneurial competencies in the syllabus of the undergraduate educational technology curriculum was analyzed. To determine the validity of the tool, content validity was used and a check list was provided to three educational specialists and was approved and used after correction. The content analysis construct validity was verified by supervisors, consultants, and entrepreneurs and its reliability was calculated as 94% using William Scott’s method. Results: The results showed that the presence of entrepreneurship competency structure among the curriculum syllabus of educational technology at Tehran University did not have a desirable condition. Conclusions: Therefore, it is imperative that higher education professionals and curriculum developers should take the necessary steps to push students towards entrepreneurship in terms of reviewing the curriculum in educational technology at Tehran University.
- انتشار مقاله: 11-10-1348
- نویسندگان: Ahmad Malekipour,Rezvan Hakimzadeh,Marzieh Dehghani,Mohammad Reza Zali
- مشاهده