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کاربرد نوع شرط:
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Analysis,MOOC,Epistemology,Online and Open Courses
- چکیده:
- چکیده انگلیسی: Background The purpose of this study is to analyze and evaluate epistemological characteristics of online and open MOOC courses in higher education. Methods This study was designed as an embedded mixed model research to provide a better understanding of the research problem. Throughout this research, both heuristic inquiry method and the questionnaire method were applied to obtain and analyze the data. At the primary stage, epistemology features of online and open MOOC course were identified. Content analysis method was used for qualitative data, and for quantitative data, both weighted mean and Friedman test were used. The statistical population in the qualitative section of the study includes the electronic resources related to the research subject and, in the quantitative section, 60 distance education experts in the field of planning in virtual learning environments and virtual universities, so that 36 of these experts were voluntarily selected as the study sample. Results Content analysis results showed 4 dimensions and 23 criteria. The evaluation results of the experts also showed that interacting with the global network, the ease of online interactions with learners and other organizations, and the possibility of receiving electronical assignments or workbooks during the course, are regarded as the most important epistemological characteristics of online MOOC courses; learning facilities for both genders, quick access to the digital libraries and databases, the ease of sharing knowledge with other participants through emails, chats, forums, etc. are the most important epistemological features of MOOC open courses. Conclusions: Providing epistemological features of online and open course, understanding how to hold these courses, understanding and getting information about organizations, professors and learners, knowing how to register and participate in classes as well as getting information on the online and open of classes.
- انتشار مقاله: 08-06-1397
- نویسندگان: Akbar Jadidi Mohammadabadi,Mohammad Reza Sarmadi,Mehran Farajolahi,Hossin Zare
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: modeling,Learning,e,Intelligent,Agents
- چکیده:
- چکیده انگلیسی: Background: The present study aimed at investigating the designing dimensions of personalized e-learning environment scale based on intelligent agents and presentation of an integrated model from 11 intelligent agents. Methods: This study was an applied research with respect to its nature and purpose, and a descriptive and survey research with regards to data collection methodology. The population of the study was 3 main groups: (1) professors in Payame Noor University (15 samples), (2) Ph.D. students in Payame Noor University of Tehran (48 samples), and (3) MA students of E-learning Center in Payame Noor University of Isfahan (112 samples) during the educational year of 2015 and 2016. To collect data, a researcher made questionnaire of personalized e-learning environment scale for intelligent agents was administered. Data were summarized and analyzed using Lisrel 8.5 software and SPSS 16 via descriptive indexes and inferential statistics. Using SPSS, the correlation coefficient between dependent and independent variables were measured, and the path analysis scale was performed to design a casual model, and finally the proposed fitting scale was measured using Lisrel software. Results: Results revealed that among the components of personalized e-learning environment pattern based on intelligent agents, user and electronic content factors were, respectively, the most and least important in the proposed design. Conclusions: The entire path of the research model was significant, which indicated a proper fitness of the proposed model to the real world data. Also, research hypotheses were approved, which means designing personalized e-learning environments by proposed intelligent agents increases the effectiveness of these courses.
- انتشار مقاله: 11-10-1348
- نویسندگان: Bahman Saeidi Pour,Mehran Farajolahi,Mohammad Reza Sarmadi,Hanieh Shahsavari
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی:
- چکیده:
- چکیده انگلیسی: Background : Giving attention to the various factors affecting the academic achievement of student’s results in their better academic performance. The aim of the current study was to examine the effectiveness of training metacognition-based study skill on the achievement motivation, self-efficacy, satisfaction with school and resilience of the female secondary students in Isfahan. Methods : The statistical population of the present study included all the female secondary students in Isfahan in the 2014 - 2015 academic sessions among whom 30 students were selected by the multistage cluster random sampling method and were designated by the experimental research design of pretest - posttest type with control group. The interventions is related to the training study skill based on the metacognition approach drawn from Seif’s educational psychology which were conducted on the test group students during 20 educational sessions. The tools used included the achievement motivation questionnaire with Cronbach’s alpha reliability coefficient 0.80, the construct validity with factor loading 0.39, the multidimensional scale of students’ life satisfaction with reliability coefficient 0.70 to 0.90 and with validity coefficient 0.50, the self-efficacy scale with reliability coefficient 0.86 through Cronbach’s alpha and the validity coefficient of correlation -0.34, the resilience with reliability coefficient 0.86 through Cronbach’s alpha and the validity coefficient of correlation 0.64. The data were analyzed through multivariable covariance analysis and the SPSS software version 22. Results : The results of the research revealed a significant difference between the test and control groups (P = 0.001, F (4, 21) = 6.92, Hoteling effect = 1.31) thus indicating the effectiveness of metacognition training method on the achievement motivation, self-efficacy, satisfaction with school and resilience. It signifies that the metacognition training method explains 47, 43, 33 and 39 percent of changes of the dependent variables respectively (P < 0.005) Conclusions : The findings revealed that the metacognitive study skills results in the increase of the students’ achievement motivation, self- efficacy, satisfaction with school and the academic resilience and it can be applied in the educational counseling of kids and teens.
- انتشار مقاله: 11-10-1348
- نویسندگان: Salar Faramarzi,Ahmad Yarmohammadian,Leila Karimi Jozestani,Publisher On Behalf Of EIC,Akbar Jadidi Mohammadabadi,Mohammad Reza Sarmadi,Mehran Farajolahi,Hossin Zare
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Analysis,MOOC,Epistemology,Online and Open Courses
- چکیده:
- چکیده انگلیسی: Background The purpose of this study is to analyze and evaluate epistemological characteristics of online and open MOOC courses in higher education. Methods This study was designed as an embedded mixed model research to provide a better understanding of the research problem. Throughout this research, both heuristic inquiry method and the questionnaire method were applied to obtain and analyze the data. At the primary stage, epistemology features of online and open MOOC course were identified. Content analysis method was used for qualitative data, and for quantitative data, both weighted mean and Friedman test were used. The statistical population in the qualitative section of the study includes the electronic resources related to the research subject and, in the quantitative section, 60 distance education experts in the field of planning in virtual learning environments and virtual universities, so that 36 of these experts were voluntarily selected as the study sample. Results Content analysis results showed 4 dimensions and 23 criteria. The evaluation results of the experts also showed that interacting with the global network, the ease of online interactions with learners and other organizations, and the possibility of receiving electronical assignments or workbooks during the course, are regarded as the most important epistemological characteristics of online MOOC courses; learning facilities for both genders, quick access to the digital libraries and databases, the ease of sharing knowledge with other participants through emails, chats, forums, etc. are the most important epistemological features of MOOC open courses. Conclusions: Providing epistemological features of online and open course, understanding how to hold these courses, understanding and getting information about organizations, professors and learners, knowing how to register and participate in classes as well as getting information on the online and open of classes.
- انتشار مقاله: 08-06-1397
- نویسندگان: Akbar Jadidi Mohammadabadi,Mohammad Reza Sarmadi,Mehran Farajolahi,Hossin Zare
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: modeling,Learning,e,Intelligent,Agents
- چکیده:
- چکیده انگلیسی: Background: The present study aimed at investigating the designing dimensions of personalized e-learning environment scale based on intelligent agents and presentation of an integrated model from 11 intelligent agents. Methods: This study was an applied research with respect to its nature and purpose, and a descriptive and survey research with regards to data collection methodology. The population of the study was 3 main groups: (1) professors in Payame Noor University (15 samples), (2) Ph.D. students in Payame Noor University of Tehran (48 samples), and (3) MA students of E-learning Center in Payame Noor University of Isfahan (112 samples) during the educational year of 2015 and 2016. To collect data, a researcher made questionnaire of personalized e-learning environment scale for intelligent agents was administered. Data were summarized and analyzed using Lisrel 8.5 software and SPSS 16 via descriptive indexes and inferential statistics. Using SPSS, the correlation coefficient between dependent and independent variables were measured, and the path analysis scale was performed to design a casual model, and finally the proposed fitting scale was measured using Lisrel software. Results: Results revealed that among the components of personalized e-learning environment pattern based on intelligent agents, user and electronic content factors were, respectively, the most and least important in the proposed design. Conclusions: The entire path of the research model was significant, which indicated a proper fitness of the proposed model to the real world data. Also, research hypotheses were approved, which means designing personalized e-learning environments by proposed intelligent agents increases the effectiveness of these courses.
- انتشار مقاله: 11-10-1348
- نویسندگان: Bahman Saeidi Pour,Mehran Farajolahi,Mohammad Reza Sarmadi,Hanieh Shahsavari
- مشاهده