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کاربرد نوع شرط:
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: self-efficacy,Flow,Augmented Reality,Cognitive absorption,Need for cognition,Perceived enjoyment
- چکیده:
- چکیده انگلیسی: Background: Teaching and learning are undergoing a dramatic transformation thanks to the technological advances in areas like Augmented Reality (AR). The main purpose of this study was to investigate the factors affecting perceived enjoyment of learning in AR. Methods: This was an applied research in terms of purpose and a descriptive and correlative study in terms of methodology. The statistical population included all undergraduate students at Payam-e Noor University in western areas of Iran during 2019- 2020 academic year (n=24000). A sample of 600 students were selected through randomized multistage cluster sampling based on Cochran’s formula. The participants used an AR application, and then completed an integrated questionnaire, which was a combination of 5 questionnaires (flow, perceived enjoyment, need for cognition, cognitive absorption and self-efficacy). A total of 556 questionnaires were returned. The data were analyzed through path analysis using Amos 22, Lisrel 8.50 and Spss 22. Results: Among the direct effects, self-efficacy had the highest effect on perceived enjoyment (0.28) and need for cognition had the lowest effect on self-efficacy (0.16). On the other hand, cognitive absorption had the highest indirect effect on perceived enjoyment (0.13) and the lowest indirect effects were those of the need for cognition on flow (0.04) and self-efficacy on flow (0.04). The highest total effect was related to the effect of self-efficacy on perceived enjoyment (0.28) and the lowest one was related to the effect of selfefficacy on flow (0.04). Conclusion: The results obtained for the fit indices of the proposed model showed that it had a good fit with the data collected from the respondents (X2 =22.14, P=0.179, CFI=0.99, GFI=0.99, AGFI=0.98 & RMSEA=0.023). Accordingly, this model can provide educators and education leaders with critical information for improving learning outcomes.
- انتشار مقاله: 10-06-1399
- نویسندگان: Maryam Darvishi,Mohammad Hassan Seif,Mohammad Reza Sarmadi,Mehran Farajollahi
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Evaluation,Distance learning,Open Education,Databases
- چکیده:
- چکیده انگلیسی: Background: Humans have always needed to store and retrieve information. In the last decades, one of the most important phenomena in the information industry was the emergence and popularity of machine reader databases, especially online databases. The main purpose of this study was to design and validate a model for databases in open and distance universities. Methods: This research is a descriptive study conducted by survey method. The statistical population of the present study consists of all specialists in the field of studying databases and open and distance educational universities. In a small part, sampling was done by a census method and in a purposeful manner. The responses were analyzed using descriptive and inferential statistics and by SPSS and Lisrel software. For the purpose of examining the parametric deflections, the Kolmogorov–Smirnov test was used to check the normality of the data. The Levene’s test was used to examine the default of variances and obtain the inferential part of factor analysis. The current research was carried out in 2 qualitative and quantitative phases. In the qualitative phase, some of the distance education scholars and database experts were selected as a purposive sample to analyze the basic parameters obtained in the first phase. In the quantitative phase, sampling was done through census and purposive manner from professors’ at the University of Isfahan (N=211). 22 questionnaires were excluded due to reasons such as non-functional responses, and statisctical analysis was carried out for 189 participants. To measure content validity index (CVI), Waltz and Bausell index was utilized and the instrument under investigation was presented to 8 experts who were engaged in the content validity stage. Results: The results of the research showed that databases in open and distance universities in Iran have high quality and quantity regarding the search and search features and the technical aspects. Conclusion: Based on this research a major issue of concern is to find a framework and model which can be used by executives and managers from distant backgrounds to evaluate the quality of their existing databases.
- انتشار مقاله: 13-12-1397
- نویسندگان: Mostafa Kalani,Mehran Farajollahi,Mohammad Reza Sarmadi,Tayebeh Safaeei
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: self-regulated learning,Task value,Future orientation,Academic self-efficacy
- چکیده:
- چکیده انگلیسی: Introduction: In recent decades self-regulated learning has been regarded as an effective factor in successful academic performance. This study aimed at presenting a causal relationship model of Self-regulated learning and future orientation based on the mediating role of academic Self-Efficacy and Task Value through path analysis. Methods: In this descriptive-correlational study, the data were collected through a combined questionnaire which was completed by 320Of Paramedical Students (178 woman& 142 Man). The samples were selected from among - people (statistical population) through a multi-stage sampling method (cluster, stratified and random) in 2018-19 academic year at Payame Noor University of Tehran, and they completed a questionnaire consisting of 4 standard sub-questionnaires. The data were analyzed by Path analysis using Amos24, Lisrel 8.8 and Spss22. Results: The results showed that the effect of three endogenous factors (academic Self-Efficacy, task value equal, future orientation)on the academic self-regulation in the students was significant. The values obtained from the comparative fit index, goodness of fit index, adjusted goodness of fit index, and root mean squared error of approximation were 0.98, 0.97, 0.96, and 0.052, respectively. Conclusion: Among the endogenous variables in students the maximum total effect on academic self-regulation is related to the academic self-efficacy and equal 0.22. The fit indices of the model showed that the proposed model in the study has a relatively good fit with the data gathered from virtual students.
- انتشار مقاله: 16-04-1398
- نویسندگان: Atefe Arian Far,Mohammad Reza Sarmadi,Mohammad Hasan Seyf,Forouzan Zarrabian
- 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: feedback,Interaction,satisfaction,Effective Distance Education,Flexibility
- چکیده:
- چکیده انگلیسی: Background: Satisfaction is one of the most common indicators of effective learning and many factors, such as interaction, flexibility, and feedback, are involved in the development of satisfaction. Thus, goals of this research was to determine electronic education student’s perception towards effective distance education components and contribution of these components in explaining satisfaction of distance education. Methods: The current research used a survey method. The statistical population consisted of all electronic education graduate students (3915) of universities of Tehran, who took part in distance education in the academic year of 2014 to 2015. Overall, 390 students were selected by the random classified sampling method. For gathering data, 2 instruments were used. One for measuring effective distance education components and another for measuring satisfaction of electronic education. The first scale included 24 items with 3 dimensions, including interaction, flexibility and feedback, and the other scale included 20 items with one dimension, being satisfaction. Data were analyzed through the SPSS software, version 21, and statistical methods were used, such as variance analysis, one sample t - test, and multivariate regression analysis. Validity and reliability of both scales were confirmed through content, convergent validity, and reliability (Cronbach's alpha coefficient of 0.77 for effective distance education scale and Cronbach's alpha coefficient of 0.85 for electronic education satisfaction scale). Results: The mean satisfaction of electronic education of female students (M = 14.44, p ≤ 0/001) was significantly higher than that of male students (M = 11.84 p ≤ 0/001) in all academic groups, including humanities, technical, and basic sciences. Also, data analyses showed that 46% of satisfaction variance could be explained by combination of interaction, flexibility, feedback, gender, and academic groups. Among them, flexibility contribution (Beta = 0.590, P ≤ 0/001) was more than interaction (B = 0.547, P ≤ 0.001) and feedback (B = 0.369, P ≤ 0.001). Conclusions: The research statistical model suggested that interaction, flexibility, feedback, and gender are positive explanations of satisfaction. Also, the research goal was approved, which means that designing effective distance education by proposed agents could lead to greater satisfaction of electronic education students.
- انتشار مقاله: 11-10-1348
- نویسندگان: Masood Baratian,Mehran Farajollahi,Mohammad Reza Sarmadi,Seyed Mehdi Mosakazemi
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: qualitative research,Education,knowledge management,Information and Communication Technology
- چکیده:
- چکیده انگلیسی: Given the importance of knowledge management at university, most scholars believe that the key to the success of knowledge management is the capacities information and communication technology provides in this field. Thus, the present article aims to identify effective factors of information and communication technology on knowledge management in higher education. Research methodology: this is a qualitative study conducted by content analysis and semi-structured interviews with academics from state universities in Tehran as well as objective sampling in the year 2016. Using an analysis of data resulting from semi-structured interviews and a review of research, background effective factors of optimal use of communication and information technology were identified. Then, they were classified into main and additional categories. Results from encoding and categorical content analysis suggest that hardware and software infrastructures, access to academic databases and electronic networks, access to new knowledge research, retrieval, storage, exchange and processing technologies, and mastery over related software are regarded as effective factors of information and communication technology on knowledge management in the higher education system. Each category covers several subsets. Conclusion: in order to apply the findings of the present research in practice, it is suggested that the establishment of knowledge management system approach be valued in academic environments.
- انتشار مقاله: 11-10-1348
- نویسندگان: Mohammad Reza Sarmadi,Bahman Zandi,Ziba Nouri,Masoud Gholamali Lavasani
- 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:
- 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: Psychometric properties,Distance education,Pedagogy,Evaluation Scale,Synchronous Technologies
- 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: 11-10-1398
- نویسندگان: Masood Baratian,Mehran Farajollahi,Mohammad Reza Sarmadi,Seyed Mehdi Mosakazemi
- مشاهده