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کاربرد نوع شرط:
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Peer Feedback,Learning,Formative feedback,Design,Project,Instructional
- چکیده:
- چکیده انگلیسی: Background: The present study aims to create web-based learning with peer feedback and formative feedback and web-based learning without peer feedback and formative feedback in the design and production of educational projects. It also aims to investigate the role of peer feedback and formative feedback in the design and production of instructional projects. Methods: quantitative approach with quasi-experimental design is used in this research. Research population is all students of Farhangian University of Ardebil in the course of ICT for instruction and learning, who entered university in 2018. Sample of the study includes 40 students, selected by random cluster sampling method. First, pre-test is performed by an 8-item test. Then, the experiment group receives training via web-based learning with peer feedback and formative feedback and control group receives training by web-based learning without the peer feedback and formative feedback. Post-test is performed with the same questions. SPSS software, version 19, is used for ANCOVA analysis. Results: According to the results, the experimental group receives high scores in designing and producing of educational projects (mean=13.50 and 18.50. P=0.001). Findings of this research suggest that using peer feedback and formative feedback in web-based learning in designing and producing projects must be designed implemented by instructors. Also, taking into account their important features and functions is a necessity for attaining effectiveness in the instruction. Conclusion: This research has shown that peer feedback and formative feedback in web-based learning have positive effect on the learning. Thus, it is suggested that peer feedback and formative feedback must be applied in web-based learning environment.
- انتشار مقاله: 15-12-1397
- نویسندگان: Mohammad Shahalizade,Reza Mozaffari,Jafar Ahmadigol,Hasan Roshani Ali Bene See
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Curriculum,Learning,university,Distance education
- چکیده:
- چکیده انگلیسی: Introduction : E-learning is a new emerging phenomenon that has attracted the attention of higher education authorities and researchers in this field. The aim of this study is to identify the challenges of implementing e-learning curriculum of Shahid Beheshti University from the perspective of faculty members and students. Methods : The descriptive-survey method was employed in this study. Two researcher-made questionnaires were used for data collection. The study population comprised 48 faculty members and 635 students of virtual education. Statistical samples according to Morgan table were 42 and 237, respectively indicating that sampling was done by proportional stratified random sampling. The validity of research questionnaires was approved by professors and domain experts and by using Cronbach’s alpha; the reliability coefficient was calculated to be 89% and 85%, respectively. For data analysis, SPSS version 21, descriptive statistics (frequency, percentage, mean, standard deviation) and inferential statistics (one-sample t-test and t-test) were used (P < 0.05). Results : The findings indicated that from the perspective of faculty members, the implementation of e-learning curriculum is being faced with cultural (P < 0.001), legal (P = 0.001), infrastructural (P < 0.001) and financial (P = 0.005) challenges and from the perspective of students are cultural (P < 0.001), infrastructural (P = 0.033), cognitive (P < 0.001), financial (P < 0.001), and legal (P < 0.001) challenges. These results with respect to the level of significance that is less than P < 0.05 are certainly 95% significant. Conclusions : The implementation of e-learning curriculum of Sahid Beheshti University faces challenges in which the problems and obstacles can be solved through the adoption of decisions that are consistent with the research results.
- انتشار مقاله: 11-10-1348
- نویسندگان: Mohammad Fattahi,Hasan Roshani Ali Bene See,Sakine Heydari,Mohammad Shahalizadeh,Hasan Roshani Ali Bene See,Publisher On Behalf Of EIC
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Students,Learning,Biology,Models,Instruction,Design
- چکیده:
- چکیده انگلیسی: Introduction Instruction and learning play an important role in the twenty-first century which has been named the knowledge society and knowledge economy. The present research seeks to design and implement a blended instructional model based on the theories of Reigeluth, Merrill, and Keller and investigate its effect on students’ learning in a biology course. Methods In this research, the pretest-posttest, quasi-experimental method with control was used. The population consisted of all second year high school students studying at Imam Khomeini high school in the 2013 - 2014 academic year. Using the random sampling method, the sample was selected and consisted of two classes, one of them as the control group and the other as the experimental group. Reliability of the research was calculated as 0.82 using the split-half method. Abundance, mean and standard deviation from descriptive statistics, and covariance methods were selected from inferential statistics, and SPSS version 20 was used to analyze data. Results The results revealed a meaningful and significant difference between the learning levels of the experimental group and the control group in a biology course (F1, 37 = 23.808; P < 0.01). The group which taught using the blended instructional design model based on the models of Reigeluth, Merrill, and Keller achieved a higher level of learning than the control group. Based on the results, it can be said that the research model has a good fit with real world data. Conclusions Use of the blended instructional design model based on Reigeluth, Merrill, and Keller’s models in a biology course was more effective than conventional methods. The findings indicate that the blended instructional design model is an effective and efficient method for teaching a biology course.
- انتشار مقاله: 11-10-1348
- نویسندگان: Mohammad Shahalizadeh,Mohammad Hassan Amirteimoury,Esmaeil Zaraii Zavaraki
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Students,Learning,Biology,Models,Instruction,Design
- چکیده:
- چکیده انگلیسی: Introduction: Instruction and learning play an important role in the twenty-first century which has been named the knowledge society and knowledge economy. The present research seeks to design and implement a blended instructional model based on the theories of Reigeluth, Merrill, and Keller and investigate its effect on students’ learning in a biology course.Methods: In this research, the pretest-posttest, quasi-experimental method with control was used. The population consisted of all second year high school students studying at Imam Khomeini High School in the 2013-2014 academic year. Using the random sampling method, the sample was selected and consisted of two classes, one of them as the control group and the other as the experimental group. Reliability of the research was calculated as 0.82 using the split-half method. Abundance, mean and standard deviation from descriptive statistics, and covariance methods were selected from inferential statistics, and SPSS version 20 was used to analyze data.Results: The results revealed a meaningful and significant difference between the learning levels of the experimental group and the control group in a biology course (F1,37=23.808 P < 0.01). The group which taught using the blended instructional design model based on the models of Reigeluth, Merrill, and Keller achieved a higher level of learning than the control group. Based on the results, it can be said that the research model has a good fit with real world data. Conclusion: Use of the blended instructional design model based on Reigeluth, Merrill, and Keller’s models in a biology course was more effective than conventional methods. The findings indicate that the blended instructional design model is an effective and efficient method for teaching a biology course.
- انتشار مقاله: 11-10-1398
- نویسندگان: Mohammad Shahalizadeh,Mohammad Hassan Amirteimoury,Esmaeil Zaraii Zavaraki
- 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: animation,Adobe Flash Professional CS5,Work Space,Symbol in flash,Publish,Nuance about Flash
- چکیده:
- چکیده انگلیسی: In this paper, we investigate the Adobe Flash professional CS5 software used for web designing, creating computer games, multimedia electronic content production. Using this software created animation and published content have more compact needing less disk space and are more attractive. Here, we have described its most important features and its work space and environment, type of symbols, tool box, method of creating button, and the method of file and animation publishing. In conclusion we have mentioned some key points and tips on working with this currently powerful software.
- انتشار مقاله: 11-10-1398
- نویسندگان: Mohammad Shahalizade,Mohammad Shahalizade,
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Students,Learning,university,E-Learning,Communication Technology,Creativity,Information &,amp
- چکیده:
- چکیده انگلیسی: Introduction: E-learning is one of the most important and common paradigms of ICT in educational areas. It may help promote creativity, an important, basic and effective component of human life. The aim of this paper is to study the effect of e-learning on students' creativity at Meshkinshahr Payame Noor University in the 2012-2013 academic year.Materials and Methods: A quasi experimental design with a control group was used in this study. All students of Payame Noor University of Meshkin Shahr (2500) were the population that was studying in 2013-2014 academic year. The sample, which was selected through the access sampling, consisted of the students having two pre-pre-elementary courses (60 students). Abedi creative questionnaire was used as the research tool. The validity was assessed through the internal consistency method which showed 0.79 for the creativity questionnaire. The reliability was assessed via the retest method which showed 0.85 for fluid, 0.82 for invention, 0.84 for flexibility, and 0.80 for expansion. For statistical calculation, SPSS software, version 16 was used. T-test was used to examine the hypotheses.Results: The results showed that e-learning had a significant effect on students' creativity (p < 0.5).Conclusion: Based on the results, e-learning can be considered as an effective factor promoting the students' creativity. Therefore, material planners and instructors should pay due attention to it.
- انتشار مقاله: 11-10-1398
- نویسندگان: Kazem Banihashem,Susan Farokhi Tirandaz,Mohammad Shahalizadeh,Moloud Mashhadi
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Peer Feedback,Learning,Formative feedback,Design,Project,Instructional
- چکیده:
- چکیده انگلیسی: Background: The present study aims to create web-based learning with peer feedback and formative feedback and web-based learning without peer feedback and formative feedback in the design and production of educational projects. It also aims to investigate the role of peer feedback and formative feedback in the design and production of instructional projects. Methods: quantitative approach with quasi-experimental design is used in this research. Research population is all students of Farhangian University of Ardebil in the course of ICT for instruction and learning, who entered university in 2018. Sample of the study includes 40 students, selected by random cluster sampling method. First, pre-test is performed by an 8-item test. Then, the experiment group receives training via web-based learning with peer feedback and formative feedback and control group receives training by web-based learning without the peer feedback and formative feedback. Post-test is performed with the same questions. SPSS software, version 19, is used for ANCOVA analysis. Results: According to the results, the experimental group receives high scores in designing and producing of educational projects (mean=13.50 and 18.50. P=0.001). Findings of this research suggest that using peer feedback and formative feedback in web-based learning in designing and producing projects must be designed implemented by instructors. Also, taking into account their important features and functions is a necessity for attaining effectiveness in the instruction. Conclusion: This research has shown that peer feedback and formative feedback in web-based learning have positive effect on the learning. Thus, it is suggested that peer feedback and formative feedback must be applied in web-based learning environment.
- انتشار مقاله: 15-12-1397
- نویسندگان: Mohammad Shahalizade,Reza Mozaffari,Jafar Ahmadigol,Hasan Roshani Ali Bene See
- مشاهده