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کاربرد نوع شرط:
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Massive Open Online Courses,MOOCs,Merrill Principles,Margaryan Principles,Instructional Design Quality
- چکیده:
- چکیده انگلیسی: A great deal of attention has been paid to the experiences of learners and stakeholders in assessing the quality of massive open online courses (MOOCs), while participants' experiences in MOOCs and stakeholders are highly important factors in this process. Therefore, this study aims at evaluating instructional design quality of MOOCs based on Merrill’s first instructional principles and Margaryan principles. For this study, a method of evaluation research was used based on the expert standpoints. Statistical population consisted of 20 internally-developed platforms of MOOCs, which 40 courses (2 courses from each platform) were selected by using simple random sampling method. This study was carried out from February to July 2018. To do so, a check list of 28 questions was designed by researchers based on the prescriptive strategies of Merrill's first instructional principles (problem-oriented, activation, presentation, application, integration) and Margaryan’s principles (collective knowledge, collaboration, distinction, authentic sources and feedback). Accordingly, instructional quality evaluation of MOOCs courses was carried out by the educational technology specialists. Descriptive and inferential findings revealed that instructional design quality of MOOCs based on the points of specialists is under-evaluated and does not address Merrill’s first instructional principles as well as the ones of Margaryan. It is suggested that in addition to paying attention to the elements of the MOOCs platform and its facilities, the Merrill's and Margaryan’s principles should be used in designing the MOOCs content.
- انتشار مقاله: 11-10-1348
- نویسندگان: 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:
- 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: Journal of Water and Environmental Nanotechnology
- نوع مقاله: Journal Article
- کلمات کلیدی: Zeolite,Escherichia coli,Nanozeolite,Weibull survival model
- چکیده:
- چکیده انگلیسی: Survival of enteropathogenic bacteria in soil is a key factor to control waterborne diseases. The significance of zeolite nanoparticles in comparison with natural size particles on the survival of Escherichia coli in soil was studied in sterile and unsterile conditions. The experimental mixtures prepared by adding zeolite and nanozeolite at levels of 0, 5, 15% w/w to a loam textural soil to obtain 100 gr mixtures. Mixtures inoculated by a nalidixic acid resistance Escherichia coli (E.coli NAR) at a rate of 106 cells gr-1 soil. Results showed that in the unsterile soils, adding 5% zeolite had no significant effect on the survival of bacteria in soil and 15% nanozeolite reduced bacteria survival in soil especially at initial days of inoculation (about 3 log-unit). While adding 15% zeolite and 5% nanozeolite had a significantly positive effect on bacteria's time need to reach the detection limit (td). Sterilization of soil mixtures significantly enhanced bacteria survival in all treatments. The highest value of td obtained in sterile soil amended with 15% zeolite (46 days). In sterile mixtures adding nanozeolite caused an increasing in bacteria population at initial days after inoculation (about 1-1.5 log-units). Decreasing in the size of natural zeolite particles to nanoscale had a negative effect on survival of the studied bacterium in unsterile mixtures and E.coli NAR survived more in zeolite amended mixtures. While this negative effect was not observed in sterile soil. These results clearly showed that competition is the main factor that controls enteropathogenic bacteria's survival in soil.
- انتشار مقاله: 14-06-1398
- نویسندگان: Ali Akbar Safari Sinegani,Omid Noroozi
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Massive Open Online Courses,MOOCs,Merrill Principles,Margaryan Principles,Instructional Design Quality
- چکیده:
- چکیده انگلیسی: A great deal of attention has been paid to the experiences of learners and stakeholders in assessing the quality of massive open online courses (MOOCs), while participants' experiences in MOOCs and stakeholders are highly important factors in this process. Therefore, this study aims at evaluating instructional design quality of MOOCs based on Merrill’s first instructional principles and Margaryan principles. For this study, a method of evaluation research was used based on the expert standpoints. Statistical population consisted of 20 internally-developed platforms of MOOCs, which 40 courses (2 courses from each platform) were selected by using simple random sampling method. This study was carried out from February to July 2018. To do so, a check list of 28 questions was designed by researchers based on the prescriptive strategies of Merrill's first instructional principles (problem-oriented, activation, presentation, application, integration) and Margaryan’s principles (collective knowledge, collaboration, distinction, authentic sources and feedback). Accordingly, instructional quality evaluation of MOOCs courses was carried out by the educational technology specialists. Descriptive and inferential findings revealed that instructional design quality of MOOCs based on the points of specialists is under-evaluated and does not address Merrill’s first instructional principles as well as the ones of Margaryan. It is suggested that in addition to paying attention to the elements of the MOOCs platform and its facilities, the Merrill's and Margaryan’s principles should be used in designing the MOOCs content.
- انتشار مقاله: 11-10-1348
- نویسندگان: Mehdi Badali,Javad Hatami,Hashem Fardanesh,Omid Noroozi
- مشاهده