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کاربرد نوع شرط:
- 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:
- 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
- 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