در هنگام جستجو کلمه در قسمت عنوان میتوانید کلمات مورد جستجو را با کاراکتر (-) جدا کنید.
کاربرد نوع شرط:
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Students,Writing,feedback,Language Development
- چکیده:
- چکیده انگلیسی: Background: In education and learning, teaching to write well is still one of the challenges of Iranian English teachers. Objectives Since the writing skill has different aspects, this study aimed at investigating the impact of metalinguistic feedback and electronic feedback on the correct use of English prepositions in Iranian learners’ writings. Methods: The study utilized a semi-experimental design. The participants of the study were 84 Iranian language learners. These learners were randomly divided into one control and two experimental groups to take a writing pretest. One of the experimental groups received electronic feedback while the other was exposed to metalinguistic feedback. After the treatment period, the participants took a writing posttest. The writing products of the learners at both pretest and posttest were evaluated and scored in terms of the correct use of prepositions. The scores were analyzed through a combination of statistical tests of Kruskal-Wallis and Mann-Whitney. Results: The results of the Mann-Whitney test on the gained scores (posttests-pretest) of the three groups indicated that there was a significant difference between the sets of scores (H = 50.82, P = 0.00). Nevertheless, the result of Mann-Whitney U test showed that there was no significant difference between electronic and metalinguistic feedback (U = 433.500, P = 0.642), which means both types of electronic and metalinguistic feedback were equally effective on the correct use of English prepositions. Conclusions: In conclusion, the study led to a better understanding of the impact of electronic and metalinguistic feedback on the writing skill, which provided a basis for English as a foreign language (EFL) teachers to integrate them in the teaching and learning process.
- انتشار مقاله: 11-10-1348
- نویسندگان: Zahra Ahmadpour Kasgari,Meimanat Abedini Baltork,Sirus Mansoori
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی:
- چکیده:
- چکیده انگلیسی: Introduction : Achieving e-learning requires a comprehensive study on different aspects of e-learning readiness. The present study aimed to evaluate the readiness for e-learning from the viewpoints of the students as well as faculty members of Allameh Tabataba’i University. Methods : This is a survey research and the statistical population was all professors and students of Allameh Tabataba’i University in 2014 - 2015 section. One hundred and fifty (150) students were selected through simple random clustering, and 50 professors were selected through convenient sampling as the population of the study. The instrument of study was “evaluation of readiness for e-learning in Iranian university” questionnaire and its content and face validity were verified by professionals, and its reliability was measured through Cronbach’s coefficient alpha which was (0.75, 0.79). To analyze the data, descriptive and mean, SD statistics (independent T-test and Freedman test) were used. Results : The result showed that the degree of the hard readiness (3.6 mean) and total readiness (3.33 mean) was in the desirable level and soft readiness (3.07 mean) was in the moderate level from the students’ viewpoint and the soft, monitoring, coordinating and supporting and total readiness (respectively, 2.36, 1.98, 2.81 mean) were evaluated as undesirable from the viewpoint of the professors, but their evaluation in hard readiness (4.1 mean) indicated that they confirm the status of the university in this readiness, which is desirable. Conclusions : Evaluation of the readiness for e-learning in the universities provided information on the strengths and weaknesses of this center in achieving e-learning.
- انتشار مقاله: 11-10-1348
- نویسندگان: Mehdi Babakhani,Azad Allah Karami,Mohammad Hassan Amirteimori,Esmaeil Aslani,Publisher On Behalf Of EIC,Zahra Ahmadpour Kasgari,Meimanat Abedini Baltork,Sirus Mansoori
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Students,Writing,feedback,Language Development
- چکیده:
- چکیده انگلیسی: Background: In education and learning, teaching to write well is still one of the challenges of Iranian English teachers. Objectives Since the writing skill has different aspects, this study aimed at investigating the impact of metalinguistic feedback and electronic feedback on the correct use of English prepositions in Iranian learners’ writings. Methods: The study utilized a semi-experimental design. The participants of the study were 84 Iranian language learners. These learners were randomly divided into one control and two experimental groups to take a writing pretest. One of the experimental groups received electronic feedback while the other was exposed to metalinguistic feedback. After the treatment period, the participants took a writing posttest. The writing products of the learners at both pretest and posttest were evaluated and scored in terms of the correct use of prepositions. The scores were analyzed through a combination of statistical tests of Kruskal-Wallis and Mann-Whitney. Results: The results of the Mann-Whitney test on the gained scores (posttests-pretest) of the three groups indicated that there was a significant difference between the sets of scores (H = 50.82, P = 0.00). Nevertheless, the result of Mann-Whitney U test showed that there was no significant difference between electronic and metalinguistic feedback (U = 433.500, P = 0.642), which means both types of electronic and metalinguistic feedback were equally effective on the correct use of English prepositions. Conclusions: In conclusion, the study led to a better understanding of the impact of electronic and metalinguistic feedback on the writing skill, which provided a basis for English as a foreign language (EFL) teachers to integrate them in the teaching and learning process.
- انتشار مقاله: 11-10-1348
- نویسندگان: Zahra Ahmadpour Kasgari,Meimanat Abedini Baltork,Sirus Mansoori
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Training,life experiences,Mobile Applications,Vocational Education
- چکیده:
- چکیده انگلیسی: Background: Since mobile learning is emerging as an alternative approach to teaching, educational institutions have used this approach to improve the teaching and learning process. This paper aimed at exploring learners’ experiences of mobile learning in vocational and technical education courses. Methods: The research method in this study was phenomenology. In this method, researchers investigated learners’ lived experiences of mobile learning in vocational and technical education courses by semi-structured interviews. Participants (two classrooms: 32 people) were all learners, who attended this course. Results: According to theme analysis of interviews, nine basic themes were identified, two organizing themes and one global theme. Based on thematic analysis, the results showed that learners had a positive perception of mobile learning. Conclusions: Using mobile learning, learners gain greater quality and in-depth learning and the opportunity to study anywhere and at any time.
- انتشار مقاله: 11-10-1348
- نویسندگان: Mehdi Mohammadi,Rahmat Allah Marzooghi,Ghasem Salimi,Sirus Mansoori
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Blended Learning,E- Learning,Workplace Learning,Vocational Education & Training
- چکیده:
- چکیده انگلیسی: Background: Blended learning has recently become a widespread practice in industrial training. Accordingly, comparing the effectiveness of e-learning and blended learning in industrial environments is of utmost necessity. The purpose of this research was to compare the effectiveness of e-learning and blended learning in industrial training based on learning outcomes and course satisfaction. Methods: This study was conducted at Hepco Company in 2018, and a quasi-experimental design with a control group was used. The sample size included 90 employees randomized in three groups by means of random sampling method. 60 participants were assigned to the experimental groups (30 learners in e-learning group and 30 in blended learning group) and 30 of them went to the control group. Satisfaction questionnaire (Kirkpatrick, 2007) with 23 questions and 3 components was used for data collection. Components of this scale included the content component (8 questions), lecture component (9 questions) and organization-possibilities (6 questions). The reliability of the questionnaire was 0.92 based on the Cronbach’s alpha. To evaluate the learning outcomes a researcher made test with 30 questions was administered, and the CVR of the test for validity was 0.96. Results: In terms of learning outcomes, the mean results in the blended learning group (M=22.96, SD=2.66) were higher than in the e-learning (M=19.48, SD=3.25) and face-to-face (M=18.13, SD=4.62) groups. There was a significant difference between of learning scores in the experimental group and control group (p <0.001). Also the results showed that the mean course satisfaction in blended learning group (M=71.19, SD=8.6) was higher than e-learning (M=43.88, SD=7.94) and face-to-face (M=59.65, SD=11.63) groups. The course satisfaction scores showed that the blended learning group expressed greater satisfaction than the e-learning and face-to-face groups (p <0.001). Conclusion: The results indicate that blended learning can improve the effectiveness of training. It is therefore suggested that curriculum developers and HR managers in companies can improve industrial training by developing blended learning courses.
- انتشار مقاله: 08-09-1398
- نویسندگان: Sirus Mansoori,Ziaaldin Salari Koohfini,Manizheh Ghasemali
- مشاهده