H Fardanesh; I Ebrahimzadeh; M.R Sarmadi; N Hemati; M Rezaee; S Omrani
Volume 20, Issue 1 , May 2013, , Pages 117-136
Abstract
The purpose of this study was to identify an appropriate Instructional method for Continuing Medical Education using traditional (lecture based) and two Electronic learning methods. In this quasi-experimental study 90 General physicians and assistants according to the recall of Kermanshah University ...
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The purpose of this study was to identify an appropriate Instructional method for Continuing Medical Education using traditional (lecture based) and two Electronic learning methods. In this quasi-experimental study 90 General physicians and assistants according to the recall of Kermanshah University and by available sampling method in three groups including 30 people participated. The traditional continuing medical education attended in the classroom received lecture based teaching and was taught by experienced college teachers. The E-learning content in the second group was developed by using Microsoft PowerPoint 2010 software with both text and image media and in the third group by using Adobe Flash CS5 software with all five media (text, images, sound, animation and video). It should be noted that the three groups had similar content in terms of text. The gathering instrument was four questionnaires, included of demographic information (8- items). The rate of learning by comparing pre- test and post-test scores (20- items were written at application level by using the Merrill’s taxonomy) and two questionnaires measuring motivation in learning based on the traditional and e-learning methods (48- items). Data analysis was performed by paired sample T test and chi square, One-way analysis of variance, Kruskal-Wallis and Tukey’s test. The findings showed that there were no significant differences between groups in the average scores achieved in the pre-test exam in three groups (p˂0/05). The results of One-way ANOVA test in the post-test exam showed that the learning rate was not statistically different between Group I and Group II and the third group had the highest rate of increase in learning than the other groups that was statistically significant (p=0.001). Also, participants’ motivation in group II was more than group I and participants using Merrill’s, Reigeluth’s & Keller’s models were more motivated than with the other two methods (p=0.001). Conclusion: As a result, educational method based on instructional and motivational models, in terms of learning and motivation rate to teach physicians, was more effective than traditional teaching methods and merely instructional design models.
GH Rahimidoost; D Norozi; H Fardanesh; M.H Amirtymori
Volume 20, Issue 1 , May 2013, , Pages 243-268
Abstract
Scaffolding is a component of designing problem solving learning environment model. The present research aimed to study components of instructional scaffolding and formulate an effective instructional scaffolding model for computer-based and problem solving learning environment. Research method was mixed ...
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Scaffolding is a component of designing problem solving learning environment model. The present research aimed to study components of instructional scaffolding and formulate an effective instructional scaffolding model for computer-based and problem solving learning environment. Research method was mixed including qualitative content analysis and a survey. Deductive content analysis was used as a qualitative content analysis method. Survey questionnaire was validated by 5 educational sciences specialists and retest method was used to analysis reliability of the test. Sampling method for qualitative content analysis was targeted selection and for survey was simple random sampling method. Findings revealed that the metacognitive scaffolding must be used to support learner metacognitive skills; following effective metacognitive scaffolding strategies were found and explained. And motivational scaffolding must be used to support learner academic motivation; following effective motivational scaffolding strategies were found and explained. Also cognitive scaffolding must be used to support learner prior knowledge; following effective cognitive scaffolding strategies were found and explained. And also effective scaffolding strategies for problem solving learning environment were found and explain. Finally effective scaffolding framework and then a scaffolding model was proposed and by the end validated by 20 instructional technologies.
H. Eskandari; H. Fardanesh; S.M. Sajadi; A.R. Sadegh Zadeh ghamsari; S. Beheshty
Volume 17, 3,4 , February 2011, , Pages 29-50
Abstract
This article examines "connectivism", from presumptions view and epistemological aspects. Connectivism theoreticians, claim this theory is a new learning theory for digital age, and a response to new and unsteady conditions of today societies. ...
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This article examines "connectivism", from presumptions view and epistemological aspects. Connectivism theoreticians, claim this theory is a new learning theory for digital age, and a response to new and unsteady conditions of today societies. Yet, many researches all over the world, have examined this theory from different aspects, especially in relation to virtual spaces and e-learning. But there are a few ones that have studied it from epistemological views. As any theory grounded in cultural context and also current scientific paradigm, societies that have different anthropological, epistemological and axiological coordinates, should examine new theories from this aspect, before they decide to apply it. In this regard researchers according to a descriptive-analytic method explain and criticize this theory. This review shows this theory by reliance to connective knowledge(versus quantity and quality knowledge) and obligation to emergent theory (versus causal theory), tries to move from reductionist views to holistic views in education environments; nonetheless research shows that application of results and rules of other sciences(physics) in education, and also organic tenet about human, and equalizing rules of neural, social and technological networks, makes this theory reductive, in more complicated way.
