Daryosh Gholipour Mofrad Dashtaki; Aeen Mohammadi; Mitra Zolfaghari; Sakineh Imani; Shahram Tahmasebian
Abstract
Background: Nowadays, several studies have been performed on the factors affecting the effectiveness of virtual education. One of the characteristics of learners is their different learning styles.Objectives: The purpose of this study was to investigate the relationship between learning style and the ...
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Background: Nowadays, several studies have been performed on the factors affecting the effectiveness of virtual education. One of the characteristics of learners is their different learning styles.Objectives: The purpose of this study was to investigate the relationship between learning style and the level of satisfaction and usage of e-learning facilities in medical students.Methods: This cross-sectional and retrospective (ex post facto) study was performed among medical, public health, and operating room students of Shahrekord University of Medical Sciences in 2017. We redesigned their courses to be delivered in the blended method, so that teachers used a Learning Management System (LMS) in addition to traditional teaching. Information about learning styles was collected using Kolb’s questionnaire, satisfaction level evaluated with a researcher made questionnaire and use of e-learning was examined by checking system loggings. Data were analyzed using one-way ANOVA, Tukey’s post hoc, Welch’s ANOVA and X2 tests in SPSS software.Results: Students’ satisfaction with e-content in diverging learning style was higher (P = 0.032), but there was no significant relationship between learning style and demographic characteristics and total average mark. Also, there was no significant difference in the amount of using e-learning facilities between different learning style groups (P = 0.256).Conclusion: It seems that using virtual learning facilities and considering the type of learning style in students can increase their satisfaction.
Rita Mojtahedzadeh; Atekeh Mousavi; Mandana Shirazi; Aeen Mohammadi
Abstract
Background Because of the developments and advancements in information technology (IT), unparalleled opportunities have been provided in electronic arenas; among them, electronic learning (e-learning) systems have brought attention to the facilitation of education. Since educational environment is a ...
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Background Because of the developments and advancements in information technology (IT), unparalleled opportunities have been provided in electronic arenas; among them, electronic learning (e-learning) systems have brought attention to the facilitation of education. Since educational environment is a factor influencing the success of educational programs, the current study aims at evaluating the factors that create the educational atmosphere in cyberspace. Methods The current study employed a qualitative content analysis approach and a targeted sampling method. A total of 11 students and 13 faculty members were recruited by a semi-structured interview in 2015. The interviews were continued separately for both students and lecturers up to the saturation of sample size. After the interview data were qualitatively analyzed. Results After the data analysis, 685 codes were extracted out of the qualitative data, which were reevaluated in several stages and classified into 38 subcategories. Then, 13 categories and 6 domains (The status of virtual education, learner support, teaching skills, evaluation, professionalism and professional ethics, and self-efficacy) were created. Conclusions Since the educational environment is an inseparable part of a curriculum, the factors creating an educational atmosphere in cyberspace are critically important and necessary for the qualitative and quantitative evaluations of the curriculum and prediction of educational outcomes.
