Amir Mohammad Salehi; Mohammad Mahdi Talimkhani; Mahnaz Khatiban; Ailin Talimkhani
Abstract
Nowadays, the COVID-19 pandemic has resulted in an unprecedented interruption of traditional education in the universities and educational centers. Consequently, traditional education has switched to virtual education during COVID-19. Despite virtual education, experienced teachers still have a positive ...
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Nowadays, the COVID-19 pandemic has resulted in an unprecedented interruption of traditional education in the universities and educational centers. Consequently, traditional education has switched to virtual education during COVID-19. Despite virtual education, experienced teachers still have a positive attitude toward traditional education. In traditional education, which is teacher-centered, plenty of information is transferred to the students in a specified time (1), while, nowadays, in a virtual atmosphere, a new educational environment has been created based on person-centered education (2). In a virtual atmosphere, students usefully prefer to use devices such as mobile, computer, and so on, and can have more convenient access to information (2). Therefore, to improve the standard of education and increase the learning quality in a person-centered approach in a virtual atmosphere, it is important for the teachers to become familiar with a new approach of virtual education (2). Also, the acquisition of necessary skills will help the students to study independently and participate actively in the learning process (2). It is doubtful if we can fulfill all the needs of students in the virtual education system as we could with face-to-face interactions in the traditional method. It seems that the flipped classroom education strategy can facilitate the student learning process during the coronavirus crisis (3, 4) The flipped classroom is a new educational approach that reverses the traditional education method (3). In this method, at first, the students receive digital educational materials provided by the teacher at home. Then, teachers and students engage in classroom activities to discuss and solve the problems (3, 4). Today, in the coronavirus crisis, the virtual flipped classroom is used. Virtual flipped classroom activities can facilitate e-learning education under technology (2, 5). As part of the virtual flipped classroom-based educational strategy, the first activities will take place outside of the classroom, in the form of asynchronous e-learning educations, while the second part of the activities will take place inside of the classroom, in the form of synchronous e-learning educations such as web conference, video conference, and virtual classroom (5). Asynchronous e-learning education is a type of education that involves teachers and students participating in the process of teaching and learning separately. Synchronous e-learning education is a type of education that involves both teachers and students to participate in the process of teaching and learning simultaneously.
Mohsen Aminizadeh; Amin Saberinia; Simin Kohan; Iraj Shokohi; Abolfalz Faghihi; Elaheh Aminizadeh
Volume 12, Issue 2 , August 2015, , Pages 388-398
Abstract
Background & Objective: Advances in information and communication technology has created new attitudes toward education and its methods Thus changing learning approaches to training through the use of electronic resources and virtual education has become important The purpose of this study ...
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Background & Objective: Advances in information and communication technology has created new attitudes toward education and its methods Thus changing learning approaches to training through the use of electronic resources and virtual education has become important The purpose of this study was to compare the two virtual and traditional education methods in terms of practical skills in prehospital emergency paramedic technicians Methods: This quasiexperimental study was performed in 2013 Practical skills such as basic and advanced cardiopulmonary resuscitation triage and familiarity with emergency equipment and correct transference method were taught through workshops and electronic learning in two groups of 40 people Then learners satisfaction with the education methods was measured and data were analyzed using SPSS software Results: The mean theory scores of all courses were significant There were significant differences between the mean scores of practical courses of cardiac and pulmonary resuscitation equipment and transference through workshops and electronic learning However no significant difference was observed among the two methods in triage training Conclusion: According to the results the electronic learning method is recommended in courses such as triage that have more theoretical aspects for paramedic technicians Considering the characteristics of electronic learning it can be used as a complementary method to traditional education
Leili Mosalanejad; Saeed Sobhanian
Volume 5, Issue 2 , January 2009, , Pages 128-134
Abstract
Background & Objective : Developments in science and technology together with rapid obsolescence in findings and previous information necessitates a type of education in which students are continuously engaged in learning and problem solving and enjoy interfacing changes This study was aimed to assess ...
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Background & Objective : Developments in science and technology together with rapid obsolescence in findings and previous information necessitates a type of education in which students are continuously engaged in learning and problem solving and enjoy interfacing changes This study was aimed to assess critical thinking in students of virtual and traditional education Methods : In this crosssectional study two groups including 40 senior computer students from Shiraz University (virtual education) and 40 ones from Islamic Azad University (traditional education) participated Data was collected using Watson Glaser Critical Thinking Test including 80 questions in five subscales including inference recognition of assumptions deduction interpretation and evaluation of arguments Results : The mean score ( ± SD) of critical thinking which was 3677( ± 359) in virtual education happened to be higher than traditional educations mean score which was 3515( ± 694) while there was no significant difference In all five subscales of critical thinking the mean score of interpretation skill was significantly higher in virtual education (79) compared to 695 for traditional education (p=00001) Conclusion : Considering improvements of critical thinking in virtual education and according to its multiple advantages like adding to ones self confidence self esteem and independent learning it is suggested to use this type of education alongside the traditional method or as a replacement for teaching theoretical lessons in university courses
