Ensiyeh Mirzaei; Mehrangiz Alinejad; Badrsadat Daneshmand
Abstract
Background: Given that interaction is a vital element in virtual learning, using the professors’ experiences and perceptions during the coronavirus disease 2019 (COVID-19) outbreak can provide useful information about the quality of educational interactions in virtual learning courses in order ...
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Background: Given that interaction is a vital element in virtual learning, using the professors’ experiences and perceptions during the coronavirus disease 2019 (COVID-19) outbreak can provide useful information about the quality of educational interactions in virtual learning courses in order to improve virtual learning.Objectives: This study aims to explain the perceptions of faculty members of Kerman universities regarding virtual learning based on educational interactions during the COVID-19 outbreak.Methods: This study was conducted with a qualitative content analysis approach in the academic year of 2021 in Kerman University of Medical Sciences and Shahid Bahonar University of Kerman. The data collection method was semi-structured interviews with 13 professors of these universities who were included in the study using purposive sampling. Data analysis was performed using the qualitative content analysis method according to the steps introduced by Graneheim and Lundman.Results: The results of this study were presented in the form of 4 main themes: 1) Teacher-learner interactions, including the tools used, how they interact, and their barriers; 2) Learner-learner interaction, learner-content interaction, and teacher-content interaction, including the professors’ actions to create and increase them; 3) Teacher-teacher interactions, including professors’ instructional and research interactions and their barriers; 4) Content-content interaction, which the findings indicated that professors did not pay much attention to this type of interaction.Conclusion: Virtual learning is not limited to the COVID-19 outbreak period but can be used as a supplement to face-to-face learning, even when the universities reopen; therefore, valuable experiences of professors of virtual learning can be used to strengthen various types of educational interactions and develop virtual learning in the studied universities and other universities.
Afsaneh Pakdaman; Zohreh Karimi
Volume 12, Issue 5 , February 2016, , Pages 765-771
Abstract
Background & Objective: Advancement in technology and the combination of traditional and new methods can promote education The purpose of the present study was to compare knowledge and attitude of dental students regarding caries risk assessment (CRA) after a course using blended learning and traditional ...
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Background & Objective: Advancement in technology and the combination of traditional and new methods can promote education The purpose of the present study was to compare knowledge and attitude of dental students regarding caries risk assessment (CRA) after a course using blended learning and traditional workshops Methods: A controlled trial was designed and 82 finalyear dental students were recruited in two groups of workshop (n = 39) and blended learning (n = 39) In the blended group access to a designed website and online material was possible in addition to facetoface education A validated researchermade questionnaire (Cronbachs alpha = 07) was used to assess demographic information and knowledge of and attitude toward CRA before and after the educational course The mean score of knowledge before and after the course was calculated and compared between the two groups using paired ttest and repeated measures ANOVA in SPSS software Results: Of the 82 students 78 (95%) participated in the study The mean score of knowledge in posttest in the group attending workshops was (1335 ± 161) significantly higher than pretest (700 ± 306) (P < 0050) In the blended learning group the mean score of knowledge in the posttest (1471 ± 143) was higher than pretest (812 ± 220) (P < 0050) Considering the baseline score no significant difference was observed between the two groups in posttest In the attitude domain participants in both groups believed that the course had improved their knowledge regarding CRA and CRA was useful in educational dental clinic Conclusion: Both methods significantly improved knowledge and attitude of students regarding CRA The students believed the blended learning method to be useful in CRA Thus the use of this method is recommended as a complementary teaching method for general dentistry students
Mahboubeh Vatan-Parast; Zahra Royani; Hossein Ghasemi
Volume 12, Issue 3 , November 2015, , Pages 537-544
Abstract
Background & Objective: Today the concept of virtual education has gained much attention as distance learning and has provided learning opportunities outside the borders of a country or state for everyone The consideration of the success of virtual training is impossible without the consideration ...
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Background & Objective: Today the concept of virtual education has gained much attention as distance learning and has provided learning opportunities outside the borders of a country or state for everyone The consideration of the success of virtual training is impossible without the consideration of individuals viewpoints toward it Despite this fact less attention has been paid to students attitudes in the published studies This study investigates the students attitudes toward virtual education and its relationship with learning styles Methods: In this correlationdescriptive study 114 bachelors and masters students of Razi School of Nursing and Midwifery of Kerman Iran in 2013 were selected based on census sampling method Data were collected using demographic questionnaire the researchermade questionnaire of attitude toward virtual learning and the Gaziano Learning Styles Questionnaire Data were analyzed using descriptive statistics (mean and standard error) independent ttest ANOVA Pearson correlation and linear regression in SPSS software All Pvalues of ;le 005 were considered significant Results: The mean score of nursing students attitude toward virtual learning was 330 ± 034 The highest frequency among learning styles used by students was related to visual (50%) auditory (272%) and kinetic styles (228%) In the regression analysis visual style (P = 0009 ;beta = 027) and auditory style (P = 0008 ;beta = 017) had a significant relationship with attitudes of nursing students toward virtual education Conclusion: Students had positive attitudes toward virtual learning Moreover attitudes toward virtual education differed among people with different learning styles Therefore the consideration of individual needs and different learning styles of learners is essential in virtual education
