فهرست مطالب nazanin shafieifar

In early 2020, the coronavirus outbreak compelled higher education institutions worldwide to cancel campus-based teaching and conduct a variety of electronic learning which led to assessment of the quality of e-learning and its results, such as learning and self-efficacy. Thus, this study aimed to determine the effect of problem-based e-learning (PBe-L) on the learning and academic efficacy of students during the COVID-19 pandemic in ‘An Introduction of Educational Technology Course’. The research method was quasi-experimental with pre-test/ post-test design with experimental and control groups. The statistical population of this study consisted of undergraduate students in the field of educational sciences studying in the University of Tehran. 38 students were selected as the research sample using the available sampling method and were randomly divided into experimental and control groups. PBe-L was conducted for the experimental group and the control group experienced the direct learning approach. A researcher-made learning test and Morgan-Jinks Student Efficacy Scale (1999) were used. The results showed that the mean of learning and self-efficacy of the experimental group increased from 7.92 and 57.00 in the pre-test to 18.51 and 76.57 in the post-test respectively. The results of covariance showed that the mean scores of the post-test of the two groups were statistically significant (p≥0.005). The results of this study showed that the use of PBe-L during the COVID-19 pandemic can be effective in increasing the students’ learning and academic efficacy.

The present study was conducted with the aim of determining the effectiveness of compassion-based therapy on anxiety related to emotional disorders and conflict between adolescent girls and their parents.

In the current research, according to the type of data collection, semi-experimental designs were used; The design of this research was a pre-test-post-test design with a control group. 30 people were selected from the statistical population of all female students of the second secondary level in the 1st district of Tehran, using available sampling method, and using random replacement method, they were divided into two control and experimental groups. The implementation method was such that both groups were given pre-tests of anxiety related to emotional disorders and conflict of teenage girls. Then, compassion-based therapy was provided for the experimental group for 12 sessions, but no intervention was done for the control group. After completing the training for the experimental group, post-tests were administered to both groups. In this way, the necessary data for the analysis of research hypotheses were collected and analyzed using covariance analysis.

The findings of the research in the experimental group showed that the post-test anxiety scores related to emotional disorders and conflict between teenage girls and their parents were significant compared to the pre-test, but this difference was not observed in the control group. The covariance results showed that compassion-based therapy has a significant effect on reducing anxiety related to emotional disorders and conflict between teenage girls and their parents (p<001).

Therefore, in order to improve anxiety related to emotional disorders and conflict between teenage girls and their parents, it is suggested to use self-compassion therapy.

Corona crisis has attracted the attention of all educational environments such as universities, schools and organizations for e-learning, but the quality of e-learning and its results, such as learning and academic motivation must also be considered. The aim of this study was to determine the effect of problem-based e-learning on the learning and motivation of medical students in coronary conditions.

The research method was quasi-experimental with pre-test and post-test design with experimental and control groups. From the statistical population of medical students of Ardabil University of Medical Sciences, 32 students were selected using available sampling method and were randomly divided into experimental and control groups. The experimental group was exposed to problem-oriented e-learning for two months and the e-learning group was directly exposed to the control group. A researcher-made learning questionnaire and academic motivation (Vallerend et al., 1989) were used. Research findings were analyzed using covariance.

The results showed that the average learning and academic motivation of the experimental group increased from 6.81 and 69.56 in the pre-test stage to 17.50 and 92.31 in the post-test stage, respectively. The results of analysis of covariance showed that after removing the effect of pretest, the mean scores of posttest of the two groups were statistically significant (p≥0.005).

The results of this study showed that the use of e-learning's problem-Based approach in coronary conditions can be effective in increasing the learning and academic motivation of medical students.