Interdisciplinary Journal of Virtual Learning in Medical Sciences
Volume:6 Issue: 4, 2016

Nowadays, mobile-mediated learning has become a primary concern of scholars applying the blended method of L2 teaching and learning. Meanwhile, prevailing game apps on mobile devices, namely m-games, have broadened the educator's pedagogical outlook. In view of that, this study endeavored to compare the efficacy of team- (vs. individual) teaching on learning L2 through the medium of m-game-mediated blended learning method. This quasi-experimental study embraced triangulation research design. To that end, 86 male and female students from Ahvaz JondiShapur University of Medical Sciences were selected through stratified sampling method. Afterwards, 76 students were homogenized through the application of Vocabulary Levels Test (VLT) to learn L2 vocabulary and reading comprehension in the individual- or team-teaching situations. The instrumentation included VLT, pre-research questionnaire and interview as well as formative assessment. The reliability of the instrumentation was calculated through KR-21 method and Cronbach's alpha. Likewise, their validity was authenticated by five TEFL experts. In addition to debriefing the participants through questionnaire and interview, tracing participant's performance through paper-and-pencil exercises, m-games (native vs. prefabricated), and also tailor-made tests over 18 m-game-based blended sessions prepared the ground for embarking on the triangulation design. For analyzing the data, SPSS version 21 along with descriptive and inferential statistics were employed. In the end, the t-tests analyses showed that a range of situational and social factors were found to affect participant's L2 learning. In the same vein, team-teaching situation was of palpable interest to participants to expedite their L2 learning via m-game-based blended module (p < 0.01). In effect, welding native m-game into the proper pedagogical situations culminate in student's outperformance.

Customers have not completely welcomed the use of e-banking. This study investigated the causal relationship of the use of Internet technology according to subjective norms, governmental and institutional support. This study is a relative-description based on members of staff of the National Bank of Shiraz randomly selected from a cluster of 260 homes. The (PU) and (PEOU) questioner was used for Perceived Usefulness and Perceived Ease of Use. The BI and BU questioner was used for Behavior Usage and Behavior Intention. Finally, Social norms (NS), Government and Institute Support (GS and IS) were used. The validity and reliability of all was evaluated by Cronbach's (alpha) and factor analyzer. The structural equation modeling was achieved using LISREL software (8.8 version) for data analysis. The results show that SN has direct effect on PU and PEOU, and a direct effect on BI and BU. PU. Also, PU has direct effect on BI and PU, and indirect effect on BU. GS has direct and indirect effect on BU. IS has direct effect on PU and indirect effect on BI and BU (p< 0.001). In general, the proposed model enables managers to strategically frame their service about factors which utilize the internet directly or indirectly.

Learners in the correct understanding of physics concepts express their inability, So change in the way of teaching the concepts of physics is necessary; in fact that effective training is learning materials actively involved in the construction of the mind. The aim of the present study is to study the effect of computer simulation based on constructivist approach to remove the misconception in physics course. The research procedure is quasi-experimental with pretest- posttest and control group design. The population consists of all male and female secondary school students in Yazd (2009). This research includes 216 students in 2nd grade of high school in Yazd province. The sample is randomly assigned to experimental and control groups. The data collection tool is a questionnaire, using a panel of experts to verify the validity anda using Cronbach's alpha as75% to verify the reliability. For statistical analysis, software SPSS version 16 is used to examine the questions of the t-tests. The results of the analysis of data using statistical t independent groups showed that. There are significant differences in the effectiveness of computer simulation based on constructivist approach which remove the misconception in physics course (df= 160.53, t= -10.45, sig= 0.00, p< 0.01). Based on the results of the present study, ways of presenting concepts with the help of computer simulation based on constructivist approach is an effective component to remove the misconception in physics course.

Obstetricians and health personnel are the first and foremost personnel with direct patient contact. E-learning can be considered an appropriate method for the in-service training of the health personnel. Therefore, the present study was conducted aiming at an investigation on the efficacy of the two training methods of workshop and e-learning training on the level of knowledge of the obstetricians as well as their attitudes towards e-Learning. This was a semi empirical study in which 66 obstetricians, working at health centers. The participants were randomly divided into two groups of workshop (33 subjects) and e-Learning training (33 subjects). Using knowledge and attitude questionnaire, the knowledge and attitude of the subjects in the two groups were measured and data was analyzed through paired and independent T-test employing SPSS version 18. No difference was observed between the knowledge pre-test scores of the two groups; and the post-test scores of the two groups showed an identical and significant increase. Furthermore, the difference between scores of attitude towards e-learning, before and after training (34.24 ± 4.86 and 36.76 ± 6.36, respectively) was statistically significant (p=0.04). The results showed that both training methods increased the personnel knowledge level equally and that the attitudes of participants of the e-learning training group were more positive towards e-learning subsequent to the training. As a result, e-learning training method (especially in the form of training CDs) can be employed as a complement to workshop training and a modern method to be adopted for employee in-service training.

Multimedia programs as a powerful tool to be used to improve the quality of education. This study investigated the effect of education using multimedia programs on academic performance of students. This research was semi-experimental and pre-test, post-test type with control group. In the present research, 40 students in second grade in 2013-2014 in Isfahan city were selected using multistage cluster sampling and random methods in two groups, such as control and experimental. Pre-test was performed for both experimental and control groups before the experiment. Students in the experimental group were trained for three units of empirical sciences lesson for 3 months using training multimedia program for an academic semester and control group were totally taught using the traditional method. At the end of the teaching period, educational performance test was administered simultaneously to the experimental and control groups. At the last phase, re-test was conducted on the studied groups in order to examine the rate of memorization of the taught contents using multimedia program after 3 months. The data collection tools were teacher made tests that its validity and reliability were confirmed. Both descriptive and inferential statistics (mean, standard deviation, and T-test) were analyzed with Statistical Package for Social Sciences (SPSS19) software. The results showed an increase as compared to the pre-test (18.18) and post-test scores (16.35) of the two groups; the experimental group obtained significantly higher achievement test than the control group. Also, the retention test scores of the students in the experimental group showed significant difference (p<0.001) than the control group. Multimedia as a new tool in teaching has new skills for change in education and improve teaching and learning and it can promote with appropriate and correct application the quality of education in educational systems.

Instruction and learning play an important role in the twenty-first century which has been named the knowledge society and knowledge economy. The present research seeks to design and implement a blended instructional model based on the theories of Reigeluth, Merrill, and Keller and investigate its effect on students’ learning in a biology course. In this research, the pretest-posttest, quasi-experimental method with control was used. The population consisted of all second year high school students studying at Imam Khomeini High School in the 2013-2014 academic year. Using the random sampling method, the sample was selected and consisted of two classes, one of them as the control group and the other as the experimental group. Reliability of the research was calculated as 0.82 using the split-half method. Abundance, mean and standard deviation from descriptive statistics, and covariance methods were selected from inferential statistics, and SPSS version 20 was used to analyze data. The results revealed a meaningful and significant difference between the learning levels of the experimental group and the control group in a biology course (F1,37=23.808; P<0.01). The group which taught using the blended instructional design model based on the models of Reigeluth, Merrill, and Keller achieved a higher level of learning than the control group. Based on the results, it can be said that the research model has a good fit with real world data. Use of the blended instructional design model based on Reigeluth, Merrill, and Keller’s models in a biology course was more effective than conventional methods. The findings indicate that the blended instructional design model is an effective and efficient method for teaching a biology course.

Nursing is a demanding and stressful profession and puts the health of nurses at risk. One concept that has always been associated with the word ‘anxious’ is called defensive style. Sigmund Freud used this term to indicate how people use mechanisms to protect themselves from psychological trauma. This study investigated the role of spiritual intelligence in predicting the defensive style of nursing students. This descriptive-survey and correlation study included all nursing students at Shiraz University of Medical Sciences who were studying in the 2012-2013 academic year. Of these, 310 were randomly selected by cluster sampling and responded to King Spiritual Intelligence and Defense Style Questionnaire DSQ-40. The collected data was analyzed using Pearson correlation and simple linear regression. The findings indicate that a positive and significant relationship exists between spiritual intelligence and its components [critical existential thinking, personal meaning production, transcendental awareness, and conscious state expansion] with defense styles (P<0.001). Also, the relationship between spiritual intelligence and its components and neurotic and immature defense styles is negative and significant (P<0.001). Results of the regression analysis showed that spiritual intelligence could positively and significantly predict mature defense styles and could negatively and significantly predict immature and neurotic defense styles. Based on the results, it can be concluded that students with a higher spiritual intelligence use less neurotic and immature defense styles and more mature defense styles.

The purpose of this study was to investigate the factors affecting the use of ICT, especially the professional use of ICT during the teaching and learning process. This survey research was based on Kharazmi's teacher’s points of view on the use of ICT in the University. Of the 128 teachers selected from seven departments using convenience sampling method, 118 of them were made to answer the questions in the Likert-type questionnaire. The validity and reliability of the questionnaire were estimated in advance. Data were analyzed using SPSS software version 20, Pearson Chi-Square and ANOVA formula. The results obtained showed that there was a relationship between the teacher's professional use of ICT and the qualification of related instruments during the teaching-learning process (p<0.05, 0.01). However, different levels of satisfaction and approach to professional use of ICT in the departments were found to have no meaningful significance (p<0.05, 0.01). The teacher's age and teaching backup were found to have no meaningful effects on the use of ICT (p<0.05, 0.01). An approach is required for an improvement in teacher's professional use of ICT during teaching-learning process and preparation of qualified ICT facilities.

The Modified Unified Theory of Acceptance and Use of Technology (MUTAUT) was used in this mixed methods study to investigate language learners’ attitudes toward mobile assisted language learning (MALL). Two different student surveys were used to collect data quantitatively. The surveys consisted of 24 and 23 items, respectively, rated on a 6-point Likert scale. Reliability was estimated to be 0.92 and 0.95, respectively. To collect data qualitatively, language learners were interviewed regarding their opinions on MALL. Standard multiple regression and descriptive statistics employing IBM SPSS version 21 were used to analyze the data. Analysis of quantitative data revealed that performance expectancy, effort expectancy, and perceived playfulness were significant predictors of the behavioral intention to use mobile devices, while self-management of learning and social influence were not (p<0.001(. Analysis of descriptive statistics from the second survey showed that language learners have totally positive attitudes toward effectiveness and satisfaction; however, their attitudes about usefulness were somewhat mixed. Analysis of qualitative data generally confirmed the quantitative results. Language instructors should motivate students to use mobile devices to learn, become more autonomous language learners, and manage their own learning.

Development, maintenance, and improvement of entrepreneurial behaviors in students are the focus of Entrepreneurship Education. This study aimed to compile entrepreneurship education topics in paramedical sciences with respect to the labor market and working nature of the intended courses based on the views of professors and students. In this descriptive-analytical study, the views of professors (65) and students (531) from five schools of Shiraz University of Medical Sciences were used to design and compile applicable and scientific topics for entrepreneurship education. A questionnaire containing specialized open-ended and closed-ended questions related to entrepreneurship skills was completed by both target groups and used for data collection. The validity of the questionnaire was approved by expert professors, and its reliability was confirmed by Cronbach's alpha (0.71). Data was analyzed using SPSS (version 19), mean, T-test, and content analysis at a significance level of 0.05 (confidence interval = 95%). This study determined the skills and subsets of each and suggested topics for an educational program. Moreover, it showed that, at a significance level of 0.05, there is a statistically significant difference in the views of professors and students regarding each skill (P<0.001). It is essential and would be efficient to expand entrepreneurship executive programs beyond the current courses to include the basics of creativity and entrepreneurship and courses and seminars with the following contents: writing a business plan, management principles, principles of negotiation and effective communication, teamwork, business launching and management, marketing principles, an introduction to law, financial affairs, and risk management.