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Interdisciplinary Journal of Virtual Learning in Medical Sciences - Volume:8 Issue: 2, Summer 2017

Interdisciplinary Journal of Virtual Learning in Medical Sciences
Volume:8 Issue: 2, Summer 2017

  • تاریخ انتشار: 1396/06/30
  • تعداد عناوین: 6
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  • Mohammad Reza Sarmadi, Bahman Zandi, Ziba Nouri *, Masoud Gholamali Lavasani Page 1
    Given the importance of knowledge management at university, most scholars believe that the key to the success of knowledge management is the capacities information and communication technology provides in this field. Thus, the present article aims to identify effective factors of information and communication technology on knowledge management in higher education. Research
    Methodology
    this is a qualitative study conducted by content analysis and semi-structured interviews with academics from state universities in Tehran as well as objective sampling in the year 2016. Using an analysis of data resulting from semi-structured interviews and a review of research, background effective factors of optimal use of communication and information technology were identified. Then, they were classified into main and additional categories. Results from encoding and categorical content analysis suggest that hardware and software infrastructures, access to academic databases and electronic networks, access to new knowledge research, retrieval, storage, exchange and processing technologies, and mastery over related software are regarded as effective factors of information and communication technology on knowledge management in the higher education system. Each category covers several subsets.
    Conclusion
    in order to apply the findings of the present research in practice, it is suggested that the establishment of knowledge management system approach be valued in academic environments.
    Keywords: Knowledge Management, Information, Communication Technology, Education, Qualitative Research
  • Mehran Dastorani, Zohreh Khoshneshin * Page 2
    Background
    The present study aimed at investigating the factors that may influence users’ perspectives in technology acceptance in universities of Iran. An extended model of the technology acceptance model (TAM), with emphasis on the impact of internal factors on technology acceptance concerning university teachers’ points of views in Iran was considered in this research.
    Methods
    We conducted a surveyed research on teaches’ points of view on acceptance technology based on TAM at Mashhad university. In this study, the sample was selected using random stratified sampling method from among 5 faculties of the governmental university in Mashhad in 2015. Approximately 150 teachers answered the researcher-made Likert-type questionnaire. The questionnaire validity and reliability were estimated in advance. Data were analyzed by the SPSS software (version 20); Chi-Square and Pearson correlation coefficients formula were also used.
    Results
    The results revealed a relationship between technology acceptance and the survived factors including behavioral intention, perceived ease of use, content quality, system accessibility, subjective norm, and e- learning self-efficacy, which were orderly estimated by 0.323, 0.656, 0.494, 0.258, and 0.624, respectively (P
    Conclusions
    An improvement in the approach to technology acceptance in universities necessitates the modification and reinforcement of the structures and substructures of the equipment concerned with technology.
    Keywords: Technology, Education, Information, Acceptance Process
  • Mojgan Agah Heris *, Nazila Khatib Zanjani, Emelia Mirzamohammad Alaeini Page 3
    Background
    Self-control on Internet usage would be lost in an individual due to exposure to Internet addiction and the individual would experience negative outputs in life. The purpose of the present study is to investigate the relationship between anxiety, physical, and mental symptoms amongst students exposed to and without Internet addiction.
    Methods
    A cross-sectional descriptive study, utilizing self-report questionnaires, was conducted 2016. The statistical community consisted of 17,000 students. The sample consists of 304 students who were selected by applying the cluster sampling method. In this research, two standard instruments Young’s Internet addiction test and Beck’s anxiety questionnaire were used, where the reliability of them were accepted by 10 specialists and the validity of them were calculated by Cronbach Alpha as 0.71 and 0.92. At first, the addiction test was done in order to identify the students exposed to and without Internet addiction. After getting the scores and identifying 2 groups, an anxiety questionnaire was completed by samples. Data analysis was done by use of an independent t-test and ANOVA by SPSSv.22.
    Results
    The results showed that high total grades of anxiety and its subscales (panic, autonomic, neurophysiological, and mental) amongst students who exposed Internet addiction in comparison to other groups (P = 0.001). Furthermore, master students showed high scores in Internet addiction compared to bachelor students (P = 0.003). While there is no significant association between general anxiety, gender, and Internet addition (P > 0.001), age also does not show a meaningful relationship with Internet addiction and anxiety (P > 0.001).
    Conclusions
    The findings showed that there is a significant difference between students exposed to Internet addiction with students without Internet addiction. In reality, the students who exposed Internet addiction reported high grades of anxiety and its subscales (panic, autonomic, neurophysiological and mental). In general, Internet addiction students experienced high level of anxiety and its symptoms.
    Keywords: Internet Addiction, Anxiety, Physical, Mental Symptoms, Students
  • Aref Shahyganmehr *, Fatemah Hazratian Page 4
    Background
    There are numerous ways for blended learning and for appropriate and reasonable establishment of such methods; the use of scientific methods is essential. This study aimed at assessing the establishment of Blended Learning using the ISO 10015 in Tabriz health centers.
    Methods
    The statistical population of this descriptive study included all of the health staff of Tabriz health center during year 2016 and the sample size was set at 285, using the Morgan table. The data collection tool was a 63-item researcher-made questionnaire in five-point Likert scale based on the requirements of ISO 10015. It measured feasibility assessment, design, implementation, and evaluation of blended learning. The questionnaire’s validity was assessed by experts and its validity was calculated by Cronbach’s alpha as 0.95. Descriptive statistics and one sample t test were used to analyze the data.
    Results
    Assessment of the establishment of blended learning indicates that mean scores were calculated for needs assessment at 2.20 ± 0.34, design at 2.1 ± 0.41, implementation at 2.35 ± 0.59, and evaluation at 2.35 ± 0.48 for the implementation of blended learning, which were less than the expected mean (3) and this difference was statistically significant (P
    Conclusions
    These results could be used as the basis of evaluation for providing appropriate infrastructure for the establishment of blended learning.
    Keywords: Blended Learning, Assess, ISO 10015, Health Center
  • Razieh Rahmani *, G. Sheela Page 5
    Background
    Educational systems have adopted e-learning in high quantity all over the world and they are currently concerned about the quality of instruction. Different factors including pedagogical factors, technical factors, content issues, ease of use of e-learning systems, and computer knowledge of the users constitute the quality dimensions. The present study examines the degree of which each dimension affects the achievement in e-learning settings.
    Methods
    The present semi-experimental research was conducted in teacher education colleges affiliated to University of Mysore, India, in 2015 - 2016. Pretest on educational psychology (EP) was administered to 72 students selected through purposive sampling technique. The students were treated through e-learning by the researcher for 16 sessions. EP posttest and E-learning dimensions evaluation questionnaire (ELDEQ) were administered at the end of the intervention. ELDEQ contained 58 questions on the quality of e-learning dimensions and it was constructed based on the evidence from content analysis. Face validity and content validity of the instrument were established through 13 experts in the field of e-content. Confirmatory Factor Analysis (CFA) was adopted to establish construct validity. Cronbach’s alpha above 0.7 indicated the reasonable reliability of the instrument. SPSS 22 and multiple regression were utilized to analyze the data.
    Results
    The results indicated a difference between the effects of various dimensions including content dimension (P = 0.001), technical dimension (P = 0.03), pedagogical dimension (P = 0.02), computer knowledge of the users (P = 0.47), and ease of use of e-learning systems (P = 0.17) on achievement.
    Conclusions
    Based on the results of the study, content dimension is the first and foremost predictor of learning. Pedagogical and technical dimensions were found to be the second and the third significant predictors of achievement, respectively.
    Keywords: E_Learning Quality_Dimensions of E Learning Quality_Content Quality of E Learning_Technical Quality of E Learning
  • Zahra Amouzeshi, Ahmad Amouzeshi, Yahya Mohammadi *, Seddigheh Kianfar Page 6
    Background
    Central venous catheter (CVC) is of extreme importance especially in critical care units. To perform confident CVCs, nursing students should acquire an appropriate theoretical and practical knowledge during their course of study. ELearning is one of the new methods of teaching in medical sciences. The aim of this study was to determine the effect of eLearning on the cognitive learning of senior nursing students concerning central venous catheter.
    Methods
    This is a quasi-experimental study with a one-group, pre-post-test design. The study was conducted in the 2015 - 2016 academic year. A total of 40 students (12 males and 28 females) in the 8th semester were selected through simple randomization sampling method from May to July 2016. Their knowledge about CVC was assessed before and after the intervention using a questionnaire that consisted of 20 areas. After the pre-test was administered, the learning content was presented to the students through the eLearning portal. The collected data were analyzed in SPSS software using paired t-test, independent t-test. The significance level was set at P
    Results
    Paired t-test showed a significant difference (P = 0.001) between the average scores of knowledge before and after intervention. There was no significant association between knowledge scores and age, gender, place of residence, grade point average, clinical experience, experience with CVC, and satisfaction with eLearning.
    Conclusions
    It seems that eLearning can increase students’ knowledge about CVC. Thus, this method is recommended for teaching nursing courses.
    Keywords: E, Learning, Offline, Cognitive Learning, Central Venous Catheter, Student