Interdisciplinary Journal of Virtual Learning in Medical Sciences
Volume:1 Issue: 3, 2011

Locus of Control refers to an individual's perception about the underlying main causes of events in his/her life. Individuals with a high internal locus of control believe that events result primarily from their own behaviour and actions. In contrasts, those with a high external locus of control believe that powerful others, fate, or chance primarily determine events. Some educators believe that human beings who have had independence or autonomy in their life, are more likely to have a more intrinsic locus of control than extrinsic. This research aims to determine whether educational methods applied in payam-e-noor university (as a distance education university) can ultimately change the students’ locus of control orientation. This study aimed to investigate the effects of instructional procedures of Payam-e-noor University (as a distance education system) on the change of students’ locus of control. The Research method was descriptive (survey research). In this study, data were collected based on the paper-pencil scale of Rotter‘s locus of control. The reliability of this scale, was formerly improved by specialists and also Movafagh normalized it in Iran. Moreover, in the present study, the reliability was checked by test-retest methods. The achieved correlation was relatively appropriate (r= 0.75). The statistical population of this study included all students (male and female) of payam-e-noor University, Nahavand branch. The students in their current semester have been enrolled and studied during the semester. Sampling was done using a combined method (simple random and clustering methods). The results of this study indicated that there was a significant difference between junior student’s locus of control compared with the senior student’s locus of control. Also the study revealed that, there was not any significant difference between male and female students’ locus of control. Likewise, the research indicated that there was a significant difference between the students’ locus of control in different academic disciplines in this university. And finally between student’s age and their locus of control there was not any significant relationship. Considering the findings of this study it can be stated that the distant learning program at Payam-e-noor university has a positive effect in changing the student's locus of control, and this change differed in different fields.

Microaneurysms (MAs) are one of the types of retinal lesions. MAs are one of the early signs of diabetic retinopathy (DR), which is one of the leading causes of vision loss. The presence of MA on the surface of the retina can severely affect the eye. Detection of MAs in a large number of images generated by screening images, is a very time consuming, cost – effective, and erroneous process. Therefore it is better to use a modern computer method for the detection of MAs. The aim of this study is to compare the different comparison types of automatic images of the retina in patients suffering from diabetes in order to quickly and accurately categorize and diagnose red colored pathology of the retina (microaneurysms), and the diagnosing diabetic retinopathy (DR) in primary stages. In this study, the region-based MAs diagnostic method was used for differentiating between these pathologies from other regions, and we also used classifiers such as decision trees, support vector machine and Bayesian networks. Therefore, the extracted data from Bayesian networks, must be trained electronically and prepare themselves for diagnosis and detection in the next stages. In the methods, the sensitivity and the features of the categorization method of the mashin bordare poshtiban was 97.5% and 99.9%; the …. Shabakiye method, 96.3% and 99.5%, and the decision tree categorization method, 100% and 98. After comparing the mentioned results, the best diagnosis method was the application of the C4.5 categorizer, and this method is based on decision making trees. This method was completely automatic with the help of a computer and analyzes and diagnosis the images without the interference of the physician. Compared to the clinical diagnosis methods it is more accurate.

One of the most important teaching and learning challenges in the 21 st century is how to train individuals to confront the complex and consistently changing society in the age of information. Extensive developments in science and technology along with the rapid discredit of data and findings requires a kind of education in which students are constantly learning and solving problems, and enjoy confronting changes. This study aims to comparatively assess the level of critical thinking in two groups of students; students who use distant education and students who learn traditionally This study is cross sectional study on two groups, each consisting of 40 final year computer course students, from the Azad Islamic University of Jahrom and the virtual teaching branch of Shiraz University. The collection tool in this study was Watson & Glaizer critical thinking test in two forms of 80 general questions which assesses the following 5 sections: hypothesis recognition, concluding skills, interpretation, explanation, and evaluation skills. Data analysis was done by descriptive statistics such as frequency and percentage, and analytic statistics such as t-test, two ways ANOVA & chi -square with the help of SPSS software. The results showed that most students in the traditional group were 21-22 years old and most of them were female and single. Most of the students had scores between 35-38 in the test. The mean difference assessment of data by t-test showed that score in virtual group is higher than the traditional group and the mean test score showed a significant relationship between scores in the critical thinking test and group teaching.Virtual students were stronger in recognition of pre-assumptions and evaluation and Azad University students were stronger in recognition of pre-assumptions and concluding. but the total score in virtual students was higher than traditional student (p<0.05). considering the critical thinking improvement in virtual teaching and its many advantages such as self esteem, self efficacy and independent learning, we suggest the use of virtual teaching beside traditional teaching, or the replacement of this teaching instead of theoretical courses in future.

Currently, e-Learning is an important concept in higher education and the wide range of universities thus created indicate the world-wide demand and need for learning. With electronic learning, the possibility for "learning without time and place limitations" is provided for students. The present review article is an analysis on the criteria for the quality and effectiveness of electronic learning in higher education based on suitable key words, books, electronic resources and reputed scientific sites. According to these principles features such active learning, learner-centered, interaction, considering individual differences, flexibility, feedback, and evaluation with the help of information and communication technology capabilities, are among the criteria for qualitative and effective learning.

This article is about learning in the virtual space or electronic learning groups which work in the network. Learning in these groups and societies suggest forms of learning that are innately collaborative. In this type of learning, the participants share their understanding of the subject with each other and cooperate with each other and support and help each other in related and goal-oriented processes which motivate them. They challenge higher cognitive and emotional skills. This can occur online in a laboratory, in a play ground, or in a class. collaborative learning is done in various forms. One of these forms is computer-supported collaborative learning (CSCL). Many theories are influential in our understanding of CSCL. These theories are socio-cultural theories, constructivism theory, self regulated learning, situation based cognition, cognitive apprenticeship, problem based learning, and flexibility learning. collaborative tools consist of: Email, computer networks, white board, discussion boards, chat, audio conferences, video conferences, instant messages, etc. computer supported systems are mostly categorized according to time and place tables (simultaneous versus non-simultaneous, face to face versus long distance). Simultaneous tools support simultaneous interaction between group members. Non-simultaneous tools support individual work that help group processes. The ever increasing use of such devices confirm their role in formal, informal and nonformal education. The attractiveness of these tools has lead to the increase of their users and this provides a special opportunity for those in the field of education. This study aims to define collaborative learning and electronic learning societies, and introduce the theories supporting this type of learning and electronic learning tools and their roles in formal and informal education.

Medical students often deal with concepts that cannot be seen and need mental imagination while they are learning their courses. The level of proficiency and apprehension in different people depends on their previous knowledge of the subject, their mental imagination power, and also the applied educational tool. In the recent century, with the growth of computer sciences and its multiple use in people's lives and also in education, educators have tried to benefit from these facilities in order to facilitate and accelerate the teaching of complex scientific subjects such as medical concepts. Medical animations are an example of such educational aids and their application is growing significantly in medical education. Therefore, considering its ever growing use, especially in distant education, more extensive studies need to be done to define the principles of animation application and its level of influence on medical education.