جستجوی مقالات مرتبط با کلیدواژه « e-Learning Model » در نشریات گروه « پزشکی »

This research was conducted with the aim of "presenting an e-learning model in the educational system and examining it from an ethical perspective".

In this study, a sequential combined exploratory method was used. In order to identify and extract the effective components and indicators, the fuzzy Delphi technique used was decided based on the agreement of the experts on the effective indicators and components. In order to analyze the data from the binomial test to confirm the components of the model by the study population, prioritization of components and indicators using Friedman test, weighting of indicators by the weighted average method was presented. In the quantitative part of the research, to evaluate the internal and external validity of the model, a researcher-made questionnaire was obtained.

The result of prioritizing the components showed that the highest rank is related to "learning outcomes and individual effects" and the lowest rank is related to "interaction". Therefore, it can be concluded that the most important priority in the e-learning system is positive individual results and effects, and the lowest priority in the e-learning system is interaction. The weighted average method was used to calculate the weight of each indicator. Component weight The weight of the component "Learning Outcomes and Individual Impacts" in the e-learning model of the country's education system was higher than other components.

Therefore, according to the study population (professors and students), e-learning has a relatively high impact on learning and individual effects on the country's education system.

One of the most important aspects involved in the attention deficit hyperactivity disorder (ADHD), is academic performance. This study provides the e- learning validated model for learners with ADHD.
This is a mixed method study. In the qualitative phase, 41 in- depth interviews conducted. The interviews were analyzed using content analysis. The e- learning method was developed in a quantitative phase. In this phase, the sample size was 41 people. In the validating phase, the sample size was 31 people. There were 15 people in each the control and case groups, that ethical issues were considered. The participants filled the questionnaires of inventory of school motivation (ISM) and the questionnaire of academic achievement in both the pre-test and post-test.
Findings: The five main elements including analyzing, designing, delivery, supporting, and evaluation were extracted in qualitative phase. In addition, the e- learning model was developed in qualitative phase. The mean score increased in academic motivation in examination group, in post-test (P The electronic based training method, increase both the academic motivation and achievement of the learners with the ADHD.

One of the most important aspects of ADHD is the academic performance and learning. There is little cognition about effective educational interventions that can lead to improving academic performance of patients. This study aims at improving the development and learning motivations providing e-learning validated models for learners with ADHD.
The study was conducted using a mixed method. 41 qualitative in-depth interviews conducted using field and coding analysis and e-learning model was developed in the quantitative phase. 30 samples with targeted manner and taking into account factors of research and obtaining consent for studying were placed in 2 groups of 15 individuals who were relatively and homologically controlled and trialed. Based on the design content, participants were equally distributed in each group. Completion of the ISM questionnaire in the two stage of pre-test and post-test, and the questionnaire of academic achievement in the form of the post-test were administered.
5 component of analysis, design, deliver, support and evaluation were identified in the e-learning model in the e-learning model in qualitative phase and the final model was designed.Average paired t-test results in the pre-test and post-test academic motivation in the examination group showed significant statistical increase from 2.857 to 3.044 (p Electronic based training method leads to increase in the academic motivation and achievement of learners with ADHD.