The web-based conversational environment has been effective for medical education. The purpose of this study was to determine the components of the localized Web-based conversational learning environment and investigating its effects on the levels of learning and academic motivation among medical students. Qualitative method was used to specify the components of the conversational learning environment design. Then, with a quasi-experimental method the impact of the model was determined on learning levels and academic motivation. To measure the levels of learning a test and to determine the academic motivation as well as the attitude, skill levels and the time of using the web and the internet (moderating variables) a questionnaire were used. To analyze the data, at the first stage coding and then at the second stage descriptive and inferential statistics (T-test of independent groups and multi-variable regression analysis using the step-by-step method) were used. The obtained pattern was characterized by eight components in three levels with five strategies. A quantitative analysis of the data showed that the model was effective at the levels of learning (p = 0.03). The difference between the mean score of the experimental and control group (p = 0.02) was significant and indicates its effect on the students' educational motivation. It is concluded that a web-based interactive and learner-centered learning environment following local components, in addition to being effective at high-levels of learning, also increases the motivation for academic learning.
Localizing Web-based Conversational Learning Environment and investigating its Effects on Medical Students’ Learning and Motivation
Journal of research On Issues of Education, No. 59, 2019
90 - 107
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