Educational Technology Psychology
F.Z. Naeemi Hoseyni; H. Zare; M. Hormozi; M.H. Kaveh; F. Shaghagi
Abstract
Maintaining students’ academic motivation and satisfaction influence their academic achievement. The main purpose of the study is to determine the effects of blended learning on students’ academic motivation and satisfaction. This is a quasi-experimental study and a total of 34 psychology ...
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Maintaining students’ academic motivation and satisfaction influence their academic achievement. The main purpose of the study is to determine the effects of blended learning on students’ academic motivation and satisfaction. This is a quasi-experimental study and a total of 34 psychology juniors at Tehran Payame-Noor University, who had enrolled in the "Psychopathology 1" course for the first time, were selected as the sample group. Eighteen students participated in the blended learning program and sixteen students participated in the lecture-based program. Classes were randomly divided into the intervention and control groups. Students’ motivation was measured by the short form of Mc Inerney and Sinclaire school motivation questionnaire (1372) and their satisfaction was determined by direct multiple choice questions after instructional programs. The same questions were used for both groups in pre-test and post-test stages. Statistical analysis was done by Mann-Whitney test, Wilcoxon test and t-test. It was shown that in comparison to lecture-based instruction, blended learning increased students’ academic motivation (p<0. 001) and satisfaction (p<0.001).
Electronic learning- virtual
S.M. Abdollahi; B.E. Zamani; E. Ebrahimzadeh; B. Zandi; H. Zare
Abstract
Main purpose of this research is to comparative study of point of views of faculty members and administers Isfahan university about major barriers of faculty participation in e-learning courses. Second purpose of this research is to study probably relations between these barriers h n order to suggest ...
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Main purpose of this research is to comparative study of point of views of faculty members and administers Isfahan university about major barriers of faculty participation in e-learning courses. Second purpose of this research is to study probably relations between these barriers h n order to suggest some advises for rising level of faculty collaboration on this field. Type of this research is qualitive -quantitive. At the beginning of research, researcher designed a conceptual model based on literature and classified deterrents on three groups include personal, attitudinal and contextual inhibitors. Then, a researcher-made inventory provided based on this model and distributed on a sample include 50 faculty members of educational groups which present virtual courses in this university. Method of sampling was census. Friedman analysis Result indicated between the barriers, contextual inhibitors have the most inhibition against faculty participation. In qualitive part of research, researchers performed some semi-structured interview with five administers who were supervisor of holding courses. Analysis of this part was done by coding and categorization of interviews. Result of comparative study indicated being of contextual inhibitors reinforce effect of personal and attitudinal inhibitors.
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