e-learning
S;GH Ghasemtabar; akbar momeni rad; Vahid Salehi; R. Salehi
Abstract
Motivation is one of the main factors of learners' success in web-based learning environments. The purpose of this study was the external validation of the motivational model for web-based Teaching with emphasis on the role of the teacher. The proposed model is based on self-determination theory and ...
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Motivation is one of the main factors of learners' success in web-based learning environments. The purpose of this study was the external validation of the motivational model for web-based Teaching with emphasis on the role of the teacher. The proposed model is based on self-determination theory and consists of three main categories (social presence, cognitive engagement, management) and nine sub-categories. In this quasi–experimental study, a pretest–posttest design with a control group was used. The population included all the undergraduate students of Kharazmi University (Karaj campus) in the academic year 2015-2016 Of these, 44 students were selected through a random sampling procedure and were randomly assigned to either of experimental and control groups. Both groups participated in training course of communication skills. The study instrument was Haller’s Situational Motivational scale that assesses four constructs of the self-determination theory (intrinsic motivation, identified regulation, external regulation, and amotivation). For data analyses, an analysis of covariance (ANCOVA) was applied. The results showed that the proposed model can improve the learners' intrinsic motivation in web-based learning environment and can be a basis for teaching in virtual instruction courses.Keywords: web-based learning, self-determination, motivational model
Technology-based learning environments
H. Moradimokhles; J. Heydari; V. Salehi; N. Pouti
Abstract
Interaction element is one of the elements influencing the learning in e-learning environments. This study aimed to compare the effects of computer-based and web-enhanced learning environments on six elements of interaction (student-student, student-teacher, student-content, teacher-teacher, teacher-content ...
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Interaction element is one of the elements influencing the learning in e-learning environments. This study aimed to compare the effects of computer-based and web-enhanced learning environments on six elements of interaction (student-student, student-teacher, student-content, teacher-teacher, teacher-content and content-content) in the process of Occupational Health course.The study was quasi-experimental with pretest-posttest design with a control group. The population of the study included all students of Public Health at Asadabad Faculty of Medical Sciences in the academic year 2015-2016. Of these, 60 students were selected through a random sampling procedure and were randomly assigned to experimental and control groups (30 per group). The first group (control) was taught in a computer- based and the second one (experimental) was taught in a web-enhanced learning environment. The materials and instruments included instructional multimedia and the questionnaire of assessing six levels of interaction with 60 questions in likert scale. Analysis of covariance (ANCOVA) was used to analyze the gathered data. The results showed that there were significant differences between computer-based and web-enhanced learning environments on six elements of interaction (p<0.05). In other words, web-enhanced learning environment is more effective on the six interaction elements in comparison to computer-based learning environment.
