e-learning
P. Alikhani; M. Rezaeizadeh; R. Shahverdi
Abstract
Background and Objectives: The goal of this study was to assess Shahid Beheshti University’s courseware in terms of technical, instructional, and counseling based on Khan’s e-learning framework through reflection on students’ experiences.Methods: The study used a grounded theory research ...
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Background and Objectives: The goal of this study was to assess Shahid Beheshti University’s courseware in terms of technical, instructional, and counseling based on Khan’s e-learning framework through reflection on students’ experiences.Methods: The study used a grounded theory research design. The statistical population of the study was undergraduate students from Faculty of Education and Psychology who had taken Shahid Beheshti University's courseware. Participants were 32 students that were selected by purposeful criterion-based sampling method. Using semi-structured interviews, information was obtained to achieve the researcher's theoretical saturation. The findings were analyzed using Strauss and Corbin coding methods at open and axial coding levels.Findings: The findings from the analysis of one-to-one interviews indicated that: 1. Loss of information from group discussions; 2. Lack of access to useful resources and links in the courseware; 3. Little information about user/support team participation status; 4. Lack of attention to instructional support to student’s success in courseware; and 5. Inadequate information about the activities of service desk have influenced the motivation and continuous activity in the courseware. Most importantly, these issues affect the users’ attitudes towards e-learning.Conclusion: The study of students' experiences showed that the resource support of the courseware needs more review and attention. Ignoring this dimension of e-learning will create a gap between the potential of technology on learning and its use in practice. In other words, the lack of instructional, counseling and technical support affected users' attitudes towards e-learning. According technology acceptance model, perceived ease-of-use will be affected by usefulness of e-learning system. So that, students will not be inclined to continue their activities using it. Therefore, the present study recommends continuous evaluation of the courseware to identify the behavior pattern of users during the activity in the course and apply the necessary support mechanisms. For example, this goal can be achieved
Emerging Technologies
F. Davari; M. Vahidi-Asl; P. Alikhani; M. RezaeiZadeh
Abstract
Background and Objectives: Oral presentation is a key competence for success in the diverse work environments that academics need. It is recommended as part of a higher education curriculum. The role of technology in improving oral presentation skills and especially facilitating feedback, is significant. ...
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Background and Objectives: Oral presentation is a key competence for success in the diverse work environments that academics need. It is recommended as part of a higher education curriculum. The role of technology in improving oral presentation skills and especially facilitating feedback, is significant. In particular, the combination of serious game and virtual reality is a new area of research that is a modern alternative to traditional skills training. The interactive digital environment, real-time feedback, the realism of the learning scenario, the direct experience, and the persistence of the knowledge gained are some of the virtual reality opportunities for skills training. It should not be overlooked that insufficient budget, negative attitude of users about their physical and psychological condition after experiencing virtual reality, and poor technological design of virtual reality environments are also among the limitations of this technology. However, recent meta-analyzes confirm the influence of virtual reality in learning environments. Accordingly, the purpose of this study was to measure the impact of virtual reality on a serious game with the serious purpose of oral presentation training. Methods: We designed and developed an SG and conducted a quasi-experimental study with a post-test on 32 graduate students. The research question we sought to answer was “to what extent can VR impact the effectiveness of SGs in oral presentation training?” The authors also analyzed the cost-effectiveness of incorporating VR elements. The game focused on three key skills, eye contact, walking around while presenting, and time management. The experimental group played the game with the HTC Vive VR system and the control group played the same game with an HD display, a keyboard, and a mouse. In addition to that, we collected in-game data while players were playing the game. Mann-Whitney U test and Student's t-test were used to compare the two groups. Findings: Results revealed that VR elements did not have a significant impact on the demonstration of the players' eye contact skills but they increased players' tendency to walk around the virtual environment. Analysis of players’ performance regarding time management skills showed no significant difference between the two groups. Conclusion: It is concluded that even though playing the serious game with an HD display, a keyboard, and a mouse can be effective, turning the game into a VR experience would result in further improvement in the demonstration of some of the presentation key skills (walking around while presenting). However, creating a VR experience requires developers to spend more time and resources into developing the game. According to researchers, creating a VR SG for improving oral presentation skills allows for training to be done in the context that it occurs within. Moreover, the VR SG can be effectively used to overcome public presentation nerves. Also, due to the challenging economic situations outside the university and the need to benefit from communication skills and oral presentation, a serious game based on virtual reality can improve the indicators of oral presentation. Achieving this requires higher education attention to interactive technologies such as virtual reality.
Electronic learning- virtual
F. Vardasbi; M. RezaeiZadeh; A. khorasani; P. Alikhani
Abstract
Background and Objectives:Universities play an important role in society. They are centers of innovation, attract and nurture talent, create and share new knowledge, and are of great value in the national and regional economies. Thus, declining government budgets and increasing global competition for ...
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Background and Objectives:Universities play an important role in society. They are centers of innovation, attract and nurture talent, create and share new knowledge, and are of great value in the national and regional economies. Thus, declining government budgets and increasing global competition for qualified staff and students have led universities to provide better conditions for providing education in a variety of ways. On the other hand, communication technologies have paved the way for distance learning by offering new methods of education. Therefore, with the development of the Internet and multimedia technologies and their use in educational programs, a kind of educational model called e-learning has been created. In e-learning, due to the existence of the World Wide Web, all stages of education have benefited from what the Internet has provided. In the web space, a variety of features such as online class notes and lecture materials, dynamic online Q & A systems, classroom preparation for exams, games and real-life simulations for educators and learners are provided. In order to present and manage activities in the e-learning environment, a software program called Learning Management System (LMS) is used, which provides facilities for sharing educational materials, sending notifications related to each lesson, presenting and performing assignments, providing users with online communication with each other, conducting evaluations, and evaluating results. Accessibility is one of the important indicators in obtaining students' and teachers' interest in a courseware. Therefore, the present study aimed to identify the effective factors impacting on the accessibility of Shahid Beheshti University’s courseware. Method and Materials: Accordingly, a qualitative phenomenology research has been implemented. The population of this study is undergraduate students of the Faculty of Education and Psychology of Shahid Beheshti University in Tehran who had an experience of working with the courseware. 15 Participants were selected using purposeful sampling method. Semi-structured interviews were conducted for data gathering until the theoretical saturation was achieved. The findings were analyzed using Strauss and Corbin coding method at two open and axial coding levels. Findings: According to the findings from 15 interviews, six categories including: the weakness of quick access to the content of discussions, the lack of off-line access to the discussions, not suitable access to the content on multiple platforms, lack of ability to display online users, the weakness in access to discussions of the previous groups; and lack of student access to their performance results, were identified. Conclusion: The main result of this research is to highlight the importance of the "availability" indicator for learning management tools and systems and also to determine the factors affecting this important indicator. If the designers and implementers of learning management systems in schools and universities are interested in improving the management function of their curriculum, it is necessary to pay proper attention to these six factors. Processes and components in courseware need to be changed so that they can be "more accessible" to their stakeholders by considering the above six factors. These factors could help e-learning administrators and designers to provide a better and more qualified experience for their students and faculties.
