Motivation and Learning
fateme rashidipour; Omid Shokri; Jalil Fathabadi; Hossein Pourshahriar
Abstract
The aim of this research was to develop a comprehensive motivational design program for students. Employing a mixed-method approach using an explanatory sequential design, we integrated the six-step process of intervention mapping, theories on motivation, volition, and performance (Keller's, 2018), along ...
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The aim of this research was to develop a comprehensive motivational design program for students. Employing a mixed-method approach using an explanatory sequential design, we integrated the six-step process of intervention mapping, theories on motivation, volition, and performance (Keller's, 2018), along with commonly utilized components in motivational interventions. As a result, a "motivational design" training package was formulated for students. This finalized educational program was implemented across ten virtual sessions, each lasting two hours, in a virtual way for the experimental groups. The program's effectiveness was assessed through a quasi-experimental study employing pre-test and post-test design and control group. Based on the results obtained from the qualitative part of the research, the components of enriching attention skills, perceived communication, competence and perceived academic self-confidence, satisfaction and self-regulation processes, problem solving and time management were the basis for shaping the content of the comprehensive program of motivational design. Moreover, quantitative outcomes from a simple mixed variance analysis indicated that the motivational design program effectively enhanced facilitative behaviors conducive to a health- Oriented academic lifestyle, mitigated behaviors hindering such a lifestyle, and bolstered academic coping strategies. In conclusion, this study underscores that the motivational design program through strengthening concentration, attention and interest, improving positive thinking strategies, adaptive emotion management strategies, correcting goal orientations and ineffective attributions and enriching cognitive and metacognitive skills of self-regulation, was effective in improving learners' motivational profiles
Mohammad Sharifi; Jalil Fathabadi; Omid Shokri; Shahla Pakdaman
Abstract
The purpose of this study was to investigate the effectiveness of e-learning in comparison to face-to-face education in in different educational systems of Iran. The method of this research is meta-analysis and the statistical society includes articles with a scientific-research rank published in the ...
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The purpose of this study was to investigate the effectiveness of e-learning in comparison to face-to-face education in in different educational systems of Iran. The method of this research is meta-analysis and the statistical society includes articles with a scientific-research rank published in the national databases. In order to collect information, after a systematic review of the studies conducted on the basis of the criteria for entry, 45 studies were selected and the data were collected in a meta-analysis checklist. In order to analyze the data, sensitivity analysis, funnel, fixed and random models and heterogeneity analysis were used using CMA2 software.The results of data analysis showed that e-learning has a higher effectiveness than face-to-face training, so that after the removal of outlier data, and the combined effect size of 45 studies is equal to .483 According to Cohen's criterion, this amount represents an average effect size. Also, the results showed that in researches that the subjects of the research were students, the dependent variable was of skill type, and sampling method was randomized, the effectiveness of e-learning was greater. Based on the findings of this study, it can be concluded that e-learning can be a suitable alternative for face-to-face education.
