Motivation and Learning
fateme rashidipour; jalil fathabadi; Hossein Pourshahriar
Abstract
The aim of this study was to developing a comprehensive motivational design program for students. In this mixed study of the type of explanatory sequential design, the six-step process of intervention mapping, motivation, volition and performance theory (keller, 2018), as well as frequently used components ...
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The aim of this study was to developing a comprehensive motivational design program for students. In this mixed study of the type of explanatory sequential design, the six-step process of intervention mapping, motivation, volition and performance theory (keller, 2018), as well as frequently used components in motivational interventions were used and the training program "motivational design" was developed for students. The final version of the educational program was implemented through 10 sessions and each session was two hours, in a virtual way for the experimental groups. The effectiveness of this program was investigated with a quasi-experimental research with a pre-test-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. In addition, the results of the statistical method of simple mixed variance analysis showed that the motivational design program was effective in increasing the behaviors facilitating the health-oriented academic lifestyle, reducing the behaviors inhibiting the health-oriented academic lifestyle, and improving the academic coping behaviors. The results of the present study showed 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 the motivational profile of learners.
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.
