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The purpose of present study was to design an instructional environment based on social network and study its effect on students learning and perception of learning environment. Research method was mixed and carried out in two steps. In the first stages with systematic review of literature and principles of constructing learning environment, instructional design was examined by experts in the field of educational technology. Obtained results from experts showed that instructional design based on social network provides significant opportunity for active, interactive and collaborative learning. Also, present a chance for open discussion among classmates with understanding and acceptance of others. In the second stage, instructional design was executed on a small sample in order to study its effect on learning approach variable and students’ perception of learning environment. To examine the variables, pretest-posttest design with control group was used. Collected data were analyzed using t-test, U-Mann Whitney test. Findings showed that instructional design based on social network is a constructive environment for learning and inter personal relation, classroom interaction, guidance, support and classroom management in this approach are significantly higher than control group.

Introduction: Development of advanced learning along with students’ progress is one of the main goals of higher education and learning approaches act as a key concept. Therefore, it is very important to understand how students’ learning approaches change over time. The aim of this study was to investigate the learning approaches of undergraduate nursing and midwifery students during their studies at Bushehr University of Medical Sciences. Methods: This descriptive-longitudinal study was conducted from 2012-16. A total of 76 undergraduate nursing and midwifery students who entered Bushehr University of Medical Sciences were selected by means of census method. Learning approaches of the students were measured using the Persian version of Revised Two-Factor Study Process Questionnaire whose validity and reliability were confirmed. Data were analyzed using descriptive statistics, independent t-test and ANOVA. Results: Findings showed that the majority of students used the deep learning approach (29.81±7.234, total=???) throughout their studying years. However, ANOVA test did not show a statistically significant difference between surface and deep learning approaches scores of nursing (p=0.109, p=0.481) and midwifery (p=0.232, p=0.328) students in terms of the years of study. Although, independent t-test showed a statistically significant difference in employing the surface learning approach in terms of the field of study (p=0.02) and gender (p=0.001). Conclusion: Although deep learning was the dominant approach, there was no change in the students’ learning approaches in higher years of education. Therefore, given the focus of higher education on developing the deep learning approach in students and the importance of medical science fields for society, it is necessary for teachers, managers and educational planners to assess the deep learning approach.

Learning strategies and approaches are those which affect the quality of learning and the students use these strategies during learning to achieve their goals. The aim of this study was comparing the motivational strategies, learning resource management strategies and learning approaches in students of smart and normal schools. It was a causal-comparative study. The research population included all 7th and 8th grade female students of smart and normal high school of Yazd city in the academic year of 2015-2016. The sample consisted of 339 students (172 smart school students and 167 students of normal schools) that were selected using cluster sampling method. In order to measure the variables, Questionnaires of motivational strategies for learning (Pintrich and DeGroot, 1990) and learning approaches (Entwistle and Tait, 2000) were used. The results revealed that there were significant differences among the components of motivational strategies in students of smart and normal schools. Also, there were significant differences in learning resource management strategies and its components among the smart and normal school students. In addition, there were significant differences in learning approaches between normal and smart school students.

The purpose of present study was to design an instructional environment based on social network and study its effect on students learning and perception of learning environment. Research method was mixed and carried out in two steps. In the first stages with systematic review of literature and principles of constructing learning environment, instructional design was examined by experts in the field of educational technology. Obtained results from experts showed that instructional design based on social network provides significant opportunity for active, interactive and collaborative learning. Also, present a chance for open discussion among classmates with understanding and acceptance of others. In the second stage, instructional design was executed on a small sample in order to study its effect on learning approach variable and students’ perception of learning environment. To examine the variables, pretestposttest design with control group was used. Collected data were analyzed using t-test, U-Mann Whitney test. Findings showed that instructional design based on social network is a constructive environment for learning and inter personal relation, classroom interaction, guidance, support and classroom management in this approach are significantly higher than control group. [ABSTRACT FROM AUTHOR]