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This study examined the influence of using Instagram on EFL learners' critical thinking in language institutes. The participants were 98 students (40 males and 58 females) studying English at three branches of a language institute in Iran who were 20–24 years old and shared the same L1 which was Persian. They were selected through purposive sampling. Their proficiency in English was checked by administering DIALANG. Based on their scores on DIALANG, two equal groups were formed as experimental and control. As the pretest, California Critical Thinking Skills Test and California Critical Thinking Disposition Inventory were utilised. Afterward, the experimental group were taught in class and via Instagram, while the control group were taught only in class without using Instagram. The treatment lasted for 12 weeks each week for two sessions each session for 2 h. Then the posttest, which included administering California Critical Thinking Skills Test and California Critical Thinking Disposition Inventory was administered. The two groups got nearly the same scores on the pretest which showed their same proficiency level, but, their performances on the posttest were significantly different and the experimental group performed much better than the control group. This study may have implications for teacher trainers, supervisors, teachers, and textbook writers. [ABSTRACT FROM AUTHOR]

Background: Lack of attention to end-users' requirements and preferences may lead to the failure of health information technology (IT) interventions. Identifying users' needs for designing a mobile application can lead to the development of an acceptable intervention. This study aimed to determine the requirements for designing a mobile application to educate and provide needed information to contact lens (CL) wearers.Methods: A qualitative study was conducted on 24 CL wearers and nine eye care practitioners from the three CL clinics in Iran. Data were collected through semi-structured interviews and analyzed using the conventional content analysis proposed by Lundman and Graneheim. Lincoln and Guba's criteria were used to ensure the trustworthiness of the data.Results: The three main categories that emerged from the interviews were mobile application content, mobile application functionalities, and mobile application features. Ten subcategories and 57 sub-subcategories were also identified. It was determined that mobile content should focus on advice and information for optimizing the CL wearing experience and training regarding the use of CLs. Entering information required for self-care, computational capability, interactivity, updates, and reminders were determined as needed functionalities. The participants recommended features for the structure and user interface of the mobile application and information presentation methods.Conclusion: This study identified the information needed to develop a mobile application for CL wearers. This also provides insights regarding required functionalities when applying IT interventions. These findings can be used by CL clinics, developers of health information systems, policymakers, and health planners to design better CL-related care and compliance interventions. [ABSTRACT FROM AUTHOR]

INTRODUCTION: A variety of educational approaches are being used today to improve learning in the field of cardiopulmonary resuscitation. Therefore, the present study was conducted to compare workshop education with education via mobile learning (M-learning) in terms of their efficacy in developing medical students' knowledge and skills about cardiopulmonary resuscitation. MATERIAL AND METHODS: The present study was quasi-experimental performed on 60 interns selected from a university of medical sciences in southwest Iran. Participants were assigned to either the workshop education group (n = 30) or the mobile learning group (n = 30). Before and after the intervention, the knowledge and skills of the participants in terms of basic and advanced cardiopulmonary resuscitation were measured by a questionnaire. The collected data were analyzed using descriptive statistics, Independent-Samples t-Test, Paired-Samples t-Test, and Chi-Square Test in SPSS software v. 22. RESULTS: Education via mobile learning caused a significant increase in the participants' knowledge about cardiopulmonary resuscitation (p < 0.05). However, this method did not result in a significant difference in the participants' skill scores, while the workshop education group showed a significant increase in their cardiopulmonary resuscitation skill scores (p < 0.05). CONCLUSIONS: Our results revealed that education via mobile learning was better in enhancing medical students' knowledge about cardiopulmonary resuscitation. However, workshop education was more effective in developing practical skills in the field of cardiopulmonary resuscitation. Accordingly, educators are recommended to employ a combination of mobile learning and workshop education for achieving better results. [ABSTRACT FROM AUTHOR]

This study utilizing a sequential explanatory mixed-methods design explored the impact of mobile-based dynamic assessment (MDA) on EFL learners' writing skills. Three intact classes (N = 30), including intermediate EFL learners attending a private English language school in Iran, participated in this study. They were evenly divided into two experimental and one control groups. The DIALNG online diagnostic test was used to assess the participants' written proficiency and also as an instrument to collect the pre-and post-test scores. During the treatment sessions, the students were required to complete writing tasks over their Google Docs mobile app shared with the instructor. She provided text- and voice-based mediations to the experimental groups following an interactionist DA using both WhatsApp and Google Docs. Follow-up interviews were conducted to assess the experimental groups' perceptions towards each mediation type. T-test and ANOVA along with the thematic analysis were used to analyze the quantitative and qualitative data, respectively. The findings showed that only the text group's post-test scores significantly improved and there was a significant difference among the three groups in their post-test scores which indicated outperformance of the voice group. The overall results showed that MDA enhances EFL learners' written proficiency as a result of the collaborations between the learners and the instructor using text and voice-based mediation. The thematic analysis of data revealed the participants' satisfaction with both mediation types in terms of being efficient, convenient, and causing less social pressure. [ABSTRACT FROM AUTHOR]

The aim of the present study was to investigate the factors influencing the use of mobile learning in the higher education milieu. The research has used the descriptive survey methodology. The participants in this study were 265 professors at Shahid Beheshti University, Tehran, Iran. These participants were chosen randomly. The data were collected by a questionnaire consisting of 42 questions. The questionnaire was developed through a review of existing literature in this field. The reliability of the questionnaire was measured 0/89, using the Cronbach's alpha with SPSS software. To analyze the data and identify the factors, the exploratory factor analysis was run. The results revealed the factors affecting the use of mobile learning in higher education from the perspective of teachers, including technical and technological factors, Attitude factors, personal factors, skills and knowledge factors. [ABSTRACT FROM AUTHOR]

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Highlights • This paper explores the important factors affecting the acceptance of m-learning in Iran. • Affecting factors are divided into four macro groups: Technological, Pedagogical, Social and Individual. • Mobile devices limitations aren't a barrier in usage of m-learning. • Selection of mobile devices as an educational strategy depends on a combination of pedagogical, technological, social and individual issues. Abstract The increasing usage of smartphones, the increasing acceptance of electronic learning (e-learning), the improvement of the status of mobile networks and global internet as well as the need to flexibility in learning process have been led to the emergence of a phenomenon called mobile learning (m-learning). M-learning is not limited to time and place and it will make the desire of "equal education for all people around the world" comes true. Despite the advantages and opportunities that m-learning brings, it has not been implemented in developing countries (like Iran). The goal of this research is exploring the important factors affecting the acceptance of m-learning in Iran. These factors are divided into four macro groups: (1) Technological, (2) Pedagogical, (3) Social and (4) Individual issues. The purpose of this categorization is to discover the important factors affecting the acceptance of m-learning in both macro and micro scales. Because, it can help the developers to prioritize the issues in order to implement m-learning successfully in Iran. In this regard, a survey was conducted at one of the biggest and oldest universities of technology in Iran. The proposed model has been presented based on the combination of two models of Technology Acceptance Model (TAM) and Unified Theory of Acceptance and Use Technology (UTAUT) and some other factors due to cultural and social structure of Iran. This model has been tested using the new approach called Partial Least Squares-Artificial Neural Network (PLS -ANN), which has the ability to analyze both linear and nonlinear relationships. The results demonstrate that the selection of mobile devices as an educational strategy is depended on the combination of pedagogical, technological, social and individual factors. These results show that perceived usefulness is the most effective factor in acceptance of m-learning in Iran. Also, due to the cultural and social structure of Iran, personal innovativeness has no impact on acceptance of m-learning. Moreover, pedagogical factors are effective on perceived usefulness as well as technological and individual factors are effective on perceived ease of use. Social factors also have a positive effect on perceived usefulness and perceived ease of use. [ABSTRACT FROM AUTHOR]

Background: Students' educational success depends on various factors, one of the most important factor is applying appropriate study methods to achieve this, a mobile educational application called: "Appropriate study and learning practices for students" was designed by the researchers to investigate the effect of using educational mobile application on study habits for students' educational success. Methods: In this quasi-experimental study, 2 groups consisting of 20 and 21 undergraduate students of Radiology at Ahvaz Jundishapur University of Medical Sciences, in the Southwest of Iran were selected as statistical samples which then they were divided into two groups of intervention group (20 persons) and the control group (21 persons). At the beginning of the first half of the academic year of 2017-2018, this application was given to the intervention group. As the next step, at the end of the second semester of the same academic year, the mean of the students final tenn score of intervention group (Who used this app) was compared with the control group (which did not use this app). Descriptive and inferential statistics were run via SPSS version 22. Results: The results of the study showed that this application had a positive impact on students' educational improvement. Accordingly, the mean and standard deviation of the average final score of the students' academic term were 14.65 ± 1.70 for the control group and 16.95 ± 1.36 for the intervention group. These results showed a sigiificant difference between the control group and the intervention group (P<0.001). Also, the results of the study showed that gender had no effect on increasing the mean of students' final term score in both groups (P>0.005). [ABSTRACT FROM AUTHOR]

The field of education has experienced a profound change following the introduction of mobile technology over the last decades, and nursing education is not an exception. This study explored the experiences of nursing students about the ethical concerns regarding the use of mobile devices for learning purposes, that is, mobile learning, in educational and clinical contexts. A qualitative phenomenological study was carried out on nursing students (n = 19) in Saveh University of Medical Sciences of Iran between December 2017 and April 2018. Data were collected through semi-structured interviews with openended questions. Data analysis was done using Colaizzi's 7-step method, revealing four themes and nine sub-themes including: 1) preserving professional dignity (in front of the patient, and the teacher, and preserving academic virtual identity); 2) securing informed consent and respecting personal (the patient's and teachers) autonomy; 3) proper and efficient use (observing the regulations and codes, and making educational use); and 4) avoiding harm (responsible use of class and patient data). It was revealed that using mobile technology in education could raise ethical concerns for nursing students, and this should be emphasized in nursing educational programs. [ABSTRACT FROM AUTHOR]

It is usually the case that learners of English as a foreign language (EFL) are exposed to language materials in class only, and of course in such a short space of time, they do not always find enough chance to practice English grammar features and become aware of their grammar mistakes. As a potential solution to this problem, the current study inspects the impact of using cell phones, specifically text messages (via short message service) as supplementary tools, on Iranian elementary level EFL learners' grammar learning. In the first phase of the study, 60 students aged 14 were randomly divided into experimental and comparison groups. Throughout the 12 weeks of treatment, the participants in the experimental group received 120 text messages containing grammar exercises, whereas the participants in the comparison group received a similar number of vocabulary messages as a placebo treatment and were otherwise treated exactly the same as the experimental group. A researcher-made grammar test was used to estimate whether presenting grammar exercises via text messages has any impact on language learners' grammar learning. The results demonstrated that there was a significant difference (p <0.05) in the grammar learning of the participants who practiced grammar points through text messages and those who did not. The researchers also interviewed various stakeholders, comprising ten students, five parents, the teacher, and the school principal. A qualitative content analysis was carried out to find themes relevant to the stakeholders' beliefs about making use of text messages for learning grammar. The findings suggest that text messages can be useful for learning grammar points, since they engage learners' interest and encourage them to study more in order to text the correct answers when they are outside their classrooms. [ABSTRACT FROM AUTHOR]

Introduction: Chronic kidney disease (CKD) is a challenging health problem. The present study examined impact of self-care education through e-learning on improving kidney function among individuals with CKD.Materials and Methods: The studied population consisted of CKD patients receiving care at 10 centers for treating noncommunicable diseases in Tehran. Three centers were randomly selected and 39 patients with a glomerular filtration rate (GFR) less than 60 mL/min/1.73 m2, minimum education of grade 9, minimum of 2 years of referrals, and computer literacy of the individual or a first-degree relative were included in the study, while 92 patients were assigned into the control group. Changes in GFR were compared after 6 months following an e-learning program for the patients in the intervention group.Results: The mean change in GFR was 7.5 ± 8.9 mL/min/1.73 m2 for the intervention group after the e-learning intervention, while this was -2.3 ± 8.5 mL/min/1.73 m2. The two groups were also significantly different in terms of age, marital status, education level, mean arterial pressure, and serum high-density lipoprotein level, and therefore, multivariable comparison of GFR was made incorporating these factor into the analysis and showed a significant improvement of GFR in the intervention group.Conclusions: According to the results of this study, effects of the e-learning educational intervention on improvement in kidney function and CKD treatment were established. [ABSTRACT FROM AUTHOR]

Background: E-learning and virtual university in the recent years have been among the important applications of information and communication technology in the world, and most famous universities in the field of education development have taken important steps in this regard. For as much as the importance of learning and development in every community and to keep pace with global developments in the field of learning and teaching, becoming familiar with this area and its implementation is necessary. Purpose: The present research aimed to describe the quantity and quality of publication trends of E-learning based on Scopus reports. Methods: This study was conducted on 23805 documents on E-learning published through 2013. The results were analyzed based on date of publication, type of documents, language of the documents, source of publications, subject areas, authors and their affiliations, and the countries involved in developing the articles. Citation indicators formed the second phase of investigation in the present study. Results: With a negligible amount of fluctuation, the number of publications on E-learning has increased steadily over years, with the greatest number occurring in 2012. In Iran, the first article to be found on E-learning belongs to 2002 and the greatest number of articles was related to 2012 (47 documents, 24.6%). Data analysis based on document types indicated that out of the 23805 documents, 11336 (48%) were conference papers and 9548 (40%) were articles. In Iran also, among the 191 documents under study, 92 (48.16%) were conference papers and articles. Moreover, 23077 documents (97%) were published in English and the rest were presented in other languages. The largest number of documents belonged to the United States (6238 documents, 38%), and Shih from Taiwan was the most prolific author. Thematically, the greatest number of documents was produced in computer sciences (11659 documents, 35%). Besides, the largest number of documents was published in lecture notes in computer sciences followed by computers and education. The most cited articles from 1996 up to 2013 included 20 documents on the H-index zone. According to the results, from early 1996 to 2013 (when the data were retrieved), the 23411 documents had received a total of 69939 citations. In Iran, the 191 documents had received a total of 241 citations, implying an average of 1.2 citations per document. Conclusion: The steady growth in publishing E-learning in this period has apparently coincided with development of E-learning. In Iran, however, we witnessed a slow growth in production in this area. [ABSTRACT FROM AUTHOR]

The article aims to explore the attributes of quality and quality improvement including the process and specific actions associated with these attributes - that contribute enhancing quality in Iranian Virtual Higher Education (VHE) institutions. A total of 16 interviews were conducted with experts and key actors in Iranian virtual higher education. A constant comparative analysis was adopted to construct a grounded theory model. Drawing on the experiences and perspectives of key actors and experts closely associated with quality in e-learning, a paradigm model for quality improvement in virtual higher education institutions was developed. The model articulates causal conditions, action/interaction strategies, consequences, contextual factors and intervening environments. Interestingly, quality of learning, i.e. deep learning was the core phenomenon in quality of virtual higher education institutions. [ABSTRACT FROM AUTHOR]

In line with the concept of mobile learning in English Language Teaching (ELT), the aim of this research is to explore how Iranian ELT practitioners take advantage of social media to propose supportive and impactful language learning programs by adhering to persuasive linguistic devices. The research design is nonexperimental and explorative. ELT-related commercial videos and pictures were identified on social media platforms, including Instagram, Facebook, TikTok, and YouTube. We delved into the syntactic and pragmatic features of the data on ELT-related ads to identify the persuasive techniques and strategies these ads resort to for attracting language learners to online classes and services. To analyze the data, the widely-used and acknowledged Cialdini's (The psychology of persuasion, Quill William Morrow, 1984) principles of persuasion are employed. The results manifested that 'reciprocity' and 'scarcity' were the most used persuasive strategies, while 'commitment and consistency' and 'consensus' were the least favorable persuasion principles in these ads. The analysis of the Iranian ELT-related ads indicated that the language used within this context is purposeful and strategic. A contextual investigation of the ELT-related ads on social media can meaningfully contribute to social practices underlying English language pedagogy and digital literacy., (© 2023. The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.)

Recently, higher education systems seek to use network-based and Internet-based information technologies in education, teaching and learning. E-learning in Iran higher education system has been started since 2003, however, its development has been very slow. The present study is a survey research. The participants of the study are faculty members, graduates and PhD students in Agriculture in Bu Ali Sina University. Total number of participants were analyzed ( n = 500). The accuracy of indicators and items in the questionnaire (face validity) has been confirmed by specialists. A questionnaire was used to collect data. Reliability was calculated by using Cronbach Alpha. In this study, Factor analysis is used to achieve the key factors. The results show that deficiency of executives, lack of learners' motivation, infrastructural barriers, restriction of credit, and software and hardware limitations are the main problems in the development of web-based training. At the end of the article, some recommendations are presented aiming to accelerate electronic training in Iran's higher education system. [ABSTRACT FROM AUTHOR]

Aims In regard to the main philosophy of virtual a university that is fundamental changes in instructional area and also roles of teachers and students, the most appropriate approach for designing and implementing virtual universities is an interactive approach. This approach emphasizes the importance of interaction and cooperation in a virtual educational environment. The purpose of this research was to offer a solution for implementing the interactive approach in virtual universities. Methods In this review study it was tried to offer a solution for implementing the interactive approach in virtual universities of Iran by reviewing and analyzing the most important theoretical and research documents available. Electronic search carried out in valid sites and some books with keywords like electronic learning, virtual university forms, virtual university of Iran and interactive approach. Results Application of Web 2.0 and its tools as a new solution for achieveing the interactive approach in virtual universities is defensible; the potentials and tools of Web 2.0 had necessary criteria for developing virtual university with dominance of interactive approach. Conclusion The most important outcomes of using Web 2.0 and its tools (weblog, wiki, podcast and social networks) in virtual university like changing in the role of teacher and student, high quality learning, development of critical thinking skills, creative thinking and problem solving, organizing of cooperative groups and interactive-based environment make the context of designing and implementing interactive virtual university with the axis of interactive approach. [ABSTRACT FROM AUTHOR]

Higher education in Iran is confronting with several challenges; Some of them are increasing demand for education and insufficiency of current programs to meet the growing needs, emerging information age and the necessity of achieving information literacy, speed up in knowledge production and the necessity of development of a lifelong and continuous training system, necessity of considering to user orientation and extending educational justice. It is assumes that a high performance e-learning system can overcome to the mentioned problems. E-learning is main component of educational systems in 21st century. It removes time and place restrictions and creates economical benefits, and makes available lifelong learning opportunity for all. The primary purpose of this study was to identify challenges of electronic learning development in Payam Noor University of Ardabil province of Iran to present feasible solutions for establishing a suitable e-learning system. Descriptive survey design for data collection was adopted in this study. The population of this study was consisted of 600 instructors and faculty members. A sample of 160 faculty member was selected by using random sampling method. Results show that barriers such as incompatibility of contents and methods, skill unavailability, attitudinal hampering, cultural barriers, infrastructural obstacles, encouraging and credit barriers as well as barriers related to incorporating e-learning into traditional education systems were the main challenges of e-learning in the Payam Noor University. Also results revealed that factors such as educational effectiveness in e-learning, policy making, university's technical and social support of e-learning, financial support and expansion of income earning for instructors and faculty members, improving working conditions, foreign language skill and faculty members interest in professional development were the most important factors in developing e-learning in Payam Noor University of Iran. [ABSTRACT FROM AUTHOR]

Aims: Nowadays, widespread use of modern technology and as a result, the need to further education followed by higher costs, has led educational centers and companies to use educational modern solutions. One of these solutions is electronic education, known as E-learning. The purpose of this study is to identify and categorize the characteristics of a desirable E-Learning system from the viewpoint of Virtual Iranian Universities' students based on the Kano model. Methods: This developmental study was conducted on all graduate and undergraduate students of 17 active university E-learning centers in Iran from January to March 2012. Totally, 459 subjects were selected from among 17 virtual Iranian educational centers using simple random sampling method. Excel software and frequency table weighted mean were used to analyze the Kano model. Results: Effective designing, high quality of internet, and easy use factors are respectively the most effective basic factors in creating satisfaction among university students. Likewise, the factors like the lack of anxiety, interaction with lesson contents, self-exploitation, interaction with other university students and masters, and variety in evaluation are respectively the most practical factors effective on the level of students' satisfaction. Moreover, factors of students attitude, flexibility in offering educational content, the quality of educational content, teachers' attitude and their timely answers are respectively the most the important motivational factors affecting the level of students satisfaction. Conclusion: According to the fact that factors like student's attitude, flexibility in offering educational content, the quality of educational content, teachers' attitude and their punctual answers are among the most important motivational factors for students, E-learning (electronic education) institutes must more emphasize on these factors. [ABSTRACT FROM AUTHOR]

This study investigated the superiority of mobile-based collocation words learning in comparison with classical paper-based collocation words learning. 80 students from a high school in Ardabil were chosen randomly. After the pre - test 10 participants were excluded from study, because of their partial knowledge of collocation words. Then they were divided into two groups: mobile-based(n=35) and paper-based(n=35). The pre-test was administered in order to identify the level of participants' prior knowledge of collocation words. The result of pre-test showed that there was no significant differences between the participants . In treatment sessions, the mobile-based group received a list of unfamiliar collocation words via SMS while, the paper-based group received the same list on sheets of paper. After treatment sessions, the result of post -test indicated the superiority of mobile -based group over paper based group. [ABSTRACT FROM AUTHOR]

One of the models presented in e-learning quality system field is ISO 9126 model, which applied in this research to evaluate e-learning system of Amirkabir University. This model system for evaluation, the six main variables provided that each of these variables by several other indicators was measured. Thus, the model parameters as ISO 9126 and turned the questionnaire survey among samples (120 experts and students of Amirkabir University) and the distribution were completed. Based on the results between the electronic learning systems, Amirkabir University with each of the six-factor model of effective, direct and meaningful relationship exist. Also, based on the results, the system of e-learning in Amirkabir University was affected most respectively by maintainability, efficiency, portability, functionality, usability and reliability. [ABSTRACT FROM AUTHOR]

Introduction: Nowadays, we witness the development of computerized healthcare information systems, evidence-based medicine ,and e-learning approach at Medical Universities. Thus, medical students need to have familiarity with computer skills and information technology. The aim of this study was to survey computer literacy in students of general medicine at Ahvaz University of Medical Sciences. Methods: This study was observational ,cross-sectional in nature. The study was conducted in the academic year of 2009-2010 .The sample population consisted of 243 medical, pharmacy and dentistry students. A questionnaire was used for collecting data which were then analysed by SPSS using descriptive statistics.. Results: The results showed that, students' familiarity with computers were low (35%). The most familiarity with computers were the ability to use it in managing files (48%), and the lowest was related to the ability to manage the Windows operating system (19%). Familiarity to use Power Point rated the highest among the other skills (75%), to use Access was the lowest (9%).The students familiarity with the Internet and theWeb were (39%). Students used less advanced methods for searching the information on the Internet. Overall, male students had more computer literacy than female student. Discussion: The students' familiarity with computer literacy was not satisfactory. Therefore, it is necessary to plan educational programs for computer literacy skills at Ahvaz Jundishapur University of Medical Sciences. [ABSTRACT FROM AUTHOR]

Although many researchers have studied different factors which affect E-Learning outcomes, there is little research on assessment of the intervening role of readiness factors in E-Learning outcomes. This study proposes a conceptual model to determine the role of readiness factors in the relationship between E-Learning factors and E-Learning outcomes. Readiness factors are divided into three main groups including: technical, organizational and social. A questionnaire was completed by 96 respondents. This sample consists of teachers at Tehran high schools who are utilizing a technology-based educating. Hierarchical regression analysis is done and its results strongly support the appropriateness of the proposed model and prove that readiness factors variable plays a moderating role in the relationship between E-Learning factors and outcomes. Also latent moderated structuring (LMS) technique and MPLUS3 software are used to determine each variable’s ranking. Results show that organizational readiness factors have the most important effect on E-Learning outcomes. Also teachers’ motivation and training is the most important factor in E-Learning. Findings of this research will be helpful for both academics and practitioners of E-Learning systems. [Copyright &y& Elsevier]

With encompassing power of cell phones and potentials of mobile learning for language teaching/learning, employing cell phones in language learning seems indispensable. Through exploiting the inherent capabilities of such devices this study investigated the efficacy of multimodal representation of L2 vocabularies for 158 pre-intermediate level L2 learners aged 18-23. Since short-term memory plays an important role in vocabulary learning, they were placed into four different short-term memory (STM) ability groups using visual and verbal STM Tests. Also, cell phone-based vocabulary presentations with different annotations, i.e. pictorial vs. written, were adapted to the cell phone screen to render on learners' cell phones via Bluetooth. Finally, the participants took English vocabulary recognition and recall tests. The statistical analysis of the results showed that presenting learning materials with pictorial or written annotations rather than without annotations to learners with high-visual and high-verbal abilities resulted in better learning. Also, presenting learning materials with pictorial annotation to learners with high-visual ability as well as presenting the materials with written annotation to learners with high-verbal ability resulted in better learning. Low-visual and low-verbal ability groups showed better results under no annotation condition. The findings can provide an appropriate model for designing learning materials for L2 learners. [ABSTRACT FROM AUTHOR]

Traditional teaching methods used in medical education couldn't meet the need for keeping pace with up to date information. Present study has conducted in order to compare the effect of lecture and e-- learning methods on nursing students' learning outcomes in the context of Iran. A cross-over design was applied. Study sample was consisted of 32 students which were in third semester of nursing bachelor program and were passing Maternal Child nursing course. The first part of the course was taught using lecture method during first four weeks; an e-learning method was the technique used to educate the remained part of the course during the second four weeks. Students' learning outcomes in each method, opinion toward and participation with both educational methods was assessed. No significant difference was found between students exam scores in both methods. Considering students' opinion toward educational methods, no significant difference was found between two methods in general but students reported better "capability" and "independency" in e--learning method while lecture was obtained higher scores in "effectiveness on learning" and "motivation" characteristics. E--learning can be used in teaching some nursing courses. It is recommended to use e--learning method with appropriate interactive strategies and attractive virtual environments to motivate students. [ABSTRACT FROM AUTHOR]

The purpose of the present study is to determine whether Web-based Writing Instruction (WBWI) has any influence on the writing quality of Iranian EFL learners. Two groups of EFL learners who were studying English in an English Language Institute participated in the experiment. They were enrolled in an advanced writing course. Before instruction, both groups were pre-tested through writing essays. T-test results illustrated significant differences between two groups in writing ability. The experimental group made too many errors and had many writing problems. Both groups studied the same in-class material, and were given the same assignments and assessment. In addition, the experimental group used an online course, which was provided for them through establishing a so-called website, from home. Experimental students posted their points, wrote short essays and posted stories in the comment section of the so-called website. They located information in sites like "Yahoo Movies" and "webMD". They processed their essays and checked their spelling through Microsoft Office Word (2007). At the end of the experiment, both groups were post-tested through writing an essay. ANCOVA results showed considerable differences between two groups. The experimental group made more gains as a result of web-based instruction. They became more proficient, and made few errors. [ABSTRACT FROM AUTHOR]

Introduction: The role of multiple intelligences in effectiveness of e-learning has been investigated in this study. For this purpose, first, the problems of e-learning institutions, the teamwork method and the meaning of multiple intelligences are introduced and then, the model has been represented. It seems that using multiple intelligences in creation and composing the work forces can be beneficial in institutions that are responsible for management of human resources. Conclusion: Considering the structure and nature of activity in e-learning institutions, members can perform their duties in a better way by synergizing through supplementary efforts and unified trending. In other words, the organizational nature of e-learning institutions needs determined systematic structures that cannot be neglected in designing and realizing such systems. None of the components of e-learning organization can work solitary as a routine. In fact, effective and successful functioning for each department' activities is impossible without receiving other departments' help. Cooperation in activities in this organizational approach will oblige the employees to gain a variety of skills. Expansive implementation of skills and abilities of multiple intelligences in teamwork will lead to the high quality of results and services. [ABSTRACT FROM AUTHOR]

Introduction: Employing exclusively electronic learning is not possible for practical and clinical courses. But, using a combination of different educational approaches seems to be sensible. The aim of this study was to compare the effectiveness of mixed method of electronic and small group education with that of small group only method. Methods: Seventy two students of Introductory Clinical Medicine (ICM) course in School of Medicine attended this quasi-experimental study in Isfahan University of Medical Sciences in the year 2008. They were randomly divided into two groups. The experiment group received a CD of Schwartz physical examination a week before running the sessions and they were asked to practice chest physical examination before attending small group training sessions. Chest physical examination skills were taught to both groups using small group training approach, one week later. Students' learning was measured through an Objective Structured Clinical Examination (OSCE) and the scores achieved by each group were compared. Students' viewpoints regarding the mixed method, was asked through a questionnaire. The results were analyzed by SPSS software using inferential statistics such as T-test. Results: The mean score of the test in the experiment group was significantly higher than that of the control group. Also, the mean score for following detailed technical points in examination was higher in the experiment group compared to the control group. Conclusion: Making use of e-learning in the mixed approach facilitates active and deep learning. Despite the difference in the scientific source of the CD and the one used in small groups, a significant effect on learning was observed in the mixed method. Therefore, before providing the needed electronic sources relevant to the curriculum, using the existing sources would be useful. [ABSTRACT FROM AUTHOR]

History tells us that rapid changes bring about many dangers. So, researches can help to decrease these dangers. Higher education will be shaping the global landscape in 2025. As global business grows increasingly borderless and labor markets more seamless, education has become a key determinant of countries' economic performance and potential. Adequate higher education is essential, but the quality and accessibility of secondary and higher Education will be even more important for determining whether societies successfully graduate up continuous improvement ladder. One of these changes in educational system has been the advent of E-learning especially Web-based learning. The most pressing challenge on web-based courses is about how to increase the effectiveness of learning especially for Web-based courses in Iran. The general objective of this study was to identify factors that may influence the effectiveness of Web-based computer courses in Iranian university Elearning centers as perceived by students. Descriptive and inferential statistics were employed on a total of 482 valid responses. This study found that generally four independent variables significantly contribute to the effectiveness of web-based computer courses including: Students' perception toward learning experiences on Web-based courses, Students' perception toward Instructional techniques and tools that students would prefer to use on the Web-based courses, Students' perception toward the extent of used computer applications by the instructor of "programming" or "Introduction to IT" Web-courses in the first semester in 2008/09 and the hours that students spent on computer per week to study the course. The study has contributed new knowledge in the literature of Web-based learning especially for Iranian E-learning centers and creates the need for further researches in this area as well. [ABSTRACT FROM AUTHOR]

Background: The successful implementation of mobile learning is mainly impacted by learners' attitudes to accepting and applying mobile learning systems. Objective: In current study an m-learning application was developed and implemented for university students and their attitude toward adoption and application of m-learning was investigated. Material and Methods: This cross-sectional study was carried out in 2020. The participants were 114 university students in Abadan school of medical sciences. Data were collected by means of a valid questionnaire containing 42 questions in 13 subscales in addition to an open-ended question about positive and negative aspects of the m-learning application. The validity and the reliability (α=0.914) of the questionnaire have been confirmed in a previous study. Results: There was a significant relationship between acceptance and major (p-value= 0.001), mobile usage (p-value= 0.035), and familiarity with m-learning (pvalue< 0.001). The total mean of m-learning application acceptance was 3.95 ± 0.32 which is a good level. Self-efficacy, perceived ease of use, user interface, and behavioral intention to use were respectively the most influencing factors on acceptance of the m-learning application. Mobile device limitation and governmental support were the least influencing factors. According to the students "direct communication with the teacher/instructor" and "Internet disconnection during video teaching" were amongst the positive and negative aspects of applying the m-learning application respectively. Conclusion: The m-learning application was well adopted among the students. Mobile devices limitations are a reason for the students concerns. "Usability features" can be a point for covering mobile device limitations. [ABSTRACT FROM AUTHOR]

Background: Nursing education is mostly conducted through electronic educational programs. We aimed at assessing the Iranian postgraduate nursing students' skills and attitudes regarding the electronic education. Materials and Methods: Ninety-seven postgraduate nursing students were surveyed using questionnaires assessing their individual-social and educational characteristics, electronic education skills, and attitudes toward the electronic education. Results: Scores of the students' skills in using computer and the Internet were significantly associated with gender and the number of hours working with computer and the Internet at home and work. Conclusion: Prerequisites for performing electronic education programs are present at moderate levels in Iran. [ABSTRACT FROM AUTHOR]

• The study investigates factors influencing behavioral intention to use e-textbooks. • In the study, we consider system-independent and human-independent variables. • Attitudinal variables have significant positive effects on the users' behavioral intention to use e-textbooks. With the advent of internet and information systems, the trend on the use of mobile learning (M-learning) in education has a rapid growth. So, the people who live in the media-saturated world have great attention to these new technologies. Therefore, the interaction between human and these technologies is important and considerable. This interaction depends on psychological factors and technology attributes. In this regard, this paper investigates the determinants of users' behavioral intention to use electronic textbooks (e-textbooks) in the agricultural sector in Iran. A joint project between Iran and Japan has been accomplished during a two years period. In the final stage, six workshops were held in a less developed province of Iran. In these workshops, data were collected by questionnaires distributed among the pioneer farmers. Participants were aged 29–52, with a mean of 40. The mean of use of digital devices among participants was 2.17 from 3 and smartphone had the highest use among participants. Among the other variables studied, computer anxiety with the lowest mean and attitude towards the content quality of e-textbooks for agricultural education with the highest mean appeared. Multiple regression methods by SPSS and PLS-SEM along with the correlation coefficient were performed to examine the determinants that promote behavioral intention. The results showed that the perceived ease of use towards e-textbooks, attitude towards the content quality of e-textbooks, and attitude towards using e-textbooks were significantly related to behavioral intention to use e-textbooks. Attitude towards the content quality of e-textbooks appeared to be the strongest factor in making e-textbooks. It is suggested that e-textbooks come with blended learning approaches for the instruction of agricultural content. [ABSTRACT FROM AUTHOR]