The effectiveness of lectures and e-learning education on cognitive taxonomy based on theory Bloom

Taheri, Majid; Abbasi, Mahmoud; Mohammadi, Mehri; Mohammadbeigi, Abolfazl; Jokar, Abolfazl; Mokhtari, Mohsen; Almasi-Hashiani, Amir

Document Type : Original Article

Authors

¹ PhD Candidate in Medical Sociology, Medical Ethics and Law Research Center, Shahid Beheshti University of Medical Sciences, Tehran, Iran

² Medical Ethics and Law Research Center, Shahid Beheshti University of Medical Sciences, Tehran, Iran

³ Medicalist, Arak University of Medical Sciences, Arak, Iran

⁴ PhD, Research Center for Environmental Pollutants, Qom University of Medical Sciences, Qom, Iran.

⁵ Associate Professor, Arak University of Medical Sciences, Arak, Iran

⁶ M.Sc., Khomein Health Center, Arak University of Medical Sciences, Arak, Iran

⁷ PhD Candidate, Department of Epidemiology and Reproductive Health, Reproductive Epidemiology Research Center, Royan Institute for Reproductive Biomedicine, ACECR, Tehran, Iran

Abstract

Background & Objectives: Electronic learning is a pre-constructed and programmed use of electronic system and computer for supporting the process of learning. This study aimed to investigate the effect of electronic education on cognitive learning of health pratitioners and compares this new education with traditional one in research methodology in Arak University of Medical Sciences in 2014.
Materials & Methods: This was a quasi-experimental study with a pre-and-post test design. All of health practitioners of Arak University of Medical Sciences (60 people) were chosen as the study sample, and randomly divided into two, conventional and web-based groups. The intervention method for the first group was a 3-days workshop on research methodology and for the second group it consisted of a web-based education course on same subject. The students’ knowledge in both groups was measured at the beginning and end of each course with pre and post tests and the scores was compared through paired T- test.
Results: The cognitive learning is measured with 81% significance in pre and post-test processes (p=0.001). We use the descriptive statistics indexes and T-test to understand the data with purpose of statistics analysis and hypothesis test. The result shows that electronic education in cognitive learning is successful. There is significant different between students with electronic education and traditional one. In addition electronic education increases student’s knowledge (p=0.001) and understanding (p=0.001). Ability of analysis and assessment in students who pass electronic learning is very high in comparison with those who don’t pass it.
Conclusion: Using web-based education as a training method causes promotion of student’s cognitive learning and paves the way for using this method along with classic training methods in research methodology. A combination of the mentioned factors is effective on e-learning for higher education.

Keywords

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Journal of Sabzevar University of Medical Sciences

The effectiveness of lectures and e-learning education on cognitive taxonomy based on theory Bloom

References

References

Volume 24, Issue 6
March and April 2018
Pages 95-102

The effectiveness of lectures and e-learning education on cognitive taxonomy based on theory Bloom

References

References

Volume 24, Issue 6March and April 2018Pages 95-102

Volume 24, Issue 6
March and April 2018
Pages 95-102