Health Education
majid yosefi afrashte; shamsi rezaei; taraneh sadeghi
Volume 28, Issue 2 , May and June 2021, , Pages 287-293
Abstract
Introduction: Educational well-being and educational fascination are important variables in the field of education and learning that need to be recognized for their underlying factors. Therefore, the aim of this study was to determine the relationship between learning approaches and educational well-being ...
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Introduction: Educational well-being and educational fascination are important variables in the field of education and learning that need to be recognized for their underlying factors. Therefore, the aim of this study was to determine the relationship between learning approaches and educational well-being and educational fascination. Materials and Methods: In this descriptive correlational cross-sectional study, a sample of 244 Zanjan medical sciences students was selected by convenience sampling and proportional sex sampling from five fields of study in 1397.Data were collected through the Learning approaches Questionnaire from the approaches and Study Skills Questionnaire for Tait and Partners, the Salmela-Aro & Upadya educational Well-being Questionnaire, and the Martin and Jackson educational fascination Questionnaire (2008). Data were analyzed using Pearson correlation coefficient. Results: The results showed that the correlation coefficient between academic well-being and deep approach was 0.56, with surface approach -0.31 and and with strategic approach was 0.16. Also the correlation coefficient of academic fascination with deep approach was 0.61, with surface approach -0.25 and with strategic approach 0.22. All these coefficients are significant at the error level of less than 0.05. Conclusion: It seems to increase educational well-being and Facilitate students' fascination experience Promoting their learning approach from surface to deep can be a useful and effective solution.so, it is necessary to promote studying and learning approaches through educational interventions.
MohammadReza Sarmadi; Iesa Ebrahimzadeh; Hossein Zare; Mitra gharib; AmirHossein Emami; atosa gharib
Volume 17, Issue 3 , September and October 2010, , Pages 169-179
Abstract
Background and Purpose: Critical thinking is a high priority outcome of higher education. With the ever-increasing spread of virtual courses, enhancement in the critical thinking in distance learning has become the center of attention for the stakeholders. The present study was conducted to qualitatively ...
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Background and Purpose: Critical thinking is a high priority outcome of higher education. With the ever-increasing spread of virtual courses, enhancement in the critical thinking in distance learning has become the center of attention for the stakeholders. The present study was conducted to qualitatively examine the experiences of teachers and students in teaching and learning critical thinking in medical education. Methods and Materials: In this qualitative study, 7 E-teachers and 11 postgraduate E-students of medical education were interviewed using a semi-structured method. All interviews were tape-recorded, transcribed and then analyzed through constant comparison based on Strauss and Corbin's method. Results: Three themes were identified in this study; nature of critical thinking, critical thinking within the framework of medical education discipline; and the teaching-learning process of critical thinking in the virtual environment. Conclusion: The participants’ experiences indicated that the learning-teaching of critical thinking in virtual education is affected by teaching strategies, the features of course management software, creation of a learner-centered environment and the role of critical thinking as one of the objectives of curriculum and evaluation.