THE STUDY OF BLENDED- TEACHING METHODS ON LEARNING, MOTIVATION AND INTEREST IN LEARNING ANATOMY COURSES IN MEDICAL STUDENTS

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ZARABIAN F.

مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic Resources

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Journal: Journal of Research in Medical Education Year:2018 | Volume:10 | Issue:1 Page(s): 63-71

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Title

THE STUDY OF BLENDED- TEACHING METHODS ON LEARNING, MOTIVATION AND INTEREST IN LEARNING ANATOMY COURSES IN MEDICAL STUDENTS

Author(s)

ZARABIAN F. | Issue Writer Certificate

Keywords

TEACHING METHODQ2

LEARNINGQ2

MOTIVATIONQ2

STUDENTSQ1

MEDICALQ2

Abstract

Introduction: Blended LEARNING refers to an educational approach in which combination of two, face to face and web- based LEARNING presented. This study aimed to investigate the effect of the blended LEARNING (web-based and traditional) on LEARNING, MOTIVATION and interest to anatomy course in MEDICAL STUDENTS of Azad University in 1395-1396.Methods: In this quasi-experimental study with a pretest – posttest that was conducted on 120 anesthesia STUDENTS in Azad university, they were selected through census sampling method and divided into experimental and control groups. Experimental group (n=60) receive combination method (face to face & web-based LEARNING) and for control group (n=60) traditional method was used. For evaluating STUDENTS performance in anatomy course a researcher- made questionnaire, also Hermans achievement MOTIVATION questionnaire (1977) and Gholami interest questionnaire (1393) were used. validity and reliability of questionnaires were confirmed by content validity and Kuder- Richardson 0.78,0.890.79 respectively. Data were analyzed using descriptive and inferential statistics (co-variance analysis, kolmogorov- smirnov test) through SPSS.Results: findings showed the effect of combined- LEARNING on academic achievement and achievement MOTIVATION in anatomy course at meaningful level (0.01). With respect to the MOTIVATIONal factors, combined teaching has maximum impact or long resistance (3.38) in pre- test and post- test of experimental group and has no effect on three components of time perception (0.63), foresight (0.77) and attention (0.5) to the eligibility criteria of love.Conclusions: MEDICAL science teachers and education planners with regard to the importance of LEARNING various skills, apply e- LEARNING in training increase personal MOTIVATION and interest in LEARNING.

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APA: Copy

ZARABIAN, F.. (2018). THE STUDY OF BLENDED- TEACHING METHODS ON LEARNING, MOTIVATION AND INTEREST IN LEARNING ANATOMY COURSES IN MEDICAL STUDENTS. RESEARCH IN MEDICAL EDUCATION, 10(1 ), 63-71. SID. https://sid.ir/paper/244446/en

Vancouver: Copy

ZARABIAN F.. THE STUDY OF BLENDED- TEACHING METHODS ON LEARNING, MOTIVATION AND INTEREST IN LEARNING ANATOMY COURSES IN MEDICAL STUDENTS. RESEARCH IN MEDICAL EDUCATION[Internet]. 2018;10(1 ):63-71. Available from: https://sid.ir/paper/244446/en

IEEE: Copy

F. ZARABIAN, “THE STUDY OF BLENDED- TEACHING METHODS ON LEARNING, MOTIVATION AND INTEREST IN LEARNING ANATOMY COURSES IN MEDICAL STUDENTS,” RESEARCH IN MEDICAL EDUCATION, vol. 10, no. 1 , pp. 63–71, 2018, [Online]. Available: https://sid.ir/paper/244446/en

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