روانشناسی یادگیری
Mohammad Reza Nili Ahmadabadi
Abstract
The aim of this study was to develop and validate the cognitive load theory was based learning model. Given this overall goal, detailed objectives of research, design an educational model based on cognitive load theory, Internal validation of the learning model based on cognitive load theory, External ...
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The aim of this study was to develop and validate the cognitive load theory was based learning model. Given this overall goal, detailed objectives of research, design an educational model based on cognitive load theory, Internal validation of the learning model based on cognitive load theory, External validation of cognitive load theory -based learning model through its effect on student learning. The population of all the articles that through google search engine and database ebsco, wiley and sciencedirect were downloaded. In this study, purposive sampling method is used. The sample consisted of 25 articles and 4 books. Content Analysis unit in this research was the theme. According to content analysis on the text of 25 articles and 4 books on cognitive load theory, Three-story cognitive load internal , external load and load were optimum. As a result of analysis on the conclusions obtained in three floors , the components of the model were obtained. Finally , as a result of the content analysis performed on articles and books and syntheses and components derived from them , were presented as templates. The results of the internal and external validity of this study has shown that the educational model based on cognitive load theory , the effectiveness necessary to teach students.
روانشناسی یادگیری
Abstract
Abstract: The main purpose of this study was to Investigating the role of thinking styles and Self-efficacy in students' readiness to participate in e-learning courses. The research method was descriptive-correlational. The population of study included all of students of Kharazmi University in year 2013-2014. ...
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Abstract: The main purpose of this study was to Investigating the role of thinking styles and Self-efficacy in students' readiness to participate in e-learning courses. The research method was descriptive-correlational. The population of study included all of students of Kharazmi University in year 2013-2014. Using random method a sample that consists of 250 persons was selected. In order to collect data, Thinking style function and Self-efficacy questionnaires and students' readiness to participate in e-learning scale were used. For analyzing data, descriptive (Mean, standard deviation) and inferential (independent t, correlation and regression) statistics were used. results of Regression testing showed that there is significant relation between thinking styles and Self-efficacy with students' readiness to participate in e-learning courses and students' readiness to participate in e-learning courses can be Predicted Through thinking styles and Self-efficacy. Results of T test showed that there is no significant difference between male and female and Graduate Students with Undergraduate Students In terms of readiness to participate in e-learning courses. Thinking style and Self-efficacy are Effective in students' readiness to participate in e-learning courses.
