Volume 12, Issue 7 (10-2012)                   Iranian Journal of Medical Education 2012, 12(7): 508-517 | Back to browse issues page

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Borhani F, Vatanparast M, Abbaszadeh A, Seyfadini R. The Effect of Training in Virtual Environment on Nursing Students Attitudes toward Virtual Learning and its Relationship with Learning Style. Iranian Journal of Medical Education 2012; 12 (7) :508-517
URL: http://ijme.mui.ac.ir/article-1-1449-en.html
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Abstract:   (13586 Views)
Introduction: It is impossible to be successful in virtual training unless we consider individuals’ viewpoints toward it. Despite this fact, less attention has been paid to students’ attitudes at the end of a virtual course in the published studies. This study investigates the effect of a virtual training course on the students` attitudes toward virtual education and its relationship with learning styles. Methods: This was a quasi-experimental study based on pre- and post- tests. Study population included undergraduate nursing students of second semester entered to Razi Faculty of Nursing and Midwifery of Kerman University of Medical Sciences in year 2009 and were studying the course titled “fluid and electrolyte disorders”. Students were divided into two groups of traditional or virtual learning, randomly. Course content was presented to the virtual group via website while traditional group were taught in classroom. Students’ attitudes toward virtual education were collected via a researcher-made questionnaire. Their learning styles were assessed by Gaziano & Liesen questionnaire. Data was analyzed by descriptive statistics (mean, standard deviation, and frequency distribution) and analytical statistics (independent t-test and paired t). Results: Before training, the mean score (out of 5) of attitude toward virtual education was 3.19±0.48 in virtual group and 3.21±0.33 in traditional group the difference between mean scores was not significant. At the end of the semester, the score was 3.55±0.45 for virtual group and 3.21 ± 0.46 for traditional group which showed a statistically significant difference (p=0.03, t=2.15). The results of ANOVA revealed no significant relationship between learning style and attitude toward virtual training (p=0.07). Conclusion: This study showed that passing a virtual training course could improve students’ attitudes toward virtual education. There is no difference in attitude toward virtual education among people with different learning styles.
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Type of Study: Original research article | Subject: E-learning
Received: 2011/02/12 | Accepted: 2011/10/31 | Published: 2012/10/15 | ePublished: 2012/10/15

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