Medical Journal of The Islamic Republic of Iran (MJIRI)
Iran University of Medical Sciences
Fri, Dec 27, 2024
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Volume 37, Issue 1 (2-2023)
Med J Islam Repub Iran 2023 |
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Sohrabi Z, Nosrati S, Nouri Khaneghah Z, Ramezanpor E, Ghanavati S, Zhianifard A. A Comparative Study of the Effect of Two Methods of Online Education Based on Sweller'S Cognitive Load Theory and Online Education in A Common Way on the Academic Engagement of Medical Students in Anatomy. Med J Islam Repub Iran 2023; 37 (1) :591-595
URL: http://mjiri.iums.ac.ir/article-1-8670-en.html
URL: http://mjiri.iums.ac.ir/article-1-8670-en.html
Zohreh Sohrabi 
, Sohrab Nosrati , Zahra Nouri Khaneghah , Elham Ramezanpor , Shirin Ghanavati , Akram Zhianifard
, Sohrab Nosrati , Zahra Nouri Khaneghah , Elham Ramezanpor , Shirin Ghanavati , Akram Zhianifard
Center for Educational Research in Medical Sciences (CERMS), Department of Medical Education, School of Medicine, Iran University of Medical Sciences, Tehran, Iran , Nosrati.so@iums.ac.ir
Abstract: (712 Views)
Background: One of the most important indicators of the quality of education and academic achievement is students' academic engagement, and the progress of using online education has fundamentally changed the learning-teaching processes Therefore, the aim of this study was to compare the effect of two methods of online education based on Sweller's cognitive load theory and online education in a conventional method on the academic engagement of medical students in anatomy.
Methods: The present study was a quasi-experimental study with two groups not identical to the before and after design. To collect information, the Shuffle and Becker academic engagement questionnaire with Cronbach's alpha of 0.85 was used. The subject was 104 basic science students. General medicine students were divided by non-random method into two groups of intervention (n = 52) and control (n = 52). After the intervention, a post-test was taken. After collecting data, this data was entered into SPSS software version 24.
Results: The results of the independent t-test showed that there is a statistically significant difference between the mean scores of academic engagement in the control and intervention groups after the intervention and also, the results of the dependent t-test showed that online teaching of anatomy course based on Sweller's cognitive load theory has a positive and significant effect on medical students' academic engagement.
Conclusion: Considering the results of this study and the significant effect of online education based on cognitive theory, it is suggested that teachers and educators be educated about the basic principles of load cognitive theory so that they can apply these principles due to the limited capacity of active memory.
Methods: The present study was a quasi-experimental study with two groups not identical to the before and after design. To collect information, the Shuffle and Becker academic engagement questionnaire with Cronbach's alpha of 0.85 was used. The subject was 104 basic science students. General medicine students were divided by non-random method into two groups of intervention (n = 52) and control (n = 52). After the intervention, a post-test was taken. After collecting data, this data was entered into SPSS software version 24.
Results: The results of the independent t-test showed that there is a statistically significant difference between the mean scores of academic engagement in the control and intervention groups after the intervention and also, the results of the dependent t-test showed that online teaching of anatomy course based on Sweller's cognitive load theory has a positive and significant effect on medical students' academic engagement.
Conclusion: Considering the results of this study and the significant effect of online education based on cognitive theory, it is suggested that teachers and educators be educated about the basic principles of load cognitive theory so that they can apply these principles due to the limited capacity of active memory.
Type of Study: Original Research |
Subject:
Medical Education
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