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Modeling superficial and in-depth approaches to medical students' learning in virtual education based on academic emotions
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Sharareh Khodabakhshi    , Mohammadagha Delavarpoor1 , Shahab Moradi , Ali Mohammadrezaei |
| 1- , mdelavarpour@semnan.ac.ir |
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Abstract: (648 Views) |
Introduction: Assessing and understanding the educational status of students in the context of virtual education in the field of educational psychology is important. Students may show different approaches to learning in different educational settings (virtual, face-to-face). The present study was conducted in this direction with the aim of modeling superficial and in-depth approaches to medical students' learning in virtual education based on academic emotions.
Methods: In this study, students' learning approaches (deep and superficial) in virtual education based on academic emotions were examined. For this purpose, the questionnaire of progress emotions (Pekron et al., 2002), perception of learning environment (Ruff et al., 2001) and the questionnaire of revised two-factor learning approaches (Mokhtar et al., 2010) were distributed among 223 students of Lorestan University of Medical Sciences.
Results: The results showed that superficial and in-depth approaches to medical students' learning in virtual education can be predicted based on academic excitement. Findings also showed that the dimensions of learning have a significant effect on deep and superficial approaches due to positive and negative emotions (p <0.01).
Conclusion: In general, it can be concluded that students' learning approaches in cyberspace along with accurate and specialized planning can have the desired result.
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| Keywords: Educational Psychology, Learning Approach, Academic Emotions, Covid 19 |
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Full-Text [PDF 700 kb]
(218 Downloads)
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Article Type: Original Research |
Subject:
Virtual Medical Education
Received: 2022/06/30 | Accepted: 2022/11/28 | Published: 2024/10/1
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