eng
Mashhad University of Medical Sciences
Future of Medical Education Journal
2251-8347
2251-8355
2017-12-01
7
4
3
8
10.22038/fmej.2017.24430.1153
9511
Investigating the Rate of Adaptation between the Courses of Radiation Technology and Job Requirements from the Perspective of Graduates
Hasan Zarghani
hmedicalphysics@gmail.com
1
Mina Shahbeiki
2
Mohammad reza Raeisoon
raeisoon49@gmail.com
3
Zahra Khoshravan
4
yahya Mohammadi
y_mohammady_29@yahoo.com
5
Department of Medical Physics, Faculty of Medicine, Birjand University of Medical Sciences, Birjand, Iran
Student Research Committee, Birjand University of Medical Sciences, Birjand, Iran
Department of Social Medicine, Faculty of Medicine, Birjand University of Medical Sciences, Birjand, Iran
Student Research Committee, Birjand University of Medical Sciences, Birjand, Iran
Education Development Center, Birjand University of Medical Sciences, Birjand, Iran
Introduction: the experts of radiology play a crucial role in the treatment programs of the patients in hospitals. Therefore, in order to recognize the needs, the experts’ opinion should be obtained about whether the educational program meets the job requirements or not. The purpose of the present study is to investigate the rate of adaptation between the courses of radiation technology and job requirements from the perspective of graduates Method: This is a descriptive analytical study, conducted on 59 graduates of radiation technology working in the hospitals affiliated with Birjand University of Medical Sciences, 2016.The data were collected via questionnaire that included two parts: demographic information and the questions about the extent to which basic and specific course content is used. The answers were in three scales (low, medium, high). The validity of the questionnaire was confirmed by experts of medical education. The reliability was assessed byCronbach's alpha (82%).The data were analyzed by SPSS 16 and descriptive data (frequency and percentage) and independent-t were utilized. Findings: in accordance with the results, the perspective of the associate degree graduates about the adaptation of basic courses with job requirements was that the content of the courses of anatomy, bones and joint 1 and 2 was most adapted (87.5%) and the content of general physics course had the last adaptation (17.7%). From the perspective of the experts, the content of the anatomy course (3) (skull, brain, nerves) had the highest level of adaptation (82.9%) and statistics course had the least (13.3%) with the job requirements.Furthermore, associate degree graduates mentioned that among the main courses, the content of radiographic methods course 1 and 2 had the highest adaptation (100%) and the content of Hospital Internship 1 (4.2%) had the least adaptation. From the perspective of the experts the content of radiographic methods course (2 and 3) had the highest adaptation (97.1%) and the content of medical ultrasound course had the least (20%) adaptation to the job requirements.In addition, there was no difference in basic courses from the viewpoints of associate degree graduates and experts, however, there was a significant difference in the specialized courses (p Conclusion: Regarding the results of the present study, the content of educational courses of radiation technology field is not thoroughly adapted to the job requirements of the students. Therefore, it is recommended to review and modify the curriculum in order to provide the job requirements.
https://fmej.mums.ac.ir/article_9511_31258fb097bcc44b8da64bb8e7f7abb7.pdf
Key words: adaptation of educational material
radiology technology
job requirements
graduates
eng
Mashhad University of Medical Sciences
Future of Medical Education Journal
2251-8347
2251-8355
2017-12-01
7
4
9
14
10.22038/fmej.2018.24107.1150
10066
Effective factors on desirable quality of advisory services from perspective of students and academic advisors
Elahe Ramezanzade Tabriz
e.ramezanzade@gmail.com
1
Aghadas Saadati
2
Zahra Alizade Mehdi-Mahale
3
Arezo Orooji
4
Nursing Department, Faculty of Medical Sciences, Neyshabur University of Medical Sciences, Neyshabur, Iran.
Nursing Department, Faculty of Medical Sciences, Neyshabur University of Medical Sciences, Neyshabur, Iran.
Students Research Committee, Neyshabur University of Medical Sciences, Neyshabur, Iran
Department of Basic Medical Sciences, Neyshabur University of Medical Sciences, Neyshabur, Iran
Background: Academic consultation will help students in achieving educational goals and success. The aim of this study is to investigate the factors affecting desirable quality of advisory services from the perspective of students and academic advisors. Methods: This study is a cross-sectional study. 25 academic advisors and 318 students were chosen using convenience sampling of Neyshabur University of medical sciences. Data were collected by self-designed questionnaire and analyzed using descriptive and inferential tests including Mann-Whitney, Kruskal, Wallis, Chi-Square tests with SPSS software version 16. Results:In an evaluation of effective factors on quality of advisory services, "mutual respect between advisors and students" was determined as a most important factor from the academic advisor's point of view. However, from the view of the students, "academic advisor's communication skills" had highest priority. Conclusions: It is suggested that academic advising can be improved by holding consultation workshops and training courses, encouraging advisors for cooperating better, student's awareness of academic adviser's duties, and mutual respect.
https://fmej.mums.ac.ir/article_10066_b282dec5086e0e791666c645d8246054.pdf
Keywords: Academic advisor
Students
advisory system
eng
Mashhad University of Medical Sciences
Future of Medical Education Journal
2251-8347
2251-8355
2017-12-01
7
4
15
19
10.22038/fmej.2018.26769.1170
10171
A Comparison between Knowledge of Medical Students and Graduates at Birjand University of Medical Sciences concerning Zoonoses (Crimean-Congo fever, brucellosis, and rabies)
Azade Ebrahimzade
mr14436@yahoo.com
1
Khaironnesa Ramazanzade
kh.ramazanzade@yahoo.com
2
Infectious Disease Researches Center, Birjand University of Medical Sciences, Birjand, Iran
Cardiovascular Diseases Research Center, Birjand University of Medical Sciences,Birjand,Iran
Abstract Background and Aim: Although it is the twenty-first century, the leading cause of mortality in several countries still resides with infectious diseases. From among the infectious diseases, zoonoses, gain double importance because of their epidemiologic control nature. This study aimed to compare knowledge of medical students and graduates concerning zoonoses diseases. Methodology: In this descriptive-analytic study, 73 medical students and 58 participated who were selected by the census. To assess the participants’ knowledge of zoonoses at the four levels of clinical symptoms, transmission, diagnosis and prevention methods, a researcher-made questionnaire was devised according to Diseases’ Management and Prevention Booklet of the Ministry of Healthcare and Medical Education upon supervision by infectious disease specialists. It had two sections: demographic characteristics and knowledge about the three diseases. The obtained data were analyzed in SPSS using t test. Findings: Students’ mean scores about brucellosis, Crimean Congo, and rabies were 13.88 ± 2.47, 13.2 ± 2.16, and 11.11 ± 2.42 respectively, while those of the graduates were 14.29 ± 2.33, 13.91 ± 2.32, and 11.37 ± 2.33 respectively. The difference between awareness scores of students and graduates was not significant (p > 0.05). However, there was a significant difference in their awareness in terms of prevention of rabies and Crimean Congo (p < 0.05). Conclusion: The findings indicate that there is no difference between the awareness of students and graduates. This highlights the significance of education during academic studies. Thus, there should be further emphasis on educational planning during academic studies and on self-guiding learning.
https://fmej.mums.ac.ir/article_10171_206e825337f8d42d126ea0a561cb3a52.pdf
Keywords: brucellosis
Crimean-Congo fever
rabies
students’ awareness
medical graduates’ awareness
eng
Mashhad University of Medical Sciences
Future of Medical Education Journal
2251-8347
2251-8355
2017-12-01
7
4
20
25
10.22038/fmej.2017.26301.1168
9968
Attitude of Optometry Students towards Their Field of Study and Job Prospects
Azar Moradi
azar.moradi1@yahoo.com
1
Khalil Kimiafar
kimiafarkh@mums.ac.ir
2
Parviz Marouzi
marouzip@mums.ac.ir
3
Shiva Alizadeh
gelayolalizadeh@yahoo.com
4
Javad Heravian Shandiz
heraviansj@mums.ac.ir
5
Refractive Errors Research Center, Mashhad University of Medical Sciences, Mashhad, Iran
Department of Health Information Technology, School of Paramedical Sciences, Mashhad University of Medical Sciences, Mashhad, Iran
Department of Health Information Technology, School of Paramedical Sciences, Mashhad University of Medical Sciences, Mashhad, Iran
Department of Midwifery, School of Nursing & midwifery, ShahidBeheshti University of Medical Sciences, Tehran, Iran
Refractive Errors Research Center, Mashhad University of Medical Sciences, Mashhad, Iran
Abstract Background and Objective: In general, understanding and willingness to act toward a certain thing is called the attitude toward that thing. Individuals’ attitudes change in different periods of life according to their environment. One of the stages of life that has the most change of attitude and interest is the period of studying. This research was conducted to survey the attitude of optometric students about their field of study. Methods: This cross-sectional descriptive-analytical study was performed on all optometric undergraduate students at Mashhad University of Medical Sciences using a census method in the academic year of 2016-2017. Of the total of 88 students, 2 of them did not respond to the questionnaire. The data on a total of 86 people were gathered. The data gathering method was a questionnaire which had been evaluated for reliability and validity. Questionnaire questions were scored based on three-point Likert scale. Data were analyzed by SPSS version 22 using descriptive statistics (frequency distribution, mean and standard deviation) and analytical test (Kolmogorov-Smirnov). Results: The mean and standard deviation of students' attitude to their academic field was 2.35±0.319. The mean score of students' attitude to the field of study with a probability of 95% was between 2.05 and 2.65 (out of 3); therefore, attitude towards the academic field was statistically positive. Also, the mean and standard deviation of students' attitudes toward job prospects was 2.45±0.319. The mean of the student's attitude towards job prospects with a probability of 95% was between 2.24 and 2.66, indicating a positive attitude of the students towards their job prospects. In a pilot study of the meaning of the student's attitude score, in response to a question surveying their attitude towards their field of study scoring from 1 to 10, a score of 8 was obtained. Conclusion: According to the results of the study, the majority of students had a positive attitude towards their academic field. These results can make the policy makers' attitudes more realistic to develop methods that enhance the professional, scientific and motivation of these students.
https://fmej.mums.ac.ir/article_9968_5de0d94ba477d95972e5eae406227c1f.pdf
Keywords: Students
Attitude
Education
optometry
eng
Mashhad University of Medical Sciences
Future of Medical Education Journal
2251-8347
2251-8355
2017-12-01
7
4
26
30
10.22038/fmej.2017.26195.1167
9970
Assessment of learning style based on VARK model among the students of Qom University of Medical Sciences
Elaheh Rahiminia
rahiminia@sbmu.ac.ir
1
Hoorieh Rahiminia
hoorieh777@yahoo.com
2
Student Research Committee, School of Medical Education, Shahid Beheshti University of Medical Sciences,Tehran, Iran.
Student Research Committee, School of Health, Qom University of Medical Sciences, Qom, Iran.
Introduction: Learning is a dominant phenomenon in human life. Learners are different from each other in terms of attitudes and cognitive styles which effect on the learning of people. In this connection, VARK learning style assess the students base their individual abilities and method for obtaining much information from environment in dimensions of visual, aural, read/write, and kinesthetic. Since the knowledge of learning style is highly applicable to understand and recognition of the learning concept among students, within higher education.The present study aimed to determine the Assessment of Learning style based on VARK model in the students of Qom University of Medical Sciences. Method: The current study is a cross-sectional design which was performed in 2015 on 279 students of Qom University of Medical Sciences. The students were already selected by a quota sampling and the data was collected via a standard questionnaire of VARK learning styles. The statistical data was analyzed through descriptive and inferential statistics by using SPSS statistical software. Results: The mean age of students was 22.23±4.38 years and the mean of educational score was 16.85±1.65 that most of them were undergraduate and single students. The learning styles were effecitive with15.66%, 14.34%, 13.24%, and 9.07% respectively for aural, read/write, visual and kenesthetic. Also, 146 students (52.1%) preferred the single-modal style while 134 of students (48.8%) chose multi-modal. Conclusion: According to the results which shows that the majority of the students preferred the single-modal style while approximately half of them favored multi-modal, it is suggested to use combined educational methods to achieve effective teaching and educational departments and faculty take all needs and educational styles into consideration when developing lesson plans to improve the educational quality.
https://fmej.mums.ac.ir/article_9970_5e6037f941da539fb049aebddfd4ed2b.pdf
Key words: Learning
Visual
Aural
Read/write
Kinesthetic
eng
Mashhad University of Medical Sciences
Future of Medical Education Journal
2251-8347
2251-8355
2017-12-01
7
4
31
35
10.22038/fmej.2018.28836.1184
10221
Educational Quality Gap from Students' Viewpoints; Results from a Survey in Mashhad University of Medical Sciences
Majid Khadem Rezaiyan
khademrm@mums.ac.ir
1
Mohammad Etezad Razavi
etezadm@mums.ac.ir
2
Behjat Javadi
javadib@mums.ac.ir
3
Zohre Feyzabadi
feyzabadiz@mums.ac.ir
4
maryam omidkhoda
omidkhodam@mums.ac.ir
5
Shahin Saeedinejat
saeedish1@mums.ac.ir
6
Mehri Yavari
yavarim@mums.ac.ir
7
Marziyhe Meraji
merajim1@mums.ac.ir
8
Farzad Akbarzadeh
akbarzadehf@mums.ac.ir
9
Masoud Youssefi
youssefim@mums.ac.ir
10
Department of Community Medicine and Public Health, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
Eye Research Center, Khatam-al-Anbia Hospital, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
Department of Traditional Pharmacy, Faculty of Pharmacy, Mashhad University of Medical Sciences, Mashhad, Iran
Department of Persian Medicine, Faculty of Persian and Complementary Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
Department of Orthodontics, Faculty of Dentistry, Mashhad University of Medical Sciences, Mashhad, Iran
Management & Social Determinants of Health Research Center, Faculty of Health, Mashhad University of Medical Sciences, Mashhad, Iran.
Department of Health, Faculty of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, Iran
Department of Health Information Technology, Faculty of Paramedical Sciences, Mashhad University of Medical Sciences, Mashhad, Iran.
Psychiatry and Behavioral Sciences Research Center, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
Department of Microbiology and Virology, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
Introduction: Students are the main clients for an educational system. It is believed that using their viewpoints to determine the educational gap is of great value. This can also help to promote educational programs. The aim of this study was to evaluate educational service quality based on students’ points of view in Mashhad University of Medical Sciences (MUMS) in 2016. Method: In a cross-sectional design, 540 students from all seven faculties of MUMS were surveyed. Quota-stratified-cluster sampling method was used to recruit post third-semester students. We used the validated SERVQUAL questionnaire which had 27 paired questions for measuring service quality in 5 domains: Assurance, Responsiveness, Empathy, Confidence and Tangibles. SPSS 16 with p Results: Mean age was 22.7±4.2 years. Sixty-one percent (327) were female. There was a significant negative gap in all domains in all faculties (p<0.001). The highest and lowest gap of MUMS was in responsiveness (-33.8±22.2) and confidence (-26.9±20.9), respectively. Dentistry (-41.4±21.6) and medicine (-30.7±15.7) faculties had the highest and nursing (-25.6±17.2) and health (-25.8±14.9) faculties had the lowest educational quality gap. No gender difference was found. Increasing semester worsened the quality gap in four domains (from r=-0.09, p=0.04 up to r=-0.20, p<0.001). Conclusions: A negative gap in all domains in all faculties shows that students' expectations are not met properly. We believe that some of these gaps can be easily solved by proper management and reconstruction of presenting services.
https://fmej.mums.ac.ir/article_10221_61337da73a2b8d5714ab2b178a84f70e.pdf
Keywords: Quality of services
Educational Services
Gap
SERVQUAL Model
eng
Mashhad University of Medical Sciences
Future of Medical Education Journal
2251-8347
2251-8355
2017-12-01
7
4
36
46
10.22038/fmej.2018.26430.1173
10181
Increase In Activity And Learning Outcomes In Pharmacy Mathematics With Jigsaw Cooperative Learning Model At Pharmacy Academy Of Dwi Farma
Renatalia Fika
fikarenatalia@gmail.com
1
Pharmacy Academy of Dwi Farma Bukittinggi, Bukittinggi 26121, West Sumatera, Indonesia
Introduction: In Pharmacy Diploma Program, mathematics is known as pharmaceutical mathematics. Due to the importance of pharmaceutical mathematics in practice, it is important to have a basic mathematical skill as a basis in calculations in pharmaceutical science. Therefore, it is necessary to create a lecturing condition that enables students more active in understanding the lessons. This research aims to describe the use of jigsaw cooperative learning model in the pharmacy mathematics lecture at the Pharmacy Academy of DWI Farma. Method: The learning method an appropriate method for this research's purpose is Classroom Action Research with Jigsaw cooperative learning model. This research consists of 2 cycles with planning, execution, observation and reflection. In this research, researchers directly, become the research’s perpetrators, seeks to improve the learning process with jigsaw cooperative learning model. Result: The Minimum completion criteria for pharmacy mathematics lecture is 75. Average learning outcomes in the cycle I is 70.73, then increase in cycle II in 75,07. Based on Cycle II, The minimum completion criteria for this course has been achieved. The positive effects Jigsaw cooperative learning model include active, creative, confident, enthusiastic, and happy to work together in a group. Conclusion: This research shows that increase in Activity and Learning Outcomes in Pharmacy Mathematics with Jigsaw cooperative learning model at Pharmacy Academy of DWI Farma can increase student learning activity in every cycle. Students become more active, creative, confident, enthusiastic, and happy to work together in a group.
https://fmej.mums.ac.ir/article_10181_5f8953c737cc821f6f7b356885c6bc5c.pdf
Keywords: Pharmacy Mathematical
Jigsaw
cooperative learning model
eng
Mashhad University of Medical Sciences
Future of Medical Education Journal
2251-8347
2251-8355
2017-12-01
7
4
47
52
10.22038/fmej.2018.26980.1175
10344
Relationship between Organizational Culture and Knowledge Management from the Perspective of Faculty Members
Zohreh Sohrabi
hdhadizade@yahoo.com
1
Fatemeh Behbouyeh Jozam
behbooyehf@gmail.com
2
Javad Rafinejad
jrafinejad@sina.tums.ac.ir
3
Akbar Biglarian
abiglarian@uswr.ac.ir
4
Hadi Tehrani
tehranih@mums.ac.ir
5
Center for Educational Research in Medical Science. Iran University of Medical Sciences, Tehran, Iran
Department of Medical Education, Iran University of Medical Sciences, Tehran, Iran.
Department of Medical Entomology and Vector Control, School of Public Health, Tehran University of Medical Sciences, Tehran, Iran.
Department of Biostatistics, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran.
Social Determinants of Health research center, Mashhad University of Medical Sciences, Mashhad, Iran.
Introduction: Organizational culture and knowledge management will affect all aspects of the organization. Successful knowledge management is required to improve of organizational culture. In fact the organizational culture is the base of knowledge management. The context of appropriate organizational culture provides more effective application of knowledge or knowledge management and case the promotion and development of organization. So in this study investigated between two components of organizational culture and knowledge. Methods: Organizational culture and knowledge management were evaluated by pre-approved questionnaire. This study was examined on all faculty members of Research Centers Affiliate to University of Medical Sciences. After using Smirnoph Colomogroph test to determine data normality, Descriptive and analytical statistics was performed by SPSS software (version 21). Results: Current situation review of organizational culture and knowledge management of considrered centers were assessed as average (range, 3 to 4). Pearson correlation coefficient results was also showed a significant correlation between organizational culture and knowledge management (P= 0.926). Organizational collaboration and knowledge management relationship was not significant (P <0.001); also a significant relationship was found between organizational involvement, adaptability, consistency and Mission with Knowledge management (P <0.001). Conclusion: In order to achieve the goals of proper management of knowledge in promoting organizational culture in research centers it is essential to provide the necessary training and skills because there was a direct link between knowledge management and organizational culture.
https://fmej.mums.ac.ir/article_10344_2a75104f0320055b54aada2324112ff7.pdf
Introduction: Organizational culture and knowledge management will affect all aspects of the organization. Successful knowledge management is required to improve of organizational culture. In fact the organizational culture is the base of knowledge m
also a significant relationship was found between organizational involvement, adaptability, consistency and Mission with Knowledge management (P <0.001). Conclusion: In order to achieve the goals of proper management of knowledge in promoting organiz
eng
Mashhad University of Medical Sciences
Future of Medical Education Journal
2251-8347
2251-8355
2017-12-01
7
4
53
54
10.22038/fmej.2018.21189.1126
10609
The social presence theory in distance education; the role of social presence in web-based educational environment
khadijh aliabadi
aliabadi@atu.ac.ir
1
Mohammad Zare
zareeducation@gmail.com
2
Faculty of Psychology and Education, Allameh Tabataba’i University, Tehran, IR Iran
Young Researchers and Elite Club, Islamic Azad University, Malayer Branch, Malayer, Iran.
Dear editor-in-chief, The Future of Medical Education Journal The emergence of new theories of learning and education and a paradigm shift from being teacher-centered to student-centered alongside with advancement of novel communication technologies have set the grounds for modern human to use new methods of teaching-learning and free himself of the chains of time and place and keep on learning everywhere in accordance with his needs [1].The use of technology in education would reduce training costs, save time, increase opportunities for teaching-learning, increase academic success, and offer quick access to information. Therefore, in recent years, education policy makers in many developing countries including Iran, have paid a particular attention to e-learning. [2] Nowadays, the traditional methods are not enough for effective education of students. Internet and other electronic technologies have had a deep impact on traditional methods of education and brought forth new methods for effective education [1[. Distance education by changing education paves the way toward learner-centered education by the simultaneous access of the teacher and student to information and mutual relationship between the students and teachers, the quality of the course can be enhanced. Using new paradigms of educational services and access to IT can pave the ground for the increased autonomy and exchange of the teacher, learner and enhancement of participative learning [3[ IT progress with social changes has created new paradigms for organizational education. The considerable changes have great impact on educational systems. In this educational paradigm, the participants need suitable learning environment [4[. In recent decades, the change of educational behavior and the image of educational system are with the use of education content without any dependency on time and place and the access to information in different networks is with the less limitation and rapid learning [3]. Beriwills (2007) believes that distance education is performed when the teacher and the learner are encountered with physical distance and their relationship is performed by different technologies (press, telephone, Radio, TV, computer) to close the gap between them. These plans can create an opportunity for the adults in academic education to eliminate the barriers as the limitation of time, distance and disability. This type of education is useful to update the required knowledge of employees at their work place [5]. In comparison to traditional education system, distance education system has some features as centrality, learner-centered, time and place distance, individual learning and continuance. Distance education is based on new learning styles of students, planning and assessment. By this education, many people who cannot be present in traditional classes for different reasons or they attempt to go to their living place, can have flexible learning opportunities ignoring the geographical distance. This education method based on the present higher education requirements can be consistent with the needs of learners [3]. Distance education has three stages in terms of historical trend and the following features are considered for each of stages: The first generation is based on published texts and corresponding learning: the required institutes present distance education by post. One of the most important features of this generation of e-learning education is maximizing freedom and autonomy of learners and this educational system is called “Independent study system”. The second generation, the second generation was emerged with the invention of Radio in the first world war and TV in 1950s and the progress of audio-visual media and the global nature of these two medias. In this stage, besides the protection of the autonomy of learners, the cognitive learning theories were emerged to help the educational content designers to provide effective education. Third generation; this generation of distance education was emerged using computer in the curriculums. In this generation, human interaction is possible as simultaneous and non-simultaneous by computer and web-based networks and different learning theories are raised. In this generation, effective theories as the Industrial Model of Distance Education, Guided Didactic Conversation, Independence Autonomy, Transactional Distance, Control theory, Interaction theory, Sociocultural Context and Social Presence were emerged [3]. Most of distance education experts believe that distance education needs a new educational technique. This method is different qualitatively and it is formed based on the unique relationship between the teacher and student. Thus, the current distance education is not a good method and the learners don’t have any presence. This study aims to evaluate the role of social presence as an effective theory on distance education. Thus, in this study, social presence theory is evaluated. The e-learning users have found that this technology has potential capacities to support the participative learning experiences. This has caused that new challenges are created to create learning environments to meet the educational demands of technology. One of the challenges is the issue regarding similar experience of classroom. Also, the explorative social learning is evaluated [6]. The researches have shown that e-learning has not been more than words and image as learning in its best form is learning in explorative and social form. Thus, social presence theory is raised. Social presence is a concept that has its base in the telecommunications literature. Short, Williams, and Christie (7) developed social presence theory as a model for analyzing the social - psychological dimensions of mediated communication from a “social cues perspective” [8[. They defined social presence as “the degree of salience of the other person in the interaction and the consequent salience of the interpersonal relationships”. Short et al. [7[described social presence as a construct comprised of two concepts: intimacy [9[and immediacy [10[. Argyle and Dean asserted that intimacy in a communication medium is influenced by the factors of physical distance, eye contact, smiling, and personal topics of conversation. Short, et al. [7[, suggested that social presence should be added to the list of factors that contribute to intimacy of a communication medium. [11] Social presence is a complex structure. This complex structure includes privacy, social relationship, communication style, work nature, feedback and no medium [12]. Grison, Anderson and Archera (2000) defined social presence as the participation of learners in an explorative society as real people in emotional and social self-expression via communicative media [13]. The researches on higher education regarding social presence showed that social presence had significant impact on interaction, enhanced learning and motivation of students [8]. Tu et al., (2002) believe that social presence can increase interaction in online classes and has positive impact on learning levels [12]. Richardson and Saven (2003) in a study evaluated the relationship between social presence and performance of students. The results of study showed that social presence could predict the performance of students [14]. Three categories of social presence are identified in the model: expression of emotion, open communication, and group cohesion. Emotional expression includes humor and self-disclosure. Open communication consists of reciprocal and respectful exchanges. Examples of open communication are mutual awareness and recognition of each other’s contributions. Group cohesion refers to activities that foster a sense of group commitment and a sense of belonging [11[ Social presence is the learners’ participation in an explorative society as real people in emotional and social expression via communication media. Indeed, social presence is defined as belonging and acceptance in the group and by creating intimacy among the learners. Social presence can create education, participation, interaction, activity, motivation, increased learning, presence feeling and critical thinking effectiveness.Social presence is an important part of communication, whether at the bedside, in the community or even in the classroom. Instructors manifest their presence in a number of ways: in person, by telephone, or via the Internet. Although there are limitations and constraints in projecting social presence through technology, it can be done successfully. Social presence, which can promote learning interaction in online learning environments, is considered as an essential element for social learning. When learners perceive a high degree of social cues from other people, they will get a better perception of social presence. In order to facilitate learning interaction in online classrooms Based on the result of this study, it is recommended to the authorities of e-learning and distance education to be familiar with social presence in design of courses and apply the principles and by creating friendly learning environment can increase presence.
https://fmej.mums.ac.ir/article_10609_8a35fed4ecf6e344b39c545da8fcb4c7.pdf
Distance education
Social presence
web-based education