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Paper Information

Journal:   PARS JOURNAL OF MEDICAL SCIENCES (JAHROM MEDICAL JOURNAL)   SPRING 2010 , Volume 8 , Number 1; Page(s) 52 To 62.
 
Paper: 

A BLENDED EDUCATIONAL PROGRAM AND ITS PSYCHOLOGICAL EFFECTS ON THE STUDENTS

 
 
Author(s):  MOSALANEJAD L.*, ALIPOR A., ZANDI B., ZARE H., SHOBEIRI S.M.
 
* DEPARTMENT OF NURSING, FACULTY OF NURSING AND PARAMEDICINE, JAHROM UNIVERSITY OF MEDICAL SCIENCES, JAHROM, IRAN
 
Abstract: 

Introduction
Blended learning is a mixture of various learning strategies and delivery methods to optimize the learning experience of the user. The objective of this study was to assess the psychiatric effect of the program on the students' personality aspect.
Material and Methods
A comparative study was conducted amongst 41 first year nursing students of Jahrom University of Medical Sciences who had participated in the course of mental diseases in 2008-2009. The students were randomly divided into two groups of face to face (classical) and blended educational method. The data were collected by Attribution Measurement Test and five big personality inventories (60- question Neo-Personality Test).The data were analyzed using T-test, Chi-squire and Multiple Analysis of Variance (Manova Test).
Results
In the survey of the interaction between attribution pattern and kind of teaching, it was determined that there was a significant relationship between the type of teaching and the factor of internal –external unfavorable event (P = 0/04). It was revealed that, there was a significant relationship between the type of teaching and personality factors including, openness to experience (P=0/03) and conscientiousness (P=0/04).
Conclusion
The use of blended educational method is recommended for teaching in medical and para-medical sciences.

 
Keyword(s): ATTRIBUTION STYLE, PERSONALITY, BLENDED LEARNING, ACADEMIC ACHIEVEMENT
 
References: 
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