Design and Validation of the Virtual Classroom Management Questionnaire A Case Study: Iran

Keshavarz, Mohsen; Mirmoghtadaie, Zohrehsadat; Nayyeri, Somayyeh

doi:10.19173/irrodl.v23i2.5774

Cited by 8 publications

(5 citation statements)

References 19 publications

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“…For the latter, it is advisable to concentrate on in-service professional development for teachers. This recommendation is consistent with Wilkinson et al's (2020) and Keshavarz et al's (2022) argument that effective inservice professional development is critical for teachers, and that professional development in online classroom management is essential to prepare teachers for teaching in a digital environment. Amirkhani (2022) and Barrot and Fernando (2023) all found that teachers have a key role in building rapport and creating a positive, safe, and friendly atmosphere within online classes.…”

Section: Discussionsupporting

confidence: 76%

“…The primary objective of education is to empower students to recognise their own worth, establish personal life ideals, and acquire the essential knowledge and skills necessary to pursue their dreams. The classroom serves as the main platform for achieving these goals, and teachers play a pivotal role as the primary managers in this educational process (Keshavarz et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

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Reframing Online Classroom Management: Toward Enhanced Undergraduate Teaching and Learning

Zhou

2023

IJLTER

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Technological advances have made virtual classroom teaching a reality. Although research into online classroom management is critical, current research in this area, particularly in higher education classroom management, is insufficient. The study determined which online classroom management strategies teachers believe are most beneficial to students at various levels of academic performance. A questionnaire based on the online classroom management mode framework was used to collect data from 74 teachers and 491 undergraduate students. A Chi-square test revealed that the preferences of teachers and students for online classroom management behaviours were statistically significant (p<0.05). Analysis of variance revealed that teachers of various teaching ages have the same views on online classroom management modes, and undergraduates with varying GPAs have the same preference for the online classroom management mode. Online classroom managers of all teaching ages believe that a slightly interventionist style of interaction benefits students' academic performance the most. Undergraduates, on the other hand, prefer the interactive online classroom management mode, regardless of academic level. Students prefer teachers who offer more interaction, communication, collaborative decision-making and motivation when learning online. The findings further suggest that, while the online environment is unique, the effective classroom management strategies in the online environment are the same as those considered effective in the face-to-face classroom. It should be noted that classroom management strategies encompass a multitude of factors. Therefore, relying solely on the dimensions of personality, teaching, and discipline may not provide a comprehensive assessment of the overall effectiveness of online classroom management. Further research should focus on refining and expanding the evaluation framework for online classroom management modes to address these limitations, and enhance the understanding of this field.

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Section: Discussionsupporting

confidence: 76%

Section: Introductionmentioning

confidence: 99%

Reframing Online Classroom Management: Toward Enhanced Undergraduate Teaching and Learning

Zhou

2023

IJLTER

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“…Online learning refers to teaching and learning processes that are provided through the Internet. It includes a wide range of applications to access educational materials, as well as to facilitate teacher-student interaction (Keshavarz, Mirmoghtadaie, & Nayyeri, 2022). In recent years, e-learning systems have been increasingly influencing both classroom and campus-based teaching, but more primarily, such systems are leading to new models or designs for teaching and learning (Bates, 2022).…”

Section: Introductionmentioning

confidence: 99%

The Design and Psychometric Properties of a Peer Observation Tool for Use in LMS-Based Classrooms in Medical Sciences

Mirmoghtadaie¹,

Keshavarz²,

Rasouli³

2023

IRRODL

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In peer observation of teaching, an experienced colleague in the educational environment of a faculty member observes the educational performance of that faculty member and provides appropriate feedback. The use of peer review as an alternative source of evidence of teaching effectiveness is increasing. However, no research has been done in the field of tool design and development to peer review in classrooms that use a learning management system (LMS). This study used mixed methods. In the qualitative stage, after studying sources and interviewing professors active in virtual education, a question bank was prepared and a 26-item initial questionnaire created. In the quantitative stage, the psychometric properties of the developed instruments, such as the face, content, and structural validity, were examined, and reliability tests were performed. IBM SPSS Statistics (Version 20) was used for analysis. Five categories, including content preparation, content presentation, effective interactions, motivation management, and support services, and 26 subcategories were determined to be effective indicators in peer observation in LMS-based classes in medical sciences. During content analysis, 9 items were removed due to lack of necessary criteria. Then, using principal component analysis and varimax rotation in the present mode )Watkins, 2018), 5 components with eigenvalues higher than 1 were extracted, which explained a total of 70.55% of the total variance. The inter-cluster correlation coefficient (ICC) was 0.88. Thus, the peer observation measurement tool, designed with 17 expressions using the answer method “yes/no”, showed good validity and reliability. The research results demonstrate that the evaluation of virtual classes of professors by their peers is effective and that the results can be used in e-learning promotion plans.

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“…Online learning refers to teaching and learning processes that are provided through the Internet. It includes a wide range of applications to access educational materials, as well as to facilitate teacher-student interaction (Keshavarz, Mirmoghtadaie, & Nayyeri, 2022). A report by Allen and Seamen in 2013 stated that about 6.7 million students took virtual courses in 2011, denoting an increase of about 570,000 students compared to 2010 (Allen & Seaman, 2013).Virtual education is also very common in the field of health sciences (Kohan et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Developing a Conceptual Model of Self-Directed Learning in Virtual Environments for Medical Sciences Students

Mirmoghtadaie

Keshavarz

Kohan³

et al. 2023

IRRODL

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Identification of key factors affecting the self-directed learning process in the virtual environment of medical education is vital. In this article, we designed a model that describes the self-directed learning process in the virtual learning environment for post graduate students of medical sciences in Iran. This study was carried out in two steps: first, using a qualitative study, we explored the formation of a self-directed learning process in the virtual environment. Second, a review of the literature was conducted to identify the conceptual models. Finally, based on the results, a self-directed learning model for virtual learning was developed. A total of 25 people were research participants in the qualitative part, and individual interviews were conducted with both faculty members and students. There were 1,049 codes, 80 subcategories, 15 categories, and 5 themes extracted from the interviews and through analysis. The themes included (a) backgrounds and requirements, (b) support, discipline, and coordination of the educational system, (c) students’ effort to manage to learn, (d) efficiency, attractiveness, and organization of educational environments and context, and (e) personal excellence, growth, and development. The self-directed learning process in virtual environments consists of some elements and structures, and a description of the relationship between these elements can be the basis of educational planning to develop and compile an effective evaluation of this skill.

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Design and Validation of the Virtual Classroom Management Questionnaire A Case Study: Iran

Cited by 8 publications

References 19 publications

Reframing Online Classroom Management: Toward Enhanced Undergraduate Teaching and Learning

Reframing Online Classroom Management: Toward Enhanced Undergraduate Teaching and Learning

The Design and Psychometric Properties of a Peer Observation Tool for Use in LMS-Based Classrooms in Medical Sciences

Developing a Conceptual Model of Self-Directed Learning in Virtual Environments for Medical Sciences Students

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