مطالب

The present research was carried out with the aim of evaluating the quality and the extent of desirability of provided educational courses in TMU e-learning center. The method of this research is quantitative and in the nature is descriptive and analytical. Statistical population are divided into different parts: they are all students of e-learning center that are studying in the year 2015-2016 in free training center TMU, all teachers and PHD students of educational science department. Sampling was done in various stages by random sampling and purposive sampling. In order to gather the data, three questionnaires were conducted that their validity and reliability was confirmed. For analyzing the gathered data, one sample T-test was chosen. The results showed that the students were dissatisfied with the quality of the courses and evaluated the quality level of these courses as undesirable. Besides, the instructional specialists also evaluated the quality of the educational system, as well as the quality of the courses undesirable. So it can be resulted that the quality of the provided education does not have a desirable condition in this center and rejuvenation and development of the center needs a complete support from authorities in the university.  

The purpose of the present research was to conduct a meta-analysis of Iranian studies on blended learning and academic achievement. As the third generation of distance education, blended learning integrates the strengths of face-to-face and online approaches. The methodology involved estimating the effect size for the relationship between blended learning and academic achievement. Out of 231 studies conducted between 2010 and 2017, 20experimental and quasi-experimental studies were selected as the sample using purposive sampling based on 9eligibility criteria. Data were analyzed using structured meta-analysis and were interpreted using Cohen’s for gauging small, medium, and large effect sizes. The results showed that the relationship between blended learning and academic achievement is significant, as the effect size for this relationship was 0.591, which is above medium in Cohen’s approach. Overall, the findings suggest the real positive effects of blended learning on learning outcome.

In this survey, the intervention of cognitive behavioral stress management (CBSM) on psychological and immune indices and pain in patients with Rheumatoid Arthritis is studied.  <span class="s26"><span class="bumpedFont15">Method <span class="s17"><span class="bumpedFont15">: Statistical population of the study consisted of patients who referred to the rheumatology clinics in the northern parts of Tehran.  44 participants aged 25–60 using purposive sampling in accordance with inclusion and exclusion criteria selected and in two groups of 22 individuals were examined. Psychological, immune and pain evaluation tests of depression, anxiety and stress scale, blood sample, and McGill pain inventory were conducted in two stages of pretest and posttest using multiple covariance analysis.  <span class="s26"><span class="bumpedFont15">Results <span class="s17"><span class="bumpedFont15">: The results showed a significant effect of the stress management intervention on depression  <span class="s4"><span class="bumpedFont20">(F <span class="s13"><span class="bumpedFont20">1 <span class="s13"><span class="bumpedFont20">,37 <span class="s4"><span class="bumpedFont20">= <span class="s4"><span class="bumpedFont20">4/318, P= 0/046, η <span class="s5"><span class="bumpedFont20">2  <span class="s4"><span class="bumpedFont20">=0/104) <span class="s17"><span class="bumpedFont15"> among patients with RA. The use of this intervention was effective in reducing the immune parameter (CRP)  <span class="s4"><span class="bumpedFont20">(F <span class="s13"><span class="bumpedFont20">1 <span class="s13"><span class="bumpedFont20">,38 <span class="s4"><span class="bumpedFont20">= 17/593, P= 0/001, η <span class="s5"><span class="bumpedFont20">2  <span class="s4"><span class="bumpedFont20">=0/316) <span class="s17"><span class="bumpedFont15"> and their pain  <span class="s4"><span class="bumpedFont20">(F <span class="s13"><span class="bumpedFont20">1,39 <span class="s4"><span class="bumpedFont20">= 4/885, P= 0/033, η <span class="s5"><span class="bumpedFont20">2  <span class="s4"><span class="bumpedFont20">=0/111) <span class="s17"><span class="bumpedFont15">.  <span class="s26"><span class="bumpedFont15">Conclusion <span class="s17"><span class="bumpedFont15">: According to the results, employing this method for RA patients is very helpful and it can be suggested for improving their psychological and physical conditions.

Background: The present study aimed to examine the effectiveness of mindfulness-based stress reduction training on negative emotions with gastrointestinal disorders. Method: A quasi-experimental study was designed with pretest-posttest using a control group. The study sample consisted of 30 male patients (referred to internal experts and admitted to Abbasi Hospital of Miandoab in 2016) with gastrointestinal disorders (Irritable Bowel Syndrome, peptic ulcer, and duodenal ulcer) based on diagnostic criteria (ROME-III) who were selected by purposive sampling method. The patients were randomly divided into two experimental and control groups. After performing the pretest using Depression, Anxiety, and Stress Scales (DASS), the experimental group received mindfulness-based stress reduction intervention during the eight sessions of one and a half hour, while the control group received no psychological intervention; and after the end of the sessions, the posttest was performed for both groups using the same tools. The collected data were analyzed through covariance analysis (ANCOV) by using SPSS-18 software. Results: The mean scores of negative emotions rates of experimental group significantly decreased after receiving the mindfulness-based stress reduction intervention (P