简介：Currentmedicalstudentsneedanongoingbasisofupdatedskillsandknowledgetobecompatiblewiththedevelopmentofhealthcaresystemsinthehospitals.Thestudentengagementinthinkingaboutthebetterwayforlearninganewinformationandskillswillcreatesafeandcomfortablelearningenvironment,whichactasagoldenkeytostartingpoint,leadingtohighestqualitylearningoutcomes.Themedicaleducationinstructorshouldrecognizethee-learningtechnologygadgetsuitedtherequiredlearningenvironmentandcompatiblewithintendedlearningobjectivesforeachlecture.Nodoubtthattheinstructorplaysavitalroleinthestudentsupport,whichneedsanintellectualeffortstoprovidethemwithappropriateneedsandguidestudentstobecomeactiveandcreativemembersintheuniversity,theirprofession,andcommunity.Thisresearchaimstofindoutwhatistheimpactofelectroniccourses(e-courses)ininstructionalsupport,toincreasemedicalstudents’enthusiasm.AcrosssectionaldescriptiveanalyticalstudyconductedinKingSaudUniversity,Riyadh,KingdomofSaudiArabia(KSA),thestudypopulationwasundergraduateradiologicalsciencesstudents.Awell-designedquestionnairewasdistributedtostudentsandthenreceivedtheirfeedback.Inthefirstpartofthecourse,theyexposedtotraditionalmethods,whileintheremainingpart,thee-learningandinteractivelectureswereintroduced.StatisticalanalyseswereperformedwithStatisticPackageforSocialScience(SPSSsoftwareversion20).Outof50students,31(62.0%)preferredtheinteractivepowerpointsfiles,33(66.0%)moreenthusiastictouselearningmanagementsystem(LMS)tofindouttheircoursecontents.Regardingthelevelofstudentssatisfactionindifferenttypesofpre-test,30(60.0%)studentswereunsatisfiedwhenusingpaperandpenstyle,while38(76.0%)weresatisfiedwhenperforminganelectronictests.Twenty-nine(58.50%)favouredaninteractivemindmapforeachlecturecontents.Majorityofstudentsdecidedthatbothclassicalandelectronicinst

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简介：Thepurposeofthisstudywastounderstandtheeffectofimplementingmultipleintelligence(MI)-basedinstructiononthesciencelearningmotivationandlearningachievementof7thgradejuniorhighstudents.Thisquasi-experimentalresearchstudyutilizedquestionnairesandtestsofsciencelearningmotivationandlearningachievement,andexaminedcollecteddatathroughuseofthestatisticalpackageforthesocialsciences(SPSS).Ananalysisofcovariance(ANCOVA)andat-testwereperformedinordertoexplorethedifferencesbetweenthesciencelearningmotivationsandlearningachievementsoftheexperimentalgroup(N=39),whoweresubjectedtoteachingbasedonMItheory,andthecontrolgroup(N=36),whoweresubjectedtotraditionallectures.Theresultsofthestudyshowthat,afterimplementingMI-basedinstruction,thestudentsintheexperimentalgroupsignificantlyoutperformedthoseinthecontrolgroupintermsofsciencelearningmotivation,sciencelearningvalue,andactivelearningstrategies,whilethestudentswithlowlearningachievementshowinganimprovementintheirlearningattitudethatallowedthemtodevelopapositivelearningattitudetowardbiologyclassesandraisedtheirclassparticipationandpreferenceforbiologyclasses.

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