Evaluating Instructional Design Quality of Iranian MOOCs Based on Merrill’s Principles of Instruction and Margaryan’s Principles

Badali, Mehdi; Hatami, Javad; Fardanesh, Hashem; Noroozi, Omid

doi:10.5812/ijvlms.81623

Cited by 2 publications

(2 citation statements)

References 15 publications

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“…Likewise, Hendriks et al (2020) showed that the activation and demonstration principles are less emphasised, and the integration is the most neglected principle in designing MOOCs. Also, Badali et al (2018) reported that Merrill's first principles of instruction are poorly incorporated in designing the MOOCs. Thus, given the importance of these principles, scholars suggest considering such design principles in developing MOOCs (Lee et al, 2020;Zhu et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

The effects of using Merrill’s first principles of instruction on learning and satisfaction in MOOC

Badali

Hatami

Farrokhnia

et al. 2020

Innovations in Education and Teaching International

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This study investigates the effects of a developed MOOC based on Merrill's principles of instruction on participants' learning outcomes and satisfaction. A pre-test-post-test with a control group design was used in this study. In total, 335 participants were assigned into experimental (using Merrill's principles of instruction) and control group (using the conventional method). However, 291 subjects (143 participants from the experimental and 148 participants from the control group condition) remained in the course up to the last session, and only 200 participants (100 participants per each condition) filled in the surveys. The results were in favour of participants in the experimental condition both in terms of learning and satisfaction compared to the participants in the control group condition. By implementing Merrill's principles of instruction in designing MOOCs and actively engaging participants in a problemcentred learning process, their learning outcomes and satisfaction can be further improved.

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Section: Introductionmentioning

confidence: 99%

The effects of using Merrill’s first principles of instruction on learning and satisfaction in MOOC

Badali

Hatami

Farrokhnia

et al. 2020

Innovations in Education and Teaching International

Self Cite

View full text Add to dashboard Cite

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“…Metacognitive knowledge is the information individuals have about their cognition and learning strategies, affecting them. Metacognitive monitoring refers to several executive functions, such as attention, control, planning, and error detection in performance (Badali et al, 2022;Badali et al, 2018). Additionally, metacognitive beliefs encompass two broad content areas.…”

Section: Discussionmentioning

confidence: 99%

The Effectiveness of Cognitive Behavioral Therapy on Metacognitive Beliefs and Social Competence of Sexually Abused Girls

Mirkhan,

Dortaj,

Nasri

et al. 2024

JAYPS

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Objective: Many traumatic events, including physical, psychological, and sexual abuse, occur for girls. Evidence shows that such experiences can lead to a range of psychological effects. Adolescent girls' confrontation with these traumas has negative consequences on their mental health. This study aimed to determine the effectiveness of cognitive-behavioral therapy on the metacognitive beliefs and social competence of sexually abused girls aged 9 to 13 years. Methods and Materials: This research employed a quasi-experimental method with a pretest-posttest design and a control group. From 43 sexually abused girls aged 9 to 13 who referred to Peyvand Counseling Services and Razi Psychological Services affiliated with the Alborz Province Department of Education, a sample of 30 was selected through convenience sampling and randomly assigned into two groups of 15 (one group received cognitive-behavioral therapy and the control group received no intervention). The instruments used in this study were the Cognitive Beliefs Questionnaire (Baco et al., 1990) and the Social Competence Questionnaire (Felner et al., 2009). Data were analysed by SPSS-27 and analysis of covariance method. Findings: The results of covariance analysis showed that cognitive-behavioral therapy led to an increase in positive metacognitive beliefs and a decrease in negative metacognitive beliefs (p ≤ 0.005). Additionally, the results indicated that the cognitive-behavioral approach was effective in increasing the social competence of sexually abused girls (p ≤ 0.005). Conclusion: Based on the research findings, it is suggested to use cognitive-behavioral therapy to improve the metacognitive beliefs and social competence of sexually abused girls.

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Evaluating Instructional Design Quality of Iranian MOOCs Based on Merrill’s Principles of Instruction and Margaryan’s Principles

Cited by 2 publications

References 15 publications

The effects of using Merrill’s first principles of instruction on learning and satisfaction in MOOC

The effects of using Merrill’s first principles of instruction on learning and satisfaction in MOOC

The Effectiveness of Cognitive Behavioral Therapy on Metacognitive Beliefs and Social Competence of Sexually Abused Girls

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