Volume 17, Issue 3 (2025)
Res Med Edu 2025, 17(3): 59-69 |
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Rostami B, Zolghadri P, Ojaghloo M, Karimi Moghaddam, Yazdinezhad A, Khaleghi F. Design and Production of Interactive E-Learning Content Based on Need Assessment and its Impact on Self-Regulation Learning and Academic Performance of Pharmacy Students. Res Med Edu 2025; 17 (3) :59-69
URL: http://rme.gums.ac.ir/article-1-1488-en.html
URL: http://rme.gums.ac.ir/article-1-1488-en.html
Bahram Rostami * 
, Parvin Zolghadri , Mansour Ojaghloo , Karimi Moghaddam , Alireza Yazdinezhad , Fahime Khaleghi
, Parvin Zolghadri , Mansour Ojaghloo , Karimi Moghaddam , Alireza Yazdinezhad , Fahime Khaleghi
Faculty of Medicine, Zanjan University of Medical Sciences, Zanjan, Iran & Ph.D. Student of E-Learning in Medical Sciences, Department of E-Learning in Medical Sciences, School of Medical Education and Learning Technologies, Shahid Beheshti University of Medical Sciences, Tehran, Iran , rostami.bahram@gmail.com
Abstract: (553 Views)
Introduction: Given the importance of self-regulated learning in the academic success of pharmacy students, the design and production of interactive electronic content based on their educational needs can play a crucial role in improving the learning process and academic performance. Therefore, this study aimed to determine the impact of needs-based interactive electronic content on self-regulated learning and academic progress of pharmacy students in 2021.
Methods: This quasi-experimental study was conducted on 118 pharmacy students using a pre/post-test design with the two-group approach at Zanjan University of Medical Sciences, Zanjan, Iran, in 2021. In the first phase, a comprehensive needs assessment was carried out to identify educational priorities. Accordingly, interactive electronic content was designed and produced using advanced educational software. The participants were conveniently assigned to experimental and control groups. Data collection tools included the Pintrich and De Groot Self-Regulated Learning Strategies Questionnaire and academic performance data (a semester GPA). Data were analyzed using analysis of covariance in IBM SPSS Statistics software (version 24).
Results: The mean scores of self-regulated learning in the cognitive, metacognitive, and motivational belief domains were significantly higher in the experimental group, compared to the control group (P<0.05). Furthermore, the overall self-regulated learning score and academic performance of the experimental group showed a significant improvement, compared to the control group (P<0.05).
Conclusion: The design and production of needs-based interactive electronic content can effectively improve self-regulation and academic performance in students. It is recommended that universities emphasize the design of interactive content tailored to students' educational needs in their educational planning.
Methods: This quasi-experimental study was conducted on 118 pharmacy students using a pre/post-test design with the two-group approach at Zanjan University of Medical Sciences, Zanjan, Iran, in 2021. In the first phase, a comprehensive needs assessment was carried out to identify educational priorities. Accordingly, interactive electronic content was designed and produced using advanced educational software. The participants were conveniently assigned to experimental and control groups. Data collection tools included the Pintrich and De Groot Self-Regulated Learning Strategies Questionnaire and academic performance data (a semester GPA). Data were analyzed using analysis of covariance in IBM SPSS Statistics software (version 24).
Results: The mean scores of self-regulated learning in the cognitive, metacognitive, and motivational belief domains were significantly higher in the experimental group, compared to the control group (P<0.05). Furthermore, the overall self-regulated learning score and academic performance of the experimental group showed a significant improvement, compared to the control group (P<0.05).
Conclusion: The design and production of needs-based interactive electronic content can effectively improve self-regulation and academic performance in students. It is recommended that universities emphasize the design of interactive content tailored to students' educational needs in their educational planning.
Keywords: Academic Performance, Computer-Assisted Instruction, Interactive Tutorial, Need Assessment, Self-Directed Learning. Students, Pharmacy
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