نمونه ترجمه تخصصی روایابی درباره روایایی ابزار تجربه یادگیری-یاددهی

validation of experiences of teaching-learning tool

Continuous examination of the methods and processes of improving and developing learning performance in students is one of the major measures and educational institutes and universities have conducted several studies in this field [1, 2]. The most important part of the examination is to use students’ feedbacks about learning and teaching processes [3]. Several studies have highlighted the importance of the relationship between students’ learning and their experiences in learning and teaching environment [1]. Examining teaching-learning experiences is one of the efficient ways to develop learning is students and it requires using the information provided by students [4]. In addition, the elements of teaching and learning environment [5] such as the teachers, emotional environment, personal specifications of students [6], teacher-student emotional interactions [7], teaching-learning experiences of students, and their feedbacks [1] are the key factors that can improve the quality of education through efficient programming and coordination [2]. Several studies have been carried out in this field in different fields of study [4, 7, 8]. Netshifhefhe et al. argued that improving the quality of teaching-learning process, guaranteeing the quality of teaching, and examining the learning process are highly imperative [9]. Sequeira maintained that teachers’ knowledge and skills are formed through interacting with learners. Efficient interactions between instructor and learner and receiving feedbacks from learners in the teaching-learning process are key factors in the development of knowledge and skills in instructors [10]. Given the above introduction, education environment is a key factor in motivating learning as it boosts positive behaviors in line with learning and eventuates in educational achievement [11]. Thereby, valuable information is attainable through assessing students’ experiences with learning environment and their experiences with teaching-learning process in particular. Such information can be used to develop efficient programs and improve learning methods [12]. Diverse tools are available to examine the feedback and experiences of students of learning environment and teaching – learning process in particular [1, 13, 14]. One of these tools is Entwistle et al.’s (2003) experience of teaching-learning questionnaire (ETLQ), which was first developed in English [12]. The tool was further developed in Finland and introduced as two modified questionnaires [1]. Eventually, the tool was modified further by Utriainen (2007) with three subscales of teaching-learning environment, students’ approach to learning, and critical thinking with 33 items [14]. Taking into account the absence of valid and reliable tool to measure teaching-learning experiences in Iran, the present study is an attempt to measure the psychometrics of Utriainen’s questionnaire with 33 items. Therefore, this study is aimed at measuring the validity and reliability of modified ETLQ for nursing students in Iran.