Mohammad Reza Ardalan; Siroos Ghanbari; Fakhrossadat Nasiri; Iman Karimi
Volume 12, Issue 4 , January 2016, , Pages 596-605
Abstract
Background & Objective: Mobile learning as a new stage of development in elearning provides opportunities for information transfer and strengthening and improving lifelong learning in students of medical sciences The present study was conducted to evaluate the effect of mobile technology solutions ...
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Background & Objective: Mobile learning as a new stage of development in elearning provides opportunities for information transfer and strengthening and improving lifelong learning in students of medical sciences The present study was conducted to evaluate the effect of mobile technology solutions on effective deployment of mobile learning in medical education based on the Technology Acceptance Model (TAM) Methods: This was an objectivebased applied research and based on the method of data collection a descriptive survey The statistical population consisted of all faculty members of the Hamadan University of Medical Sciences in 2014 The sample size (n = 188) was determined using Cochran formula Data were collected using the Mobile Technology Development Strategies Questionnaires and Davis TAM Data analysis was performed using the correlation coefficient ttest confirmatory factor analysis structural equation modeling and path analysis and LISREL and SPSS software Results: Instructional strategies administrativestructural managerial and motivational–recreational respectively had the most significant effect (at the level of 001) on the teachers perception of the usefulness of mobile learning and the simplicity of its use Based on TAM these two components had positive effects on attitude toward using and deciding to use mobile technology Thereby they have significant positive effects on the application of mobile technology in teaching and learning by teachers (at the level of 001) Conclusion: Based on these results TAM was approved according to the guidelines provided on mobile learning development in the study population and thus has deployment potential in the target population
Siroos Ghanbari; Roghayeh Beheshtirad
Abstract
Background and Objective: Continuous promotion of education quality necessitates assessment that can be performed based on each of the elements forming the educational system (input, process, product, output, and result). This assessment results in the improvement of educational system quality. Therefore, ...
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Background and Objective: Continuous promotion of education quality necessitates assessment that can be performed based on each of the elements forming the educational system (input, process, product, output, and result). This assessment results in the improvement of educational system quality. Therefore, the present study has been conducted with the purpose of evaluating the causal model of the relationship between presented services quality and assessment of professors.
Methods: The present research was a descriptive analytical study. The statistical population consisted of all nursing students of Urmia University of Medical Sciences, Urmia, Iran, among which 73 individuals were selected through systematic random sampling. Data were gathered using the two questionnaires of educational services quality and faculty members assessment. The Educational Service Quality Questionnaire is based on the SERVQUAL model and consists of the elements of tangible factors, reliability, responsiveness, assurance, and empathy. The Faculty Members Assessment Questionnaire consists of the elements of teaching methods, dominance and academic ability, education discipline, and personal and social characteristics of the faculty members. The validity of the questionnaires was determined based on the viewpoints of experts in management and educational sciences. The combined reliability of the questionnaires was measured using the Dillon-Goldstein coefficient and Average Variance Extracted. The combined reliability of both questionnaires was higher than 0.7 and Average Variance Extracted was higher than 0.5. Data were analyzed using one way t-test, structural equation modeling method using partial least square (PLS), self-test system, Q2 Stone-Geisser index, and goodness of fit index through SPSS, Microsoft Excel, VisualPLS, and SmartPLS.
Results: The relationship of educational services quality with faculty members’ assessment factors (teaching method, educational discipline and faculty members’ personal and social characteristic) was significant. The service quality variant has the greatest effect on personal and social characteristics of faculty members (0.27). The absolute (0.41) and relative (0.91) goodness of fit index shows that the tested model has a good level of fit.
Conclusion: Paying attention to service quality factors could have a positive role in effective evaluation of faculty members by students. As a result of the assessment of faculty members by student, the performance and activities of faculty members can be improved.
