Habibeh Ahmadipour; Fatemeh Musavi
Abstract
Background: The rapid growth of information technology has created opportunities for online learning.Objectives: The aim of this study was to investigate the psychometric properties of the Persian version of the Online Learning Readiness Scale (OLRS) and assess the readiness of health care providers ...
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Background: The rapid growth of information technology has created opportunities for online learning.Objectives: The aim of this study was to investigate the psychometric properties of the Persian version of the Online Learning Readiness Scale (OLRS) and assess the readiness of health care providers in this regard.Methods: This cross-sectional study was conducted in 2022 among 181 health care providers in Kerman, selected through multi-stage sampling. The data collection tool included a questionnaire with demographic information and the Persian version of OLRS, comprising 18 questions across 5 subscales: computer/internet self-efficacy, self-directed learning, learner control, learning motivation, and online communication self-efficacy. Data were analyzed using Pearson correlation, independent t-test, and analysis of variance (ANOVA) in SPSS v. 26, as well as LISREL v. 8.8 software.Results: Cronbach's alpha coefficient for subscales ranged from 0.74 to 0.93, with factor loadings of items ranging from 0.54 to 0.96. Goodness-of-fit indicators met acceptable standards. The mean scores for all subscales exceeded the average (2.5). Health care providers in rural areas had higher mean scores in the self-directed learning (P=0.04), learning control (P=0.02), and learning motivation (P=0.001) subscales. Men scored higher in the self-directed learning (P=0.01) and learning motivation (P=0.04) subscales.Conclusion: The Persian version of OLRS demonstrates satisfactory psychometric properties and can be used to assess the readiness of learners for online learning. When planning such training, it is crucial to consider factors related to learners' readiness, including demographic and occupational characteristics.
Shoaleh Bigdeli; Mahboubeh Rastgou Salami; Afsaneh Dehnad; Atefeh Zabihi Zazoly; Zohreh Sohrabi; Zahra Nahardani; John Sandars
Abstract
Background: The hidden curriculum has a significant role in students’ learning in general and in online learning in particular. However, there are few studies on hidden curriculum of online medical education programs.Objectives: The present study explored master students’ experience of hidden ...
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Background: The hidden curriculum has a significant role in students’ learning in general and in online learning in particular. However, there are few studies on hidden curriculum of online medical education programs.Objectives: The present study explored master students’ experience of hidden curriculum in an online medical education program.Methods: A phenomenological study was conducted on 12 students of an online medical education master’s degree program at Iran University of Medical Sciences. The results of the semi-structured interviews were analysed by using Colaizzi seven-stage data analysis method.Results: We extracted 6 categories and 12 subcategories from data analysis, depicting the students' experiences of the hidden curriculum. The categories were interactions and communications factors; motivational factors; reflective and interactive feedback; effective teaching and assessing; educational standards, rules, and discipline; faculty member's roles.Conclusion: The findings reflect the hidden messages and factors that constitute the hidden curriculum in the online environment. Constructive interaction and communication, encouragement and reward, and reflective and interactive feedback were the most important aspects defining the hidden curriculum in this learning environment. Therefore, each of the afore-mentioned categories can be considered by educational planners to develop strategies for promoting online learning.
Arghavan Etebarian; Leila Sadati; Somayeh Khoramian Tusi; Kamran Farjad
Abstract
Background: With the onset of the COVID-19 pandemic and the impossibility of face-to-face learning, universities sought alternative methods to continue education and adapt to the upcoming conditions. Although technology development and virtual education methods created many opportunities in dental education, ...
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Background: With the onset of the COVID-19 pandemic and the impossibility of face-to-face learning, universities sought alternative methods to continue education and adapt to the upcoming conditions. Although technology development and virtual education methods created many opportunities in dental education, these modern solutions were not free of problems.Objectives: The current study explored the challenges, opportunities, and future directions of dental education from the experience of dental students, faculty members, and the dean of Alborz Dental School during the COVID-19 pandemic.Methods: The current qualitative study was conducted in 2021 using the content analysis method and in-depth semi-structured interviews with faculty members and students of Alborz Dental School. Purposive sampling was implemented to collect data with maximum variability in the faculty and student groups. In addition, 19 semi-structured interviews were transcribed verbatim immediately after each interview. The results were analyzed using MAXQDA version 10 software through the content analysis method.Results: The results of data analysis in the evaluation of challenges and opportunities of dental education from the experience of dental students, faculty members, and the dean of Alborz Dental School during the COVID-19 pandemic detected three emerging categories: opportunities, challenges, and future direction with subcategories of e-learning, clinical training, infrastructures, and personal life.Conclusion: Despite creating new learning opportunities during the COVID-19 pandemic, faculty members and dental students faced many challenges. Therefore, identifying these challenges, taking advantage of opportunities, and using faculty members' and students' experiences and suggestions can improve the learning experience and quality of education during the post-pandemic era.
Habibeh Ahmadipour; Diana Hajipour
Abstract
Background: Online social presence is one of the main contributors which has a significant impact on student's academic performance.Objectives: The present study aimed to assess the online social presence among medical students using the Persian Version of the Online Social Presence Questionnaire (OSPQ) ...
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Background: Online social presence is one of the main contributors which has a significant impact on student's academic performance.Objectives: The present study aimed to assess the online social presence among medical students using the Persian Version of the Online Social Presence Questionnaire (OSPQ) after determining its psychometric properties.Methods: A cross-sectional study was conducted on 303 medical students at Kerman University of Medical Sciences in 2021. The participants were selected through quota sampling. A two-part online questionnaire containing demographic data and the Persian version of the Online Social Presence Questionnaire (OSPQ) was used for data collection. Exploratory and Confirmatory factor analysis was conducted using SPSS version 20.0 and LISREL version 8.80. Internal consistency of the Persian version was determined. ANOVA, Independent T-test, and multiple linear regression were also used. The significance level was considered as 0.05.Results: Out of 303 medical students, 63.7 percent were female with a mean age of 22.83±2.84 years. The mean score of the social identity subscale (P = 0.001) and the total score (P = 0.03) was significantly higher in females. Also, the mean of the intimacy subscale was significantly higher in interns and basic sciences students compared to pre-clinical students. (P = 0.006) The Cronbach alpha coefficient ranged from 0.70 to 0.93 for the whole scale and its subscales. The factor loading of all items was at an acceptable level ranging from 0.4 to 0.95. Almost all of the goodness of fit indices had excellent levels.Conclusion: Our study revealed that the Persian version of OSPQ is a simple, valid, and reliable tool to assess medical students’ sense of social presence in an online environment.
Kallol Debnath
