Milad Ahmadi Gohari; Abedin Iranpour; Salahodin Rakhshani Rad; Moghaddameh Mirzaee; Ali Akbar Haghdoost
Abstract
Background: Online education has become more vastly recognized as a powerful educational tool after the Covid-19 pandemic. It provides educational opportunities that were not previously possible because of time or place restrictions.Objectives: This study investigated the factors influencing students' ...
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Background: Online education has become more vastly recognized as a powerful educational tool after the Covid-19 pandemic. It provides educational opportunities that were not previously possible because of time or place restrictions.Objectives: This study investigated the factors influencing students' acceptance of online learning systems during the Covid-19 pandemic.Methods: The study sample comprised 435 students from Kerman University of Medical Sciences. We used the external technology acceptance model (TAM) to determine the acceptance of online education systems by undergraduate students during the Covid-19 pandemic. Partial least square structural equation modeling (PLS-SEM) was used to check the model hypotheses. P-values less than 0.05 were considered statistically significant.Results: In this study, 65% of the participants were men. The mean score for the items in the questionnaire was 53.1±19.3. The constructs of perceived ease of use and perceived usefulness had a significant effect on students' attitudes, and students' attitudes and perceived usefulness strongly influenced their behavior in using the online education system.Conclusion: The results of this study show that the perceived ease of use and perceived usefulness of the online education system indirectly affect students' behavior in using online education. Thus, educational policymakers at universities can emphasize the ease of learning and especially the easy use of mobile phones when choosing an online education system. In addition, the creation and expansion of the necessary infrastructure can facilitate student use of online education.
Raziye Emambakhsh; Moghaddameh Mirzaee; Abedin Iranpour; Roghaieh Ershad Sarabi
Abstract
Background: The group discussion method is one of the student-centered and active teaching methods in which learners actively participate in educational activities using discussion, and they are given the opportunity to share their opinions and experiences with others.Objectives: The present study was ...
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Background: The group discussion method is one of the student-centered and active teaching methods in which learners actively participate in educational activities using discussion, and they are given the opportunity to share their opinions and experiences with others.Objectives: The present study was conducted to compare the effects of the group discussion method and the lecture method on health workers’ knowledge and attitudes.Methods: In this quasi-experimental study, 70 health workers working in Baft, Kerman province, were selected by census method and divided into two groups of 35 people. Asthma-related educational content was presented for one group as a lecture and the other as a group discussion. Before and after the intervention, health workers’ knowledge and attitudes scores were evaluated and compared using a researcher-made questionnaire.Results: The mean age of participants was 38 ± 2.7 years. After the intervention, the mean score of attitude was 65.86 ± 6 in the lecture group and 68.66 ± 4.7 in the group discussion group, indicating a significant difference (p = 0.04). The mean score of knowledge after the intervention was 11.4 ± 1.66 in the lecture group and 11.28 ± 1.6 in the group discussion group, which was not statistically significant (p = 0.77). In both groups, the mean scores of knowledge and attitude increased significantly after the intervention (p<0.0001).Conclusion: The results showed that education affected the increase of health workers’ knowledge and attitudes in both groups. Also, the group discussion method had a greater effect on increasing the attitude of individuals compared to the lecture method; however, this effect was not significant for knowledge. Therefore, it can be concluded that for the training of health workers, it is better to use integrated teaching methods to create deep and efficient learning as well as positive attitude and motivation.
