Fatemeh Ameri; Meisam Dastani; Abazar Gholami; Maedeh Heidary
Abstract
Background: COVID-19 affected education systems around the world. Virtual education was chosen as a solution not to stop education in schools and universities. While the resolution was adopted to prevent education in the countries, it presented new challenges and complications for university teachers.Objectives: ...
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Background: COVID-19 affected education systems around the world. Virtual education was chosen as a solution not to stop education in schools and universities. While the resolution was adopted to prevent education in the countries, it presented new challenges and complications for university teachers.Objectives: This systematic review examines teachers' challenges during COVID-19 in virtual education.Methods: The present study is a systematic review based on the PRISMA guideline. To conduct this study, Web of Science, PubMed, and Scopus databases were searched from 1 December 2019 to 11 November 2021. The inclusion criteria for this study were original research articles published in English that examined the challenges faced by professors in virtual education during COVID-19.Results: Finally, 17 articles were included from the 2219 articles found in the initial search stage, which examined the challenges faced by Professors in virtual education. The results indicated that the most critical challenges facing Professors during the COVID-19 pandemic were as follows, in order of highest to lowest: 1) Limitations on Internet access and appropriate communication infrastructures, 2) lack of access to computer equipment and hardware, 3) low levels of familiarity and necessary training of teachers and students in working with virtual education systems.Conclusion: According to the results of the present study, teachers have faced many challenges due to the existing circumstances and the rapid shift from face-to-face to virtual education. Relevant organizations and institutions should train teachers and students to apply virtual education tools properly.
Aida Rahmanian; Esmat Nouhi
Abstract
Background: The formation of small groups and education with an active learning approach is among the basics of problem-based learning (PBL).Objectives: The present study aimed at determining the effect of the PBL approach with virtualsmall groups on academic achievement and participatory learning in ...
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Background: The formation of small groups and education with an active learning approach is among the basics of problem-based learning (PBL).Objectives: The present study aimed at determining the effect of the PBL approach with virtualsmall groups on academic achievement and participatory learning in midwifery students of Islamic Azad University, Jahrom Branch, Iran.Methods: The present interventional study was performed on 50 midwifery students of Islamic Azad University, Jahrom Branch, studying at internal and gynecologic surgery course in the academic year of 2018-19. The subjects were randomly assigned to the intervention and control groups. The intervention and control groups underwent PBL and the conventional methods, respectively. The academic success of the participants and the active and collaborative learning was assessed. Data were analyzed using the Mann-Whitney U and Wilcoxon tests in SPSS.Results: There was a significant increase in the mean score of academic achievement in the intervention group compared to controls (P <0.05). The active and collaborative learning (ACL) score of the intervention group was above average and significantly higher compared to the control group (P=0.03).Conclusion: PBL virtual with small groups, in addition to academic success, affects ACL. This technology can be used for educational purposes, such as participation and interaction in small groups in the PBL.
Amir Mohammad Salehi; Mohammad Mahdi Talimkhani; Mahnaz Khatiban; Ailin Talimkhani
Abstract
Nowadays, the COVID-19 pandemic has resulted in an unprecedented interruption of traditional education in the universities and educational centers. Consequently, traditional education has switched to virtual education during COVID-19. Despite virtual education, experienced teachers still have a positive ...
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Nowadays, the COVID-19 pandemic has resulted in an unprecedented interruption of traditional education in the universities and educational centers. Consequently, traditional education has switched to virtual education during COVID-19. Despite virtual education, experienced teachers still have a positive attitude toward traditional education. In traditional education, which is teacher-centered, plenty of information is transferred to the students in a specified time (1), while, nowadays, in a virtual atmosphere, a new educational environment has been created based on person-centered education (2). In a virtual atmosphere, students usefully prefer to use devices such as mobile, computer, and so on, and can have more convenient access to information (2). Therefore, to improve the standard of education and increase the learning quality in a person-centered approach in a virtual atmosphere, it is important for the teachers to become familiar with a new approach of virtual education (2). Also, the acquisition of necessary skills will help the students to study independently and participate actively in the learning process (2). It is doubtful if we can fulfill all the needs of students in the virtual education system as we could with face-to-face interactions in the traditional method. It seems that the flipped classroom education strategy can facilitate the student learning process during the coronavirus crisis (3, 4) The flipped classroom is a new educational approach that reverses the traditional education method (3). In this method, at first, the students receive digital educational materials provided by the teacher at home. Then, teachers and students engage in classroom activities to discuss and solve the problems (3, 4). Today, in the coronavirus crisis, the virtual flipped classroom is used. Virtual flipped classroom activities can facilitate e-learning education under technology (2, 5). As part of the virtual flipped classroom-based educational strategy, the first activities will take place outside of the classroom, in the form of asynchronous e-learning educations, while the second part of the activities will take place inside of the classroom, in the form of synchronous e-learning educations such as web conference, video conference, and virtual classroom (5). Asynchronous e-learning education is a type of education that involves teachers and students participating in the process of teaching and learning separately. Synchronous e-learning education is a type of education that involves both teachers and students to participate in the process of teaching and learning simultaneously.
Zahra Ayazi; Soleiman Ahmady
Abstract
Background: In the current COVID-19 crisis, the necessity for respecting social distancing and making the new decisions by officials, and the closure of universities moved the classrooms to entire online home learning. Strategic planning allows the university to adapt its activities to meet the changing ...
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Background: In the current COVID-19 crisis, the necessity for respecting social distancing and making the new decisions by officials, and the closure of universities moved the classrooms to entire online home learning. Strategic planning allows the university to adapt its activities to meet the changing needs of the environment.Objectives: The present study aimed at explaining the viewpoints of students and evaluating the phenomenon of virtual education of students during the COVID-19 pandemic in the Virtual School of Medical Education and Management of Shahid Beheshti University of Medical Sciences in the academic year 2020. Internal and external factors affecting this system were identified and analyzed. Methods: The present descriptive-survey described the conditions and characteristics of virtual education and surveyed students' viewpoints on factors affecting this system of education. Using the TOWS (Threats, Opportunities, Weaknesses, Strength) matrix,, the internal and external factor evaluation matrices were plotted, and the final score of each factor was achieved by determining its coefficient and rank, and proper strategy was formulated after analysis.Results: The TOWS matrix analyses showed the overtake of threats by opportunities and the exceed of strengths over weaknesses in factors affecting the virtual education, indicating the strategic status of the virtual education of the virtual school in the ST (strengths-threats) cell.Conclusion: Coronavirus outbreak is not the end of a pandemic, and there is still the risk of the emergence of other diseases and crises. The valuable experience learned from the Coronavirus era can be used in the development of virtual education in the studied and other faculties. Fortifying strengths, benefitting from opportunities, reducing weaknesses, and fixing threats can provide a suitable strategic basis for planning virtual education in Iran.
Afshin Mousavi Chelak; Hasan Kaviani
Abstract
Objectives Considering the contradictory evidence on the effectiveness of educational technologies, this meta-analysis was conducted to evaluate the impact of these technologies on medical education. Data Sources This meta-analysis was conducted based on secondary analysis methods. The analysis included ...
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Objectives Considering the contradictory evidence on the effectiveness of educational technologies, this meta-analysis was conducted to evaluate the impact of these technologies on medical education. Data Sources This meta-analysis was conducted based on secondary analysis methods. The analysis included experimental and semi-experimental studies on the effectiveness of educational technologies in the medical education of Iran. The census sampling method was applied in this study, and 54 studies were identified as relevant based on the inclusion and exclusion criteria. For data collection, a researcher-made checklist consisting of three sections, i.e., bibliographic information, methodological information, and findings, was completed. Finally, the Comprehensive Meta-Analysis (CMA) software was used for analysis of data. Results Among different educational technologies, multimedia education, E-learning, and computer-mediated learning using compact discs and software packages had significant effects on medical education; therefore, use of these technologies was effective in medical education. According to our findings, multimedia education (effect size, 1.793) was considered to be the most influential virtual technology in medical education. In general, all educational technologies were effective in the medical education of Iran; however, their effectiveness was insubstantial. Considering the area under the normal curve, the average effectiveness of educational technologies was 63% higher in the virtual education groups, compared to the controls without virtual education. Conclusions One of the most important issues in medical education and training is preparation of an engaging learning environment for students, which can be realized through a variety of educational technologies. However, for optimal effectiveness, complementary use of virtual technologies along with traditional methods or their integration in other educational approaches is suggested.
Azam Esfijani
Volume 12, Supplement , July 2015, , Pages 150-158
Abstract
Background and Objective: Due to the remarkable advantages of virtual education, the increasing development of online education institutions has been approved by education and training authorities all around the world. In spite of their remarkable growth, online education institutions are facing significant ...
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Background and Objective: Due to the remarkable advantages of virtual education, the increasing development of online education institutions has been approved by education and training authorities all around the world. In spite of their remarkable growth, online education institutions are facing significant challenges such as lack of trust from the society. These challenges are mainly associated with the uncertainties regarding the quality of online teaching and learning. Therefore, it seems essential to pay especial attention to the concept of quality in virtual learning institutions and its measurement for which a comprehensive framework of quality criteria and indicators is required. The main purpose of this study was to extract the indicators and attributes of quality evaluation in virtual education from the existing literature to facilitate the development of a holistic quality evaluation framework for online learning in higher education.
Methods: In this qualitative research, meta-synthesis method based on the Walsh and Downe approach was employed. The research method comprises of 6 steps (including goal definition, systematic search for related papers, evaluation of documents, extracting related content, content analyses, and interpretation of findings). From the total number of 438 potentially related academic documents, 41 were selected and analyzed.
Results: Through the six step method, 12 quality indicators of online education have been extracted in 4 aspects which include 47 attributes. The extracted indicators for quality evaluation, considering the variety of approaches presented in the literature, provide a comprehensive framework in which the target population, such as online learners, instructors, and employers, has been considered.
Conclusion: The main indicators for evaluating the quality of virtual education comprised of students, instructors, courseware/content, learning management system, unit/course structure, technological infrastructure, teaching, learning, support services, professional development programs, evaluation and assessment, and graduates. In the developed quality evaluation framework, the measurement attributes of each indicator have been extracted from the literature.
Mitra Amini; Aida Doostkam; Javad Kojuri; Gholam Reza Abdollahifard; Kamyar Iravani; Parisa Nabeie; Mohammad Morad Jafari
Volume 10, Issue 3 , October 2013, , Pages 322-327
Abstract
Background & Objective: Master of public health (MPH) Course is designed for Increasing competency in family physicians employed in Irans health system The Contents of this course is based on society needs for increasing managing and public health This study was designed to evaluate the virtual education ...
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Background & Objective: Master of public health (MPH) Course is designed for Increasing competency in family physicians employed in Irans health system The Contents of this course is based on society needs for increasing managing and public health This study was designed to evaluate the virtual education in MPH Course in Shiraz University of Medical Sciences Methods: This research was a qualitative and quantitative study The evaluation was according Kirkpatricks Model The study was done on 25 family physicians in Shiraz University of medical Sciences We used questionnaire which included goal attainment learning assessment compact disc (CD) quality and Dundee Ready Educational Environment Measure (DREEM) questionnaire Data was gathered and then analyzed with SPSS software Also an Objective Structured Clinical Examination (OSCE) was designed in education development center for third level evaluation according to Kirkpatricks Model For qualitative evaluation we did a semi structured interview with teachers Open questionnaires also were designed for students and data were extracted Results: 15 physicians full filled the questionnaires and 12 of them participated the OSCE The most interested and practical lessons were about geriatrics diseases out patient management and epidemiology basics The least interested lessons were about health promotion case management and managed health cares In OSCE the best scores were for obstetrics – gynecology and the least scores for pediatrics lessons Conclusion: According to participants viewpoints the disadvantages of the course were low quality compact discs future employment participants compact course and assessment methods The best advantages of this course were efficient learning and increasing knowledges of the students
Mitra Gharib; Mohammad Reza Sarmadi; Issa Ebrahimzadeh; Hossein Zare; Amir Hossein Emami; Atoosa Gharib
Volume 8, Issue 1 , July 2011, , Pages 22-32
Abstract
Background & Objective: As enrollment in virtual online courses continues to grow one of the stakeholders concerns is the enhancement of critical thinking in students This study was performed in order to answer this core question: what are the barriers and facilitating factors of critical thinking ...
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Background & Objective: As enrollment in virtual online courses continues to grow one of the stakeholders concerns is the enhancement of critical thinking in students This study was performed in order to answer this core question: what are the barriers and facilitating factors of critical thinking in virtual environment? Methods: This qualitative study is part of a mixed qualitative and quantitative study performed for developing the process of teaching critical thinking in virtual medical education program in which 7 eteachers and 11 postgraduate estudents (out of a total of 12 students) of virtual medical education discipline were investigated Data were gathered using a semistructured questionnaire All interviews were taperecorded transcribed and then analyzed using Strauss and Corbins constant comparative method Results: Participants had a variety of experiences about critical thinking improvement that were conceptualized in three major themes of: belief system including personal beliefs and aspects that are considered as constant during a short time period educational management including factors that can be manipulated by the educational leaders and critical thinking in virtual environment including motivating and limiting factors of critical thinking Conclusion: The results of this study highlight the barriers and facilitating factors of enhancing critical thinking in virtual environment Teachers educational planners and leaders can use the results of this study in order to improve their virtual programs and students critical thinking
Leili Mosalanejad; Saeed Sobhanian
Volume 5, Issue 2 , January 2009, , Pages 128-134
Abstract
Background & Objective : Developments in science and technology together with rapid obsolescence in findings and previous information necessitates a type of education in which students are continuously engaged in learning and problem solving and enjoy interfacing changes This study was aimed to assess ...
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Background & Objective : Developments in science and technology together with rapid obsolescence in findings and previous information necessitates a type of education in which students are continuously engaged in learning and problem solving and enjoy interfacing changes This study was aimed to assess critical thinking in students of virtual and traditional education Methods : In this crosssectional study two groups including 40 senior computer students from Shiraz University (virtual education) and 40 ones from Islamic Azad University (traditional education) participated Data was collected using Watson Glaser Critical Thinking Test including 80 questions in five subscales including inference recognition of assumptions deduction interpretation and evaluation of arguments Results : The mean score ( ± SD) of critical thinking which was 3677( ± 359) in virtual education happened to be higher than traditional educations mean score which was 3515( ± 694) while there was no significant difference In all five subscales of critical thinking the mean score of interpretation skill was significantly higher in virtual education (79) compared to 695 for traditional education (p=00001) Conclusion : Considering improvements of critical thinking in virtual education and according to its multiple advantages like adding to ones self confidence self esteem and independent learning it is suggested to use this type of education alongside the traditional method or as a replacement for teaching theoretical lessons in university courses
