Zohrehsadat Mirmoghtadaie; Zeinab Shakiba; Sara Shafian; Soleiman Ahmady
Abstract
Background: E-learning is considered the most important technology that can support new teaching-learning approaches. The objective of e-learning is to provide the same access and create the same educational space for all learners at any point, and optimize the methods of presenting course content for ...
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Background: E-learning is considered the most important technology that can support new teaching-learning approaches. The objective of e-learning is to provide the same access and create the same educational space for all learners at any point, and optimize the methods of presenting course content for deeper and more serious learning.Objectives: The present study was conducted to develop a standard framework for the effective implementation of e-learning in medical science education.Methods: This study was conducted in two phases in 2022 using a mixed exploratory method. In the first (qualitative) phase, the initial framework was obtained from a comparative review of existing literature. In the second (quantitative) phase, the calculated standards were prepared in the form of an online questionnaire and sent to 20 e-learning experts in medical sciences. After data analysis, a framework of e-learning standards were proposed.Results: Nine dimensions and 58 standards were approved as the framework of e-learning standards. The lowest and highest content validity ratio (CVR) based on the analyzes were reported to be 0.77 and 0.88, respectively. As a result, all dimensions and 58 standards were approved. Also, the intraclass correlation (ICC) between 0.75 and 0.90 showed good reliability and high agreement between experts.Conclusion: Using a standard framework to implement e-learning helps to improve the quality of e-learning courses in medical sciences and brings more trust from internal and external stakeholders in these courses. Therefore, it is necessary to focus on the field of education and attempt to make educational organizations work in the best way in any situation, such as the fact that the world has recently been exposed to the o COVID-19 pandemic which led to the tendency of universities to use it.
Ehsan Toofaninejad; Soleiman Ahmady; Zohre Khoshgoftar; Somaye Sohrabi
Abstract
Student support services (SSS) are crucial to every successful online learning program. They include all the activities that let students set and accomplish their learning objectives. They consist of academic and nonacademic services like administration, counseling, tutoring, and teaching (1).
For online ...
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Student support services (SSS) are crucial to every successful online learning program. They include all the activities that let students set and accomplish their learning objectives. They consist of academic and nonacademic services like administration, counseling, tutoring, and teaching (1).
For online learners, SSS offers a variety of advantages, including decreased isolation, improved self-direction, increased motivation, improved satisfaction, and promoted retention and recruitment. However, due to the diversity, adaptability, and scalability of online learners and programs, providing SSS in e-learning might be difficult (2)....
Zahra Karbasi; Parisa Eslami; Maryam Zahmatkeshan; Sadrieh Hajesmaeel Gohari
Abstract
Background: The combined use of electronic and traditional education is called blended learning. Anatomy is a major in medical education. Using this method creates flexible learning environments and more interaction in learning.Objectives: The present study was conducted to investigate the effect of ...
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Background: The combined use of electronic and traditional education is called blended learning. Anatomy is a major in medical education. Using this method creates flexible learning environments and more interaction in learning.Objectives: The present study was conducted to investigate the effect of blended learning on teaching anatomy to medical students.Methods: This comprehensive literature review was conducted on December 3, 2022. Our research was conducted by adhering to the PRISMA guidelines. Online databases PubMed, Eric, and Web of Science were systematically searched for relevant articles using predefined keywords. Using EndNote, all relevant literature published within the past five years was retrieved and further analyzed.Results: Our comprehensive search strategy resulted in the retrieval of 351 articles. After screening the articles and selecting the articles based on the inclusion criteria, 22 articles were eligible and included in the study. Most of the studies were conducted in India (n = 5), China (n = 2), United Kingdom (n = 2), and Portugal (n = 2). The majority of studies were conducted in 2022 (n = 7). The most important finding of all reviewed articles was the effectiveness of blended learning, which is mentioned as an effective method for teaching anatomy.Conclusion: Blended learning can improve performance and increase satisfaction and motivation in students. Identifying suitable learning resources with medical students’ abilities improves learners’ knowledge. Applying new learning methods can be very effective as some conditions, such as the COVID-19 crisis, limit access to corpses and physical presence.
Shima Hamzenejad; Roghaieh Ershad Sarabi; Yunes Jahani
Abstract
Background: E-learning is often covered in university curricula.Objectives: The purpose of this research was to identify the learning preferences of students and to look at the connection between learning styles and e-learning pleasure.Methods: All first- through third-year dentistry students at Kerman ...
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Background: E-learning is often covered in university curricula.Objectives: The purpose of this research was to identify the learning preferences of students and to look at the connection between learning styles and e-learning pleasure.Methods: All first- through third-year dentistry students at Kerman University of Medical Sciences participated in this descriptive cross-sectional survey in 2022. Four key portions of a 50-question electronic survey were addressed: 1) Demographic questions, 2) Kolb learning style inventory, 3) the e-learning survey, and 4) satisfaction with the e-learning questionnaire. The Kolmogorov-Smirnov test was used to check the normality of the data. Descriptive statistics (mean, standard deviation, frequency, percentage) and analytical (Kruskal-Wallis test, chi-score test, Fisher's exact test) were used to analyze the data in SPSS software. A significance level of P>0.05 was considered.Results: The questionnaire was filled out by 120 students in total (88% response rate). Divergent learning styles substantially increased students' satisfaction with e-learning compared to other learning styles (P = 0.048). The demographic variable and learning style did not significantly correlate (age-gender-semester- mean score). Additionally, e-learning had a middle-of-the-road average satisfaction score (78.32).Conclusion: This research indicated a considerable relationship between dental students’ learning style and their satisfaction with e-learning.
Daryosh Gholipour Mofrad Dashtaki; Aeen Mohammadi; Mitra Zolfaghari; Sakineh Imani; Shahram Tahmasebian
Abstract
Background: Nowadays, several studies have been performed on the factors affecting the effectiveness of virtual education. One of the characteristics of learners is their different learning styles.Objectives: The purpose of this study was to investigate the relationship between learning style and the ...
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Background: Nowadays, several studies have been performed on the factors affecting the effectiveness of virtual education. One of the characteristics of learners is their different learning styles.Objectives: The purpose of this study was to investigate the relationship between learning style and the level of satisfaction and usage of e-learning facilities in medical students.Methods: This cross-sectional and retrospective (ex post facto) study was performed among medical, public health, and operating room students of Shahrekord University of Medical Sciences in 2017. We redesigned their courses to be delivered in the blended method, so that teachers used a Learning Management System (LMS) in addition to traditional teaching. Information about learning styles was collected using Kolb’s questionnaire, satisfaction level evaluated with a researcher made questionnaire and use of e-learning was examined by checking system loggings. Data were analyzed using one-way ANOVA, Tukey’s post hoc, Welch’s ANOVA and X2 tests in SPSS software.Results: Students’ satisfaction with e-content in diverging learning style was higher (P = 0.032), but there was no significant relationship between learning style and demographic characteristics and total average mark. Also, there was no significant difference in the amount of using e-learning facilities between different learning style groups (P = 0.256).Conclusion: It seems that using virtual learning facilities and considering the type of learning style in students can increase their satisfaction.
Mohammad Mehdi Parhizgar; Amir Fazel; Azin Harandi
Abstract
Background Electronic learning (e-learning), as a tool for the acquisition of knowledge, is rapidly expanding and evolving, but in order to employ such a project, identify its strengths and weaknesses, and make the right decision, organizations and institutions should carefully analyze the degree of ...
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Background Electronic learning (e-learning), as a tool for the acquisition of knowledge, is rapidly expanding and evolving, but in order to employ such a project, identify its strengths and weaknesses, and make the right decision, organizations and institutions should carefully analyze the degree of their readiness. Objectives Therefore, the present study aimed at evaluating the readiness of Kerman University of Medical Sciences for e-learning implementation from the viewpoint of faculty members and ranking the identified factors. Methods The present survey was conducted on 402 faculty members at Kerman University of Medical Sciences as the statistical population; however, a total of 196 subjects were selected using Morgan table and stratified random sampling. Data were collected by a questionnaire measuring the readiness of university based on four factors. The viewpoint of eight experts as well as fuzzy preference ranking organization method for enrichment evaluation (PROMETHEE) was used to rank the factors. Results All the studied factors, except human resources, had good status and overall readiness of Kerman University of Medical Sciences was at a good level. In addition, ranking of the factors revealed that human resources were the most important factor to assess readiness for e-learning implementation at Kerman University of Medical Sciences. Conclusions According to the viewpoint of faculty members, Kerman University of Medical Sciences is ready for e-learning implementation and no significant difference was found between the academic rank and academic department of faculty members and their attitudes toward e-learning.
