Academic Staff Perspectives Towards Adoption of E-learning at Melaka Manipal Medical College: Has E-learning Redefined our Teaching Model?

Bhardwaj, Abhishek; Nagandla, Kavitha; Swe, Kye Mon Min; Abas, Abl

doi:10.3126/kumj.v13i1.13746

Cited by 19 publications

(18 citation statements)

References 13 publications

(11 reference statements)

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“…The findings of this study pertaining to the spatial planning regions dimension and in the categories of educational, research and information technology-related activities are consistent with those reported by (19)(20)(21)(22). The results showed that academic managers and policy-makers must pay attention to cooperation in the 10 spatial planning regions because these interactions promote the relationships between academic experts, give rise to interdisciplinary scientific innovations, and facilitate the development of e-learning in the academia.…”

Section: Discussionsupporting

confidence: 91%

Designing a Conceptual Pattern of E-Learning for Iran’s Universities of Medical Sciences

Sajedi

Khorshidi

Hamidifar

et al. 2021

J Clin Res Paramed Sci

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Background: Over the last number of decades there has been a shift in medical education practice from traditional forms of teaching to other media which employ online, distance or electronic learning. E-learning can provide students with easier and more effective access to a wider variety and greater quantity of information. Objectives: The present study aimed to design a conceptual pattern of e- learning for Iran’s universities of Medical Sciences. Methods: This study was applied in terms of objective and qualitative in terms of data collection. The population of the study was the e-learning experts and faculty members of universities who sampled purposefully, after 30 interviews, saturation was achieved. A semi-structured questionnaire was used to interview. The qualitative data was analyzed using three- stage codings. Results: the electronic learning pattern of Iran’s universities of Medical Sciences was categorized in the following dimensions, including: "academic dimension" including components of synergogy and instructional design, human resources, infrastructure, management, organization, financial resources, ethics & culture, support, monitoring & coordination, and legal factor; The "spatial planning regions dimension" includes the components of the educational activities, research and information technology- related activities; the "national-macro dimension" includes the government’s structural and managerial supports, the government’s cultural and social supports, the government’s economic supports, the government’s scientific and technical supports, supports from the higher medical education, and supports from the private sector; the "regional – international dimension" including scientific and educational interactions, cultural and social interactions, political, and economic interactions. Conclusions: This study suggested that policy-makers, top managers of higher medical education, and those in charge of e-learning exploit the pattern proposed in this study for developing policies and programs for creating/developing e-learning centers, and sufficiently address the dimensions, categories, and indicators mentioned here, so that the long-term effects of operationalizing each category of the pattern can be demonstrated more optimally and quickly. In this way, costs can be reduced, repeat work can be avoided (especially in the face of environmental crises), and Iranian universities can progress in line with world universities and thereby take a big step towards the successful implementation of e-learning in Iran.

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Section: Discussionsupporting

confidence: 91%

Designing a Conceptual Pattern of E-Learning for Iran’s Universities of Medical Sciences

Sajedi

Khorshidi

Hamidifar

et al. 2021

J Clin Res Paramed Sci

View full text Add to dashboard Cite

show abstract

“…The present research aimed to identify the dimensions, categories and indicators of e -learning for universities of medical The findings of this study pertaining to the spatial planning regions dimension and in the categories of educational, research and information technology-related activities are consistent with those reported by Alshaher [21], Oketch [22], Bhardwaj et al [23] and Zare-Bidaki et al [24].The results showed that academic managers and policy-makers must pay attention to cooperation in the 10 spatial planning regions because these interactions promote the relationships between academic experts, give rise to interdisciplinary scientific innovations, and facilitate the development of e-learning in the academia. The spatial planning of the higher medical education system provides long-term opportunities for developing higher education with a comprehensive cultural, political, geographical, and human approach.…”

Section: Discussionsupporting

confidence: 79%

Identifying E- Learning Dimensions, Categories & Indicators for Universities of Medical Sciences: Presenting a Model

Sajedi¹,

Khorshidi²,

Hamidifar³

et al. 2020

BJSTR

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Introduction: Simultaneously with the changes of techniques and skills, and the emergence of new phenomena in information communication technology, e-learning as a knowledge acquisition tool, rapidly is expanding, developing and evolving. On the other hand, due to environmental conditions and crises, the traditional education is encountered with serious threat, e-learning is considered as a solution for the current challenge, but it is also an ideal opportunity for transforming the traditional training method. Materials and Methods:The present research aimed to identify the dimensions, categories and indicators of e-learning for universities of medical sciences. This study was a qualitative using a data-grounded theory approach. 30 academic experts and faculty members in the field of educational technology, distance learning and medical education were selected. The data was collected through in-depth semi-structured interviews. The systematic approach of Strauss and Corbin was conducted in three stages of open, axial and selective coding. The accreditation of the data was based on Delphi rounds and brainstorming sessions. Results:The results revealed that e -learning model for universities of medical sciences involved 4 main dimensions: academic, spatial planning regions, nationalmacro, and regional -international. Also 22 categories and 222 indicators have been extracted, and the final model was plotted according to the mentioned factors.Conclusions: According to the findings, it is hope that the application of this model can also realize the goals and programs of the transformation and innovation project in medical education. It is necessary that the government make investments at macro level on the infrastructure, legal aspects, and supports for e-learning, in line with the global evolutions in the near future.

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“…In the past, organizational support, which included training and the provision of technical resources and time, was an influencing factor related to whether educators would use a technologically integrated curriculum [16,37]. As many studies have revealed, insufficient technical support, which caused educators to be less confident about technology integration, was also an impeding factor [38]. This information from prior studies supports the results of the present study because a convenient learning platform and training for those platforms already existed at the universities, which increased the motivation to use technology.…”

Section: Discussionmentioning

confidence: 99%

Factors Influencing Technology Integration in the Curriculum for Taiwanese Health Profession Educators: A Mixed-Methods Study

Chen

Liao

Chang

et al. 2019

IJERPH

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In this study, we explored the considerations and the influencing factors for the technological integration of educational curricula based on the technological pedagogical content knowledge (TPCK) framework for health profession educators (HPEs). A mixed methodology was used that included semi-structured interviews with 15 HPEs and an online TPCK survey with a randomly selected sample of 319 HPEs from 217 Taiwanese universities. Five themes emerged, namely, supplementing traditional teaching methods, improving immediate educator–student interactions, tracking the learning process and improving the record-keeping, keeping up with technological trends, and advancing professional learning objectives for different student needs. The presence of pre-existing platforms and inspiration from colleagues and students were facilitators, whereas the risk of technological problems and the need to invest extra time into the preparation process were impediments to technology integration in the curriculum. Of the online respondents (n = 210), 64.2% have integrated at least one technological method into their curriculum. The logistic regression model revealed that gender, prior knowledge regarding how to incorporate technology with teaching, high mean TPCK scores, and relevant school policies were significant predictors of technology integration in the curriculum. Based on these results, recommendations for development in the health profession included efforts to equip HPEs with TPCK, in order to integrate technology into the curriculum effectively.

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Academic Staff Perspectives Towards Adoption of E-learning at Melaka Manipal Medical College: Has E-learning Redefined our Teaching Model?

Cited by 19 publications

References 13 publications

Designing a Conceptual Pattern of E-Learning for Iran’s Universities of Medical Sciences

Designing a Conceptual Pattern of E-Learning for Iran’s Universities of Medical Sciences

Identifying E- Learning Dimensions, Categories & Indicators for Universities of Medical Sciences: Presenting a Model

Factors Influencing Technology Integration in the Curriculum for Taiwanese Health Profession Educators: A Mixed-Methods Study

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