Investigating the Challenges of the Effective Implementation of E-Learning Courses at Payame Noor University of Dehloran

Hakimzadeh, Rezvan; Dehghani, M. H.; Javadipour, Mohammad; Malekipour, Ahmad

doi:10.5812/ijvlms.12153

Cited by 3 publications

(3 citation statements)

References 3 publications

(4 reference statements)

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“…The indicators of the supports from the higher medical education system mentioned by the experts in interviews include: Standardization of the curriculum based on elearning in the Ministry of Health and Medical Education, development of a supervision system for the developed contents, addressing the role of non-academic institutions in the development of e-learning, developing national regulations for validation of e-learning courses, binding regulations and incentives for virtual activities, facilitating the recruitment and employment of faculty members specializing in e-learning, and supporting the independence and freedom of universities. These results are consistent with those reported by Roshani et al (8,12,15,(33)(34)(35)(36).…”

Section: Discussionsupporting

confidence: 93%

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: 93%

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 appropriate justification for the mentioned cultural issues that exist in the universities can be stated as: lack of a detailed policy on HELMS implantation via expertise exchange, replacement of subjective norms with objective decisions, and a sensation of independence from higher rank officials among lecturers and medium-level management of universities. While other literature has just indicated the cultural challenges that exist among the lecturers regarding the use of learning management systems or e-learning in terms of instructor's roles and rules inside the university (Aldowah et al, 2019;Hakimzadeh et al, 2016), cultural challenges in the whole context of the organization were not widely studied and investigated in other literature. Therefore, the result of studying organizational culture revealed unexpected findings in the context of learning management system implementation, especially in Afghanistan.…”

Section: Discussionmentioning

confidence: 99%

Investigating the challenges and factors influencing the use of the learning management system during the Covid-19 pandemic in Afghanistan

2021

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Successful implementation and use of learning management systems (LMSs) have become a critical challenge for many higher education institutes during the Covid-19 pandemic. Although LMSs with lots of features were developed for universities, the success of those systems is highly related to a detailed understanding of challenges and factors influencing the use of the systems among their users. HELMS (Higher Education Learning Management System) is a countrywide LMS used for teaching and learning during the quarantine period caused by covid-19 in Afghanistan universities. As it was the first experience of Afghan universities in using the learning management systems during the pandemic, challenges were expected to appear. No previous research has been conducted on either studying the challenges of using the HELMS or investigating the factors influencing the use of HELMS during the Covid-19 pandemic in Afghanistan. Hence, there was no unified view of the potential challenges of using HELMS and factors influencing the use of the HELMS among the researchers. This research aims to investigate the challenges that face the use of HELMS and explore the factors influencing the use of HELMS among both lecturers and students. This study employed a qualitative research method by conducting semi-structured interviews with 100 participants including university management, lecturers, and students. Thematic analysis was used as a method for the analysis of qualitative data. The findings of this research will help policymakers, researchers, and practitioners in public and private universities to grasp knowledge on the successful implementation and use of LMSs during covid-19 and afterward.

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“…We conducted this survey during the third trimester of a combined education program and used a 32-item questionnaire containing six dimensions of instructional design (6 items), learner-instructor interaction (4 items), learner-tolearner interaction (5 items), course content (6 items), individual learning opportunities (4 items), and course evaluation (7 items) to collect data. We developed the questions based on the criteria for evaluating the quality of elearning in medical education mentioned in a questionnaire by Hakimzadeh and Afandideh (18). We asked participants to rate each of the items based on a five-point Likert scale from strongly agree to disagree strongly.…”

Section: Methodsmentioning

confidence: 99%

Assessing the Quality of Online Learning During the COVID-19 Pandemic from the Perspective of Iranian Community Health Workers and Their Instructors

Heidarpoor

Dejagah

2023

J Med Edu

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Background: Medical education has experienced a significant shift from traditional teaching styles to online, distance, or electronic learning, which applies electronic technology to support teaching strategies and engage learners in the learning process more effectively. Objectives: This study aimed to investigate educators’ and trainees’ viewpoints on virtual education for community health workers (CHWs) at Kermanshah University of Medical Sciences. Methods: Using the consensus method, we conducted this cross-sectional study among 50 instructors and 150 CHW trainees of education programs at the Kermanshah University of Medical Sciences during 2020 - 2021. Educational materials were provided for learners virtually according to weekly scheduled programs. District Behvarz training center (DBTCs) tried to share educational videos during the period to provide practical training. In addition, clinical placements were considered for learners to facilitate gaining experience in the work environment. During the third trimester of a combined educational program, a 32-item questionnaire including six dimensions of educational design: Learner-instructor interaction, learner-learner interaction, course content, learning opportunities, and course evaluation was used to collect data. The tool was developed based on the criteria for evaluating the quality of e-learning in medical education mentioned by Hakimzadeh and Afandideh. Data was analyzed using SPSS software version 20.0. Results: The participants were quite satisfied with almost all aspects of education. According to the trainers’ and learners’ perspectives, the greatest and lowest scores were in learner-instructor and learner-to-learner interactions, respectively. Students’ scores on online education were higher. Conclusions: It is critical to move to hybrid courses and online learning to take advantage of virtual education and improve the learning process through learning strategies, as well as provide trainees with flexibility through distance learning.

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Investigating the Challenges of the Effective Implementation of E-Learning Courses at Payame Noor University of Dehloran

Cited by 3 publications

References 3 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

Investigating the challenges and factors influencing the use of the learning management system during the Covid-19 pandemic in Afghanistan

Assessing the Quality of Online Learning During the COVID-19 Pandemic from the Perspective of Iranian Community Health Workers and Their Instructors

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