@2024 Afarand., IRAN

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ISSN: 2228-5468    Education Strategies in Medical Sciences 2015;8(4):231-237

Background
… [1-11] In the process of e-learning, the responsibility of schedule of learning is on the behalf of the learner, and learners control the time and place of their own learning [12, 13]. Distance learning courses require a high level of classmates` participation and working groups [14, 15]. … [16, 17]
Previous Studies
Many studies have been conducted to study students 'information literacy [7-9], but there has been little attention to information literacy in distance learning environment.
Aim(s)
The aim of this study was to evaluate the information literacy level of distance education postgraduate students of Entrepreneurship Faculty of Tehran University.
Research type
This is a descriptive-survey study.
Research society, place and time
Students enrolled in the second semester of the academic year 2014-2015 in distance learning at Entrepreneurship Faculty of Tehran University were studied.
Sampling method and number
Minimum number of samples based on Cochran formula was estimated 181 and sampling was carried out using Symmetric Stratified Sampling. 450 participants (all students) were studied.
Used devices&materials
The research instrument was information literacy questionnaire based on five dimensions standard of Association of College and Research Libraries (ACRL) [18]. This questionnaire contains 49 items based on five standards, including 8 questions for the first standard, 12 questions for the second standard, 8 questions for the third standard, 11 questions for the fourth standard and 10 questions for the fifth standard. For grading scale, each correct answer to the questions having one correct answer receives one score, and correct answer to the questions with multiple correct answers receives 3 scores. Total score for a student with information literacy 70 and in the point 50% was obtained 35. Using Cronbach`s Alpha, the reliability coefficient was calculated 0.78. The validity of this questionnaire was confirmed, using face validity based on the experts’ viewpoints. To describe the samples, descriptive statistics (frequency, mean, standard deviation and percentage) and inferential statistics (Single-group Student T test) were used and data analysis was carried out through SPSS 18 software.
Findings by Text
101 patients (56%) were male and 80 (44%) were female. All the samples were MA distance education system entrepreneurship students. Among the components of information literacy, determining the nature of information and understanding the legal and economic information were in the undesirable level. Effective access to information and critically information evaluation were in the relatively desirable level, and purposeful use of data-information was in the desirable level. Also, the mean difference of information literacy skills in distance education system students of Entrepreneurship Faculty of Tehran University was evaluated relatively desirable (Table 1).
Main comparison to the similar studies
Information literacy skills according to obtained scores and above information are relatively favorable. Students in fourth standard (purposeful use of data information) and the second standard (effective access to information) are more skillful. This result is similar to other studies [18, 19]. The earned grades in terms of information literacy skills by graduate students at Ferdowsi, Tehran, Shiraz and Chamaran Universities are desirable and there is a significant difference in this regard between students of humanities and other disciplines [20]. The findings of this research in terms of low scores of the ability to understand legal and economic items of the information (fifth standard), has been confirmed by other studies [18, 20]. The status of students in identifying their needed information, identifying resources and setting research is not appropriate. Most of the students do not have a high capacity to determine the extent and nature of their required data. Their ability in organizing and retrieving of information literacy is not desirable [21]. Freshmen students do not have a clear understanding of useful information and access to it [22]. Although students have good computer literacy, certainly, they are not completely information literate [23]. The results of this research are in line with the findings of other studies which have evaluated the status of students` information literacy acceptable (average) and higher. … [24-27] Undergraduate students at the last year of Iran University of Science and Technology are at the level lower than average in recognition of the need for information. However, in terms of access, evaluation and use of information as well as familiarity with legal issues, they are in a higher level than average [28]. There is a significant difference between students in different disciplines of Alzahra University in terms of information literacy level [25]. Allameh Tabatabai University economic graduate college students' information literacy is above average [26]. The results of other studies [27, 29, 30] are consistent with the results of the current study.
Suggestions
Presentation of information literacy course as one of the basic prerequisites for research should be considered for all medical and non-medical fields.
Limitations
Of the limitations of this study, were presentation of courses based on distance education system by Entrepreneurship Faculty of Tehran University and lack of full access to all students to collect data.
Conclusions
The information literacy skills of distance education students of Entrepreneurship Faculty of Tehran University are evaluated relatively favorable.
Acknowledgments
E-learning Center of Tehran University is appreciated.
Conflict of interest
Non-declared
Ethical Permissions
The participants were assured on the confidentiality of the information.
Funding Sources
Funding has been provided by the corresponding author.

TABLES and CHARTS

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