ARTICLE INFO

Article Type

Descriptive & Survey Study

Authors

Okhovati   M. (1 )
Sharifpoor Ghahestani   E. (* )
Islami Nejad   T. (2 )
Hamzezadeh Marzooni   M. (3 )
Motamed Jahroomi   M. (4 )






(* ) Neurosciences Research Center, Institute of Neuropharmacology, Kerman University of Medical Sciences, Kerman, Iran
(1 ) “Medical Informatics Research Center,” and “Medical Library & Information Department, Medical Management and Information Faculty”, Kerman University of Medical Sciences, Kerman, Iran
(2 ) Education & Psychology Department, Payame Noor University (PNU), Kerman, Iran
(3 ) Deputy of Food & Drug, Kerman University of Medical Sciences, Kerman, Iran
(4 ) Student’s Research Committee, Kerman University of Medical Sciences, Kerman, Iran

Correspondence

Article History

Received:  September  2, 2014
Accepted:  January 31, 2015
ePublished:  March 15, 2015

BRIEF TEXT


… [1-9] The impact of technological growth of e-learning in the field of medicine has been significant and investigation of the dimensions of its effects is highly important in the medicine field [10-12]. … [13, 14] E-learning is an individual education where learners are able to achieve their educational goals in accordance with their talents [15]. … [16-26] The use of educational technology in education has been widely accepted in the educational institutions [27]. … [28]

Different studies both in Iran and outside of Iran indicate the positive attitude toward e-learning [18-24].

The aim of this study was to determine the level of knowledge, attitude and skills of students of Kerman University of Medical Sciences to e-learning.

This is a descriptive cross-sectional study.

Students studied medicine in Kerman University of Medical Sciences (Iran), who had entered the university in 7 different years from 2007 to 2013, were studied in 2013.

The sample size of the study was 196 subjects. Sampling was based on Stratified Sampling method and the population of medical students (n=480), were categorized based on the year of entry to the university, and then from each category, desired number of samples were chosen in accordance with the size and based on Simple Randomization.

The instrument used in this study was a questionnaire with 5-point Likert Scale [29]. The validity of the questionnaire was confirmed by 6 experts and its reliability was obtained 0.83 using Cronbach Alpha method. The questionnaire was systematic and closed and included 6 parts. The first part was related to the personal characteristics (7 questions); the second part was related to the computer skills (4 multiple choice questions); the third part was related to the computer programs such as e-mail, word, excel, power point and SAS, Minitab, and SPSS 11 software. In other parts, the questions were related to knowledge (10 questions), attitude (11 questions), and skills (10 questions). Out of 196 distributed questionnaires, 158 (80.61%) were returned and analyzed. In order to describe and analyze the data, descriptive statistics including frequency tables, central and distribution parameters (mean and standard deviation) and inferential statistics (Pearson Correlation Coefficient, ANOVA, and Independent-T test) were used. Thus, at the beginning, the normality of variables was determined using Kolmogorov-Smirnov test. After determining the normality, ANOVA and Independent-T test were used for statistical analysis based on their usage. In addition, Pearson Correlation test was used to show the correlation between the quantitative variables. The correlation between the three variables under investigation (knowledge, attitude and skills) with the year of entry, gender and other variables were, also, calculated by ANOVA and Independent-T test. Analysis of data was carried out using SPSS 19.

Of 158 participating students in the study, 85 (54%) were female and the others were male the mean age of whom was 22.44 ± 2.57 years. 64 (40.5%) of the respondents had learnt to work with computers for the first time by their friends and family; 51 respondent (32.3%) had learnt this ability for the first time through self-tutorial; 29 (18.4%) acquired it in the school, 3(1.9%) had learnt it in the university; and 11(7.0%) had learnt it through other methods. Most of the students were familiar with Windows and Word-processing programs. They were very weak in using Excel program and did not know how to use it. Their knowledge about Power Point program was at the moderate level and they were familiar with email very well. More than half of the students were very weak at the statistical software such as SPSS, SAS and Minitab or did not know how to work with them. However, most of them were familiar with internet very well. Totally, the mean score of familiarity of these students with the software package and mentioned program was evaluated as good (28.3%) (table1). The level of students’ knowledge was moderate. The level of their attitude was high (desirable) and their level of skills was moderate (Table 2). In addition, according to Pearson test, there was a significant correlation between the variables of knowledge and skills as well as knowledge and attitude that the correlations were linear and straight, but there was no significant correlation between skills and attitude. The level of experience in working with computers, having personal computers, hours of computer use, learning method, hours of using internet during the day, the situation of individuals` familiarity with the software package and investigated programs, access to the internet at home, using online e-learning sources, e-journals, and e-books as well as working in online discussion, were the factors which had impacts on the level of knowledge, skills and attitudes of the students. Knowledge and skills of the students showed a significant difference in their experience in working with computers. Having personal computers had, also, a significant difference with the knowledge, attitudes and skills. A significant difference was observed between the level of person`s knowledge and attitudes based on where and how they have learnt to use computers for the first time, but there was no significant difference between their levels of skills. The correlation which was observed between person`s knowledge, attitude and skills was significant (table 3). The mean score of knowledge and skill in the female group showed significant difference compared with the male group in the way that the mean score of knowledge (30.81 ± 0.85) and skill (32.15 ± 0.83) in males was more than the mean score of knowledge (25.36 ± 0.82) and skill (26.70 ± 0.86) in females, respectively. Non-native students` skills (32.28 ± 0.75) were significantly more than the native students (28.78 ± 0.88). Age, ranking score in the university entrance exam, the number of passed units, the year of entry to university, and marital status, had no effect on knowledge, attitude and skills of the students.

In general, the level of knowledge and skills in the medical students of Kerman University of Medical Sciences with respect to e-learning was moderate. The level of knowledge and skill related to e-learning has been low [30]. This result is different from the result of this study. Students have a positive attitude toward e-learning [22, 23, 31-33] which is in line with the results of this study. Faculty members have positive attitude toward the use of computers and the internet in education [20, 34]. The results of this study are consistent with these results. Significant difference was observed between the knowledge and skills of individuals based on gender and the level of knowledge; and skill in the male group was more than female group, but there was no significant difference in attitude according to gender which is consistent with the results of some studies [35, 36]. However, other studies [19, 22, 30] have reported attitude in two sexes significantly different. The scores of knowledge, attitude, and skills of participants in this study, had significant correlation with the duration of utilization of computers and internet during the day. Attitude has been affected by the devoted time to the use of computers [22, 31] that is consistent with the current study. A significant difference was observed between knowledge, attitude and skill of students in the access to the internet and technology. There is a significant correlation between the level of student`s access to different technologies and their attitudes toward technology [23]. The skill of students in using technology is an important factor in their attitude toward e-learning [23, 37-39].

Designing and conducting studies on accurate understanding of the issues and problems of e-learning should be carried out in Kerman University of Medical Sciences.

Lack of cooperation by some participants in responding to the questionnaires was of the limitations of this study.

Investigation of level of knowledge, attitude and skills of medical students of Kerman University of Medical Sciences show that these students have a positive attitude toward e-learning. Therefore, the use of this type of education can significantly improve their learning process. However, their moderate level of knowledge and skills indicates that there is not, still, essential readiness for implementation of this type of education in Kerman University of Medical Sciences.

The educational officials of Medical and Management Schools of Kerman University of Medical Sciences and all participating students are appreciated.

This research does not have any conflict of interest.

This study was approved by the Ethics Committee of Kerman University of Medical Sciences.

This research has not financially supported.

TABLES and CHARTS

Show attach file


CITIATION LINKS

[1]Ismail I, Idrus RM, Baharum H, Rosli M, Abu Ziden A. The learners’ attitudes towards using different learning methods in e-learning portal environment. Int J Emerg Technol Learn. 2011;6(3):49-52.
[2]Blinco K, Mason J, McLean N, Wilson S. Trends and Issues in E-Learning Infrastructure Development [Internet]. A White Paper for alt-i-lab 2004 prepared on behalf of DEST (Australia) and JISC-CETIS (UK) [Cited 2015, Feb 7]. Available from: http://www.imsglobal.org/altilab/altilab2004/Altilab04-Trends-Issues.pdf
[3]Jokar A, Khase A. Informational resources as a supporting systems in electronic education: Electronic students of Shiraz University as a case study. Res Plan High Educ. 2007;13(1):91-116. [Persian]
[4]Della Corte F, La Mura F, Petrino R. E-learning as educational tool in emergency and disaster medicine teaching. Minerva Anestesiol. 2005;71(5):181-95.
[5]Saberian M. Principle of planning for education. Tehran: Boshra Publication; 2006. [Persian]
[6]Pashaee M, Modabberi Kalyani R, Sheikh Zadeh Marand M. Role of new technologies in medical continual training. Int J Inform Secur Syst Manag. 2011;1(1):29-33.
[7]Fathnejad F, Mokhtari A. Virtual education: The third generation. Tadbir. 2007;18(183). [Persian]
[8]Dargahi H, Ghazi Saidi M, Ghasemi M. The role of e-learning in Medical Sciences Universities. Payavarde Salamat. 2008;1¬(2):20-9. [Persian]
[9]Emami H, Aghdasi M, Asusheh A. Electronic learning in medical education. Pajouhesh. 2009;33(2):102-11. [Persian]
[10]Azizi F. Medical education: Mission, vision, and challenges. 1st ed. Tehran: Education and Student Department, Shahid Beheshti Medical University; 2003. [Persian]
[11]Emami H, Aghdasi M, Asousheh A. Electronic learning in medical education. J Shahid Beheshti Univ Med Sci. 2009;33(2):102-11. [Persian]
[12]Ruiz GJ, Mintzer MJ, Leipzig RM. The impact of E-learning in Medical Education. Acad Med. 2006;81(3):207-12.
[13]Grant JR. Changing postgraduate medical education: a commentary from the United Kingdom. Med J Aust. 2007;186(7 Suppl):S9-13.
[14]Ostadzade Z. Open university and distance education. Rahyaft. 2003;28(1):97-106. [Persian]
[15]Hewitt-Taylor J. Facilitating distance learning in nurse education. Nurse Educ Pract. 2003;3(1):23-9.
[16]Yaghoubi J, Malek Mohammadi I, Iravani H, Attaran M. Desired characteristics of faculty members and students in E-learning in higher education of Iran: Virtual students’ viewpoint. Q J Res Plan High Educ. 2008;14(1):160-73. [Persian]
[17]Moghadasi J, Norouz zadeh R. Survey and comparison of knowledge, attitude and skill level of the Master students of information technology management using virtual and traditional education in Islamic Azad University. J Cult Manag. 2010;3(6):95-106. [Persian]
[18]Mirzaei M, Ahmadipour F, Azizian F. Viewpoints of students of Shahid Sadoughi University of Medical Sciences towards e-learning in teaching clinical biochemistry. J Med Educ Dev. 2012;7(2):67-74. [Persian]
[19]Harirchian SM, Yarmohammadian MH, Bahrami S, Bahadorani M, Soleimanian M. Web- based Education; Study of Knowledge, Attitude and Practice of Faculty Members Isfahan University of Medical Science. Health Inf Manag. 2000;7¬(3):243-50. [Persian]
[20]Fahami R, Zare H. An investigation of factors affecting accepting new technologies in distance education drawing on technology acceptance model (a case study of Esfahan Payame Noor University). Q J N Approach Educ Adm. 2013;4(1):67-80. [Persian]
[21]Vafaee Najar A, Mohammadi M, Khiabani B , Ibrahimpour H. Attitude and Performance of Faculties Towards the Implementation of the Electronic Learning System (ELS) in Mashhad University of Medical Sciences (MUMS) in 2009. Iran J Med Educ. 2011;11(2):120-7. [Persian]
[22]Al-Doub E, Goodwin R, Al-Hunaiyyan A. Student’s attitudes toward E-learning in Kuwait’s higher education institutions. [Internet]. 16th International Conference on Computers in Education. Taipei, Taiwan; 2008 [Cited 2009, Nov 7]. Available from: http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.373.1287&rep=rep1&type=pdf
[23]Rhema A, Miliszewska I. Analysis of student attitudes towards e-learning: The case of engineering students in Libya [Internet]. Issues in Informing Science and Information Technology; 2014 {Cited 2014, Nov 23]. Available from: http://iisit.org/Vol11/IISITv11p169-190Rhema0471.pdf
[24]Kar D, Saha B, Mondal BC. Attitude of University Students towards E-learning in West Bengal. Am J Educ Res. 2014;2(8):669-73.
[25]Al-Qahtani AAY, Higgins SE. Effects of traditional, blended and e-learning on students’ achievement in higher education. J Comput Assist Learn. 2013;29:220-34.
[26]Duplaga M, Zielinski K, Ingram D. Transformation of health-care with information technologies. Netherland: Ios Press; 2004.
[27]Omidinia S, Masrom M, Selamat H. Review of e-learning and ICT infrastructure in develop-ing countries (Case study of Iran). Am J Econ Business. 2011;3(1):120-25.
[28]Anderson MB. A guide to the 130 reports in this snapshot supplement to academic medicine. Acad Med. 2000;75(9Suppl):Sx-Sxiv.
[29]Eslaminejad T, Masood M, Ngah NA. Assessment of instructors’ readiness for implementing e-learning in continuing medical education in Iran. Med Teach. 2010;32(10):e407-12.
[30]Latifnejad Roudsari R, Jafari H, Hosseini BL, Esfalani A. Measuring students' knowledge and attitude towards E-learning in Mashhad University of Medical Sciences (MUMS). Iran J Med Educ. 2011;10(4):364-73. [Persian]
[31]Bertea P. Measuring students’attitude towards E-Learning: A case study. The 5th International Scientific Conference eLSE "eLearning and Software for Education. Bucharest; 2009, April 9-10.
[32]Amin Khandaghi M, Mohammad Hosseinzadeh M. Investigating the Attitude toward electronic learning. J Res Educ System. 2011;5(13):141-45. [Persian]
[33]Mohammadi SD, Hosseini SM, Shaban Ali Fami H, Rajab Beigi M, Eisaei MT. An analysis of the attitudes of instructors towards E-Learning in agricultural Applied-Science education in Iran. Iran J Agric Econ Dev Res. 2008;39(1):99-109. [Persian]
[34]Bahadorani M, Yamani N. Assessment of knowledge, attitude and computer skills of the faculty members of Isfahan University of Medical Sciences in regard to the application of computer and information technology. Iran J Med Educ. 2002;2(1):11-8. [Persian]
[35]Hussain I. A study of student’s attitude towards virtual education in Pakistan. Turkish J Distance Learn. 2007;8(2):69-79.
[36]Zolfaghari M, Negarandeh R, Ahmadi F. The evaluation of a blended E-learning program for nursing and midwifery students in Tehran University of Medical Sciences. Iran J Med Educ. 2011;10(4):398-409. [Persian]
[37]Mitra A. Categories of computer use and their relationships with attitudes toward computers. J Res Comput Educ. 1998;30(3):281-95.
[38]Liaw SS, Huang HM. An investigation of user attitudes toward search engines as an information retrieval tool. Comput Human Behav. 2003;19(6):751-65.
[39]Liaw SS, Huang HM. A study of investigating learners’ attitudes toward e-learning. 5th International Conference on Distance Learning and Education; Singapore: 2011, May 28-32.