@2025 Afarand., IRAN
ISSN: 2228-5468 Education Strategies in Medical Sciences 2015;8(3):159-164
ISSN: 2228-5468 Education Strategies in Medical Sciences 2015;8(3):159-164
Faculty Members’ Attitude toward e-Learning; Zanjan University of Medical Sciences
ARTICLE INFO
Article Type
Descriptive & Survey StudyAuthors
Maleki A. (*)Faghihzadeh S. (1)
Taran Layegh Z. (2)
Najafi L. (2)
(*) Midwifery Department, Nursing & Midwifery School, Zanjan University of Medical Sciences, Zanjan, Iran
(1) Biostatistics & Epidemiology Department, Medicine Faculty, Zanjan University of Medical Sciences, zanjan, Iran
(2) Midwifery Department, Nursing & Midwifery School, Zanjan University of Medical Sciences, Zanjan, Iran
(2) Midwifery Department, Nursing & Midwifery School, Zanjan University of Medical Sciences, Zanjan, Iran
Correspondence
Address: School of Nursing & Midwifery, Zanjan University of Medical Sciences, Parvin Etesami Street, Next to the Pasteurized Milk Factory, Zanjan, IranPhone: +982433772513
Fax: +982433770305
malekia@zums.ac.ir
Article History
Received: June 26, 2016Accepted: August 1, 2015
ePublished: August 10, 2015
ABSTRACT
Aims
Electronic education is one of the teaching methods, which students can achieve educational goals according to their talents. The aim of this study was to determine the faculty members' attitudes toward e-learning in Zanjan University of Medical Sciences.
Instrument & Methods In this cross-sectional study, the attitude of 69 faculty members of Zanjan University of Medical Sciences towards electronic education were investigated using simple random sampling in 2014. Data collection instruments were demographic questions, skills and access to computers status, and standard Mishra attitude questionnaire. Data were analyzed using descriptive statistics and Chi-square tests.
Findings The access of faculty members to the computers was very favorable in 44 persons (63.8%) and their skills in computer use were favorable in 50 persons (72.5%) respectively. In addition, 54 of them (78.3%) had a positive attitude towards e-learning. Their attitude significantly had relationship just with their academic degree. Therefore, the assistant professors' degree had very positive attitudes towards e-learning compared with the others (p=0.04).
Conclusion The majority of them have a positive attitude towards e-learning and their access or skills to the computer are favorable. Therefore, it reflects the appropriate capacity of faculty members of Zanjan University of Medical Sciences for the successful implementation of e-learning programs.
Instrument & Methods In this cross-sectional study, the attitude of 69 faculty members of Zanjan University of Medical Sciences towards electronic education were investigated using simple random sampling in 2014. Data collection instruments were demographic questions, skills and access to computers status, and standard Mishra attitude questionnaire. Data were analyzed using descriptive statistics and Chi-square tests.
Findings The access of faculty members to the computers was very favorable in 44 persons (63.8%) and their skills in computer use were favorable in 50 persons (72.5%) respectively. In addition, 54 of them (78.3%) had a positive attitude towards e-learning. Their attitude significantly had relationship just with their academic degree. Therefore, the assistant professors' degree had very positive attitudes towards e-learning compared with the others (p=0.04).
Conclusion The majority of them have a positive attitude towards e-learning and their access or skills to the computer are favorable. Therefore, it reflects the appropriate capacity of faculty members of Zanjan University of Medical Sciences for the successful implementation of e-learning programs.
CITATION LINKS
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[2]Rokhafroz D, Sayadi N, Hakim A. The study of knowledge and view of faculty members of Ahvaz Jundishapur university of medical sciences with short term and long term strategies of combind e- learning. A Cross-Sectional Study. Educ Dev Jundishapour. 2012;3(4):30-8. [Persian]
[3]Zarif Sanaee N. Assessing the criteria for the quality and effectiveness of e-Learning in higher education. Mag Elearning Distrib Academy. 2011;1(3):24-32. [Persian]
[4]Bediang G, Stoll B, Geissbuhler A, Klohn AM, Stuckelberger A, Nko’o S, et al. Computer literacy and E-learning perception in Cameroon: The case of yaounde faculty of medicine and biomedical sciences. BMC Med Educ. 2013;13:57.
[5]Mullan F, Frehywot S, Omaswa F, Buch E, Chen C, Greysen SR, et al. Medical schools in sub-Saharan Africa. Lancet. 2011;377(9771):1113-21.
[6]Darab B, Montazer GhA. An eclectic model for assessing e-learning readiness in the Iranian universities. Comput Educ. 2011;56(3):900-10.
[7]Ruiz JG, Mintzer MJ, Leipzig RM. The impact of e-learning in medical education. Acad Med. 2006;81(3):207-12.
[8]Frehywot S, Vovides Y, Talib Z, Mikhail N, Ross H, Wohltjen H, et al. E-learning in medical education in resource constrained low-and middle-income countries. Hum Resour Health. 2013;11(1):4.
[9]Ghanbari A, Asgari F, Taheri M. View points of faculty members of Guilan university of medical sciences in regard to electronic learning. J Strides Dev Med Educ. 2012;8(2):159-66. [Persian]
[10]Omoiee Milan Ghashghagh M, Mehdinezhad V, Yaghoubi N. Assessing factors affecting the tendancy to use electronic learning systems among faculty members. Mag Elearning Distrib Academy. 2012;2(3):28-38. [Persian]
[11]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]
[12]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 sciences. Health Inf Manag. 2010;7(3):243-50. [Persian]
[13]Mehdizadeh F, Mehdizadeh H, Sarmadi M, Azizi M, Allaei M. A study on electronic learning readiness of faculty members of western Iran’s medical universities. J Ilam Uni. 2012;19(4):62-9. [Persian]
[14]Abdollahi M, Zamani BE, Ebrahimzade I, Zare H, Zandi B. Presenting a conceptual model for investigating faculty participation main worries and inhibitors. Mag Elearning Distrib Acad. 2010;1(2):2-9. [Persian]
[15]Panda S, Mishra S. E‐Learning in a mega open university: Faculty attitude, barriers and motivators. Educ Media Int. 2007;44(4):323-38.
[16]Al-Shammari MO, Higgins S. Obstacles facing faculty members in the effective implementation of e-learning at some universities in Saudi Arabia. Int J Inf Technol Comput Sci. 2015;19(1):1-13.
[17]Mishra S, Panda S. Development and factor analysis of an instrument to measure faculty attitude towards e-learning. Asian J Distance Educ. 2007;5(1):27-33.
[18]Latifnejad Roudsari R, Jafari H, Hosseini BL, Esfahani 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]
[19]Zolfaghari M, Sarmadi MR, Negarandeh R, Zandi B, Ahmadi F. Attitudes of nursing and midwifery school's faculty toward blended E-learning at Tehran university of medical sciences. Hayat. 2009;15(1):31-9. [Persian]
[20]Seyede Naghavi MA. Study of teachers and students attitude toward E-learning: Surveying in Iran’s E-learning Universities. Q J Res Plan Higher Educ. 2007;13(1):157-76. [Persian]
[21]Gasaymeh AM. A study of faculty attitudes toward internet-based distance education: A survey of two Jordanian public universities: Ohio university [Dissertation]. Ohio University, The College of Education; 2009.
[22]Alkhalaf S, Drew S, AlGhamdi R, Alfarraj O. E-Learning system on higher education institutions in KSA: Attitudes and perceptions of faculty members. Procedia-Soc Behav Sci. 2012;47:1199-205.
[23]Sabzwari S, Kauser S, Khuwaja AK. Experiences, attitudes and barriers towards research amongst junior faculty of Pakistani medical universities. BMC Med Educ. 2009;9(1):68.
[24]Mokhtari Nouri J, Zahri S, Yaghmayi F, Ebadi A, Yoldahkhan M. Study of factors relation to intenet use with usage of internet by teachers according to theory of reasoned action. Iran J Nurs Res. 2011;5(19):25-34.
[25]Zolfaghari M, Negarandeh R, Ahmadi F. The evaluation of a blended E-learning program for nursing and midwifery student in Tehran university of medical sciences. Iran J Med Educ. 2011;10(4):398-409. [Persian]