ARTICLE INFO

Article Type

Original Research

Authors

Hakimzadeh   R. (* )
Afandideh   N. (1 )






(* ) Curriculum & Instruction Methods Department, Psychology & Educational Sciences Faculty, Tehran University, Tehran, Iran
(1 ) Education Department, Medicine School, Iran University of Medical Sciences, Tehran, Iran

Correspondence

Address: Dr. Kardan Street, Across From the Kooye Nasr, Jalal-e-Al Ahmad Highway, Tehran, Iran. Post Box: 6456-14155
Phone: +982161117522
Fax: +982188254735
hakimzadeh@ut.ac.ir

Article History

Received:   April  12, 2014
Accepted:   September 15, 2014
ePublished:   October 7, 2014

ABSTRACT

Aims Evaluating the viewpoints of students and teachers is the way to improve quality of E-learning of the course. This study aimed to evaluate the quality of E-learning course at the Masters level of medical education in Tehran University of Medical Sciences.
Materials & Methods This cross-sectional study was done on 118 master students of Medical Education and 11 university teacher of Medical Education Department of Medicine School, (Hemmat Pardis) of Tehran University of Medical Sciences in 2011-12 that all subjects were selected by census sampling method. Data collected by a researcher-made questionnaire with 32 questions. Data collected in five domains including instructional design, interactivity, courses content, individual learning opportunities and evaluation of the period. To analyze data, SPSS 16 software using independent T-test was used.
Findings The quality of course content and individual learning opportunities domains were at an optimum level, instructional design and evaluation of the period domains were at the relatively ideal level, and interactivity domain was at the unsatisfactory level. There was no significant difference between the teachers’ and students’ views on the quality of five domains.
Conclusion Quality of e-learning course at the master level of Medical Education of Medicine School of Tehran University of Medical Sciences assessed at a relatively favorable level according to the average of assessed five domains.


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