@2024 Afarand., IRAN
ISSN: 2228-5468 Education Strategies in Medical Sciences 2014;7(2):75-81
ISSN: 2228-5468 Education Strategies in Medical Sciences 2014;7(2):75-81
Analysis of Virtual and Face to Face Training Quality; Amir Kabir University
ARTICLE INFO
Article Type
Original ResearchAuthors
Rahimi H. (* )Shahin A. (1 )
Agha Babayi R. (2 )
(* ) Education Department, Human Sciences Faculty, Kashan University, Kashan, Iran
(1 ) Management Department, Administrative Sciences and Economics Faculty, Isfahan University, Isfahan, Iran
(2 ) Education Department, Educational Sciences & Psychology Faculty, Isfahan University, Isfahan, Iran
Correspondence
Address:Phone:
Fax:
hamid_rahimi_1982@yahoo.com
Article History
Received: December 1, 2012Accepted: August 16, 2013
ePublished:
ABSTRACT
Aims
Nowadays, quality in higher education has been highly taken into
consideration. Quantitative development of higher education, if quality is not taken
into consideration, has inappropriate consequences. The aim of this study was to
analyze the quality gap of virtual and face-to-face education services from the view
points of the students.
Materials & Methods In this descriptive-survey study, 200 students of the virtual and face-toface students of Amir Kabir University were selected at the academic year of 2011- 12, using stratified random sampling method. The study tool was the researchermade questionnaire of quality of the educational services, based on 11 components in the format of 36 questions, and its reliability was confirmed with Cronbach’s alpha coefficient of 0.91 and its validity was confirmed as content and structure. Data analysis was performed in descriptive and inferential level (paired T and onesample T tests), using SPSS 18 software.
Findings All the components were more than moderate level with the average of 3.77±0.40. The components of capability of assurance (3.92±0.47) and credit (3.00±0.38) had the highest and the lowest average respectively. The components of assurance, security, availability, communication, credit, politeness and flexibility in virtual and face-to-face education had significant difference, but in other components, the difference was not significant. The dimensions of capability of assurance and credit had the maximum and the minimum gap respectively.
Conclusion The average of the components of quality of educational services is more than moderate level.
Materials & Methods In this descriptive-survey study, 200 students of the virtual and face-toface students of Amir Kabir University were selected at the academic year of 2011- 12, using stratified random sampling method. The study tool was the researchermade questionnaire of quality of the educational services, based on 11 components in the format of 36 questions, and its reliability was confirmed with Cronbach’s alpha coefficient of 0.91 and its validity was confirmed as content and structure. Data analysis was performed in descriptive and inferential level (paired T and onesample T tests), using SPSS 18 software.
Findings All the components were more than moderate level with the average of 3.77±0.40. The components of capability of assurance (3.92±0.47) and credit (3.00±0.38) had the highest and the lowest average respectively. The components of assurance, security, availability, communication, credit, politeness and flexibility in virtual and face-to-face education had significant difference, but in other components, the difference was not significant. The dimensions of capability of assurance and credit had the maximum and the minimum gap respectively.
Conclusion The average of the components of quality of educational services is more than moderate level.
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