Presenting electronic learning pattern for universities of medical sciences: A grounded theory approach

authors:

avatar Roghayeh Sajedi , avatar Abbas Khorshidi , * , avatar Fatemeh Hamidifar , avatar Hamid Moghaddasi ORCID , avatar Amir Hossain Mahmoodi


how to cite: Sajedi R, Khorshidi A, Hamidifar F, Moghaddasi H, Mahmoodi A H. Presenting electronic learning pattern for universities of medical sciences: A grounded theory approach. koomesh. 2021;23(1):e153237. 

Abstract

Introduction: Simultaneously with the changes of techniques and skills, and the emergence of new phenomena in information communication technology, e- learning as a knowledge acquisition tool, rapidly is expanding, developing and evolving. On the other hand, due to environmental conditions and crises, the traditional education is encountered with serious threat, electronic (e)-learning is considered as a solution for the current challenge, but it is also an ideal opportunity for transforming the traditional training metho Materials and Methods: The present research aimed to formulate a conceptual pattern for e - learning for universities of medical sciences. This study was a qualitative using a grounded theory approach. The study population included university experts and faculty members in the field of educational technology, distance learning and medical education. A total of 30 participants were selected for this study through purposive sampling, the data was collected through semi- structured interviews. The systematic approach of Strauss and Corbin was conducted in three stages of open, axial and selective coding. The validity and reliability of the data were achieved through Lincoln and Guba criteria. Results: The results revealed that e-learning pattern for universities of medical sciences involved 4 main dimensions: academic, spatial regions, national (macro) and international. Also 22 components and 222 indicators have been extracted, and the final pattern was presented according to the mentioned factors. Conclusion: According to the findings, it is hope that by applying this pattern to meet the new needs of education and e- learning and take an effective step towards developing the e- learning and realizing the transformation and innovation plan in medical education. However, decent and large- scale government investment is necessary from the infrastructure, legal and support perspective for e-learning according to global developments in the near future.

References

  • 1.

    Roshani A, Bene See H, Shahalizadeh M, Heydari S, Fatahi M. Implementation pathology of the E-learning curriculum in Iran: A Case Study (Shahid Beheshti University of Tehran). Int J Virtual Learn Med Sci 2016; 7: 137-152. (Persian).

  • 2.

    Rahimi B, Jebreili M, Mehdi R, Rashidi A, Masoumi R. Barriers to implementing e- learning in the field of Medical Science and Provide Necessary solutions. J Nurs Med 2013; 11: 461-467. (Persian).

  • 3.

    Miri M, Alipour F. The study of effective factors on E-learning in Jahrom University of medical sciences. J Informa Commun Technol 2014; 2122: 63-72. (Persian).

  • 4.

    Karimian Z, Farokhi M. Educational in education virtual of development the in steps Eight experience an of review A, Universities Sciences Medical in Plan Innovation. Teb o Tazkiyeh 2018; 27: 102-112. (Persian).

  • 5.

    Ahangari M, Torkzadeh J, Marzoghi R, Hashemi S. Identifying the components of evaluating the internal effectiveness for academic E-courses: Qualitative Study. Int J Higher Educ 2019; 11: 125-159. (Persian).

  • 6.

    Shams GH, Tari F, Rezaiezadeh M. Identifying the infra- structure managerial obstacles of E- learning in Human recourses education. J Res Teach 2019; 7: 91-116. (Persian).

  • 7.

    Kattoua TT, Al-Lozi M, Alrowwad A. A review of literature on E-learning systems in Higher education. Int J Bus Manag Econ Res 2016; 7: 754-762.

  • 8.

    Fowler T, Phillips S, Patel S, Ruggiero K, Ragucci K, Kern D, Stuart G. Virtual interprofessional learning. J Nurs Educ 2018; 57: 668-674.

  • 9.

    Strauss AL, Corbin J. Basics of qualitative research. Tech Proced Dev Ground Theor 1998; 2nd Ed. Sage.

  • 10.

    Lincoln YS, Guba EG. Naturalistic inquiry. Beverly Hills CA: Sage. 1985.

  • 11.

    Creswell J. Qualitative inquiry and research design: Choosing among five approaches. Thousand Oaks 2012; CA: Sage.

  • 12.

    Bagheri Majd R, Seyed Abbaszadeh MM, Mehr Alizadeh Y, Shahi S. Studying and Designing the pedagogical pattern in virtual higher education. Inform Commun Technol Educ Sci 2013; 3: 127-144. (Persian).

  • 13.

    Roodsaz H, Kamalian AR, Amiri M, Maghami Tabrizi AG. Identifying causal factors affecting the University virtual learning pattern in Iran. Quart Res Educ Syst 2017; 11. (Persian).

  • 14.

    Tiwari, Deepika. Paradigm Shifts in the Pedagogical Approaches: Andragogy-Heutagogy-Synergogy, Business Education and Ethics: Concepts, Methodologies, Tools, and Applications , 2018. DOI: 10.4018/978-1-5225-3153-1.ch018.

  • 15.

    Conroy, Jacqueline Frances. Increasing known performance indicators using andragogy-based models. dissertation submitted in partial fulfillment of the requirements for the degree of doctor of philosophy management. Walden Univ 2018.

  • 16.

    Mahdavinasab Y, Sadipour E, Moradi M. An investigation of the effective components considered in designing E-Learning environments in Higher education and offering a framework for E-Learning instructional design. Quart J Iran Distance Educ Payame Noor Univ 2019; 4: 9-24. (Persian).

  • 17.

    Al-Gamdi AM, Samarji A. Perceived barriers towards e- learning by faculty members at a recently established university in Saudi Arabia, Int J Inform Educ Technol 2016; 6: 23-28.

  • 18.

    Khan BH. Impact of E- learning on higher education: Development of an e- learning framework. Life Sci J 2012; 9: 4073-4082.

  • 19.

    Zare-Bidaki M, Sadrinia S, Rajabpour-Sanati A. Learning Management systems in universities of medical sciences of Iran and several developed countries. Strid Dev Med Educ 2015; 12: 18-27. (Persian).

  • 20.

    Mahmoodi M, Mostashiri E. Analyzing the obstacles of E-learning in Higher Education: Sample Study. Semnan Univ Quart Higher Educ 2017; 37: 111-129. (Persian).

  • 21.

    Sabouri S, Tehranizadeh M, Haddadian F, Fathi Vajargah K. The problems of virtual education in the universities of Tehran from the point of view of virtual education professors. Psychol Educ Sci 2016; 2: 23-32. (Persian).

  • 22.

    Naderifar M, Ghaljaei F, Jalalodini A, Rezaie N, Salar AR. Challenges of E-learning in medical sciences: A review article. J Med Educ Dev 2016; 9: 102-111. (Persian).

  • 23.

    Abbasi Kasani H, Haji Zeynalabdini M, Reisi A. Pathology of university of medical sciences E-learning system based on Khan Model. J Med Edu Dev 2018; 12: 227-239.

  • 24.

    Ostad N, Ahmadi S, Mohammadi A, Sabzevari O, Mojtahedzadeh R, Razavizadeh M, Nourozzadeh AN. Evolution of E-learning in Iran's medical sciences Universities: formation of virtual University medical sciences. Quart Teb va Tazkieh 2017; 27: 233-243. (Persian).

  • 25.

    Nazeri N, Dari S, Atashi A. The effective factors on success of E-learning in medical sciences fields. J Health Biomed Inform 2017; 4: 98-107.

  • 26.

    Mazloom M, Mansoori S, Okhovat MA. Factors influencing the use of E-learning in Shahid Sadoughi University of Medical Sciences according to interpretative structural model. J Med Edu Dev 2018; 13: 194-208. (Persian).

  • 27.

    Mittelmeier J, Rienties B, Gunter A, Raghuram P. Conceptualizing internationalization at a distance: a "Third Category" of University internationalization. J Studi Intern Educ 2020.##.