Journal of Medical Education and Development
مجله مركز مطالعات و توسعه آموزش علوم پزشكي يزد
jmed
Medical Sciences
http://jmed.ssu.ac.ir
1
admin
2251-7065
2251-8266
fa
jalali
1401
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gregorian
2023
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1
17
4
online
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آمادگی برای یادگیری الکترونیک در دانشگاهیان دانشگاه علوم پزشکی آبادان
Readiness for E-learning among the Academics of Abadan University of Medical Sciences
آموزش پزشكي
Medical Education
پژوهشي
Research
<span style="font-size:11pt"><span style="line-height:17.0pt"><span style="direction:rtl"><span style="unicode-bidi:embed"><span sans-serif="" style="font-family:Calibri,"><b><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">مقدمه: </span></span></b><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">درک آمادگی کاربران در موفقیت هر برنامه آموزش الکترونیکی مهم است. </span></span><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">هدف از مطالعۀ حاضر،</span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="background:white"><span b="" nazanin="" style="font-family:"> بررسی آمادگی یادگیری الکترونیک </span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">دانشجویان، اعضای هیئت علمی و کارکنان دانشگاه علوم پزشکی </span></span><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">آبادان</span></span> <span lang="AR-SA" style="font-size:10.0pt"><span style="background:white"><span b="" nazanin="" style="font-family:">بود.</span></span></span><b><span dir="LTR" style="font-size:10.0pt"></span></b></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:17.0pt"><span style="direction:rtl"><span style="unicode-bidi:embed"><span sans-serif="" style="font-family:Calibri,"><b><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:-.2pt">روش بررسی:</span></span></span></b> <span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">این مطالعۀ مقطعی - تحلیلی روی</span></span><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"> 187 نفر از دانشگاهیان </span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">انجام شد. برای ارزیابی آمادگی یادگیری الکترونیک از پرسشنامه</span></span><span dir="LTR" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">The Academics’ E-Readiness Questionnaire (ARQ)</span></span><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"> استفاده شد.</span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="font-family:"B Nazanin""></span></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:17.0pt"><span style="text-autospace:none"><span style="direction:rtl"><span style="unicode-bidi:embed"><span sans-serif="" style="font-family:Calibri,"><b><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:-.2pt">نتایج</span></span></span></b><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:-.2pt">: </span></span></span><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">نتایج </span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">آزمون</span></span><span dir="LTR" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""> Kruskal-Wallis </span></span><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">نشان داد که تفاوت آماری معنیداری در میانگین رتبۀ حیطۀ مهارت کار با کامپیوتر بین دانشجویان (2/5</span></span><span lang="FA" style="font-size:10.0pt"><span cambria="" style="font-family:">±</span></span><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"> 5/82) با اعضای هیأت علمی (2/4 </span></span><span lang="FA" style="font-size:10.0pt"><span cambria="" style="font-family:">±</span></span><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"> 1/140) و کارکنان (9/3 </span></span><span lang="FA" style="font-size:10.0pt"><span cambria="" style="font-family:">±</span></span><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"> 1/142) وجود دارد، به طوری که میانگین نمره اعضای هیأت علمی و کارکنان به طور معنیداری بالاتر از دانشجویان بود (001/0 </span></span><span lang="FA" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">≥</span></span> <span dir="LTR" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">P</span></span><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">). </span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">نتایج آزمون</span></span><span dir="LTR" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">Bivariate analysis </span></span><span style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"> نشان داد که در دانشجویان، </span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">تعداد کارگاه­ها و سمینارهای با موضوع آموزش الکترونیکی برگزار شده، ارتباط مثبت معنیداری با میزان مهارت کار با کامپیوتر (</span></span><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">001/0</span></span><span lang="FA" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">≥</span></span><span dir="LTR" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">P</span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"> ، </span></span><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">343/0 </span></span><span dir="LTR" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">r=</span></span><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">) </span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">دارد. همچنین یک ارتباط مثبت معنی­دار بین آگاهی با نگرش نسبت به یادگیری الکترونیکی (</span></span><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">001/0</span></span><span lang="FA" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">≥</span></span><span dir="LTR" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">P</span></span> <span dir="LTR" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""> ,</span></span><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">172/0</span></span><span dir="LTR" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">r=</span></span><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">) </span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">در دانشجویان مشاهده شد. </span></span><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">در بین اعضای هیات علمی، </span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">ارتباط منفی معنیداری بین سابقه کار با نگرش نسبت به آموزش الکترونیکی مشاهده شد (</span></span><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">39/0-</span></span><span dir="LTR" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">r=</span></span><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">، 04/0 =</span></span><span dir="LTR" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">P</span></span><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">).<span style="letter-spacing:-.2pt"></span></span></span></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:17.0pt"><span style="direction:rtl"><span style="unicode-bidi:embed"><span sans-serif="" style="font-family:Calibri,"><b><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"><span style="letter-spacing:-.2pt">نتیجهگیری:</span></span></span></b> <span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">یادگیری الکترونیکی میتواند با توجه روزافزون به نیازهای آموزشی، راه اندازی بسترهای موجود، ایجاد زیرساخت­ها و امکانات مورد نیاز، بالا بردن دانش و نگرش کارکنان، استادان و دانشجویان و کاهش مقاومت اعضای هیات علمی با سابقه برای تغییر، گسترش یابد.</span></span><span dir="LTR" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""><span style="letter-spacing:-.2pt"></span></span></span></span></span></span></span></span><br>
<br>
<span style="font-size:11pt"><span style="line-height:115%"><span sans-serif="" style="font-family:Calibri,"><b><i><span style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""><span style="letter-spacing:-.2pt">Introduction:</span></span></span></span></i></b> <span style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">Understanding user e-readiness is important to any e-learning program's success. The aim of this study was to investigate the e-learning readiness of students, faculty members, and employees of Abadan University of Medical Sciences. </span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:115%"><span sans-serif="" style="font-family:Calibri,"><b><i><span style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">Methods:</span></span></span></i></b> <span style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">This cross-sectional-analytical study was conducted on 187 academicians. The Academics' E-Readiness Questionnaire (ARQ) was used to evaluate e-learning readiness.</span></span></span><span style="font-size:10.0pt"><span style="line-height:115%"><span style="font-family:"Times New Roman","serif""></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:115%"><span sans-serif="" style="font-family:Calibri,"><b><i><span style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">Results:</span></span></span></i></b> <span style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">The results of the Kruskal-Wallis test showed that there is a statistically significant difference in the mean rank of computer skills between students (82.5 ± 5.2), faculty members (140.1 ± 4.2), and employees (142.1 ± 3.9). So that the mean rank of faculty members and employees was significantly higher than that of students (P ≤ 0.001), the results of the Bivariate analysis showed that among the students, the number of workshops and seminars held on the topic of e-learning has a significant positive association with the mean rank of computer skills (P ≤ 0.001, r=0.343). Moreover, a Positive significant association between knowledge and attitude towards electronic education (r=0.172, P ≤ 0.001) was observed among the students. Besides, a significant negative association was found between work experience and attitude towards e-learning among faculty members (r=0.39, P=0.04).</span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:115%"><span sans-serif="" style="font-family:Calibri,"><b><i><span style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">Conclusion:</span></span></span></i></b><b> </b><span style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">The expansion of e-learning can be achieved through increasing the attention to educational needs, existing Platforms, required infrastructures and facilities, knowledge and attitude of employees, faculty members, and students, and the reduction of the existing resistance to change among the experienced faculty members.</span></span></span></span></span></span><br>
آمادگی, یادگیری الکترونیکی, دانشگاهیان, نگرش, ARQ
Readiness, E-learning, Academics, Attitude, ARQ
273
290
http://jmed.ssu.ac.ir/browse.php?a_code=A-10-1330-1&slc_lang=fa&sid=1
Sahar
Golabi
سحر
گلابی
s.golabi@abadanums.ac.ir