Showing 4 results for Distance Learning
Mahnaz Bahadorani, Ali Reza Yousefy, Tahereh Changiz,
Volume 6, Issue 2 (12-2006)
Abstract
Introduction: In order to enhance e-learning, the first online educational course for teaching Medline, was established in Isfahan University of Medical Sciences. This study was designed to compare the effectiveness of online, face to face and combined educational methods presented for medical students. Methods: In an experimental study, Medline was taught to 40 medical students by three methods of online, face to face and combined educational methods and then, their knowledge, skills and satisfaction rate were measured and compared. The data collection tools included a questionnaire consisted of 10 multiple choice questions for measuring knowledge, a checklist for assessing participants’ skills in searching strategies, the appropriateness of the found articles for the subject and the time length for searching, and a ten item questionnaire with five point Likert scale for measuring their satisfaction. The data was analyzed by chi2, t-test, ANOVA and Kruskal–Wallis through SPSS software. Results: The mean and standard deviation of students’ knowledge in face to face, online and combined educational methods were 75 16, 70 21 and 82.213 out of 100, respectively. The mean and standard deviation of their skills in face to face, online and combined educational methods were 76.925, 7024 and 90.711 out of 100, respectively. There was no significant difference between the scores of knowledge and skills of the three groups. Also, students' satisfaction showed no significant difference in the three groups. Conclusion: It seems that, for expanding E-learning, a combination of online and face to face guidance can possibly have an acceptable effectiveness. Meanwhile, for achieving such combined method, the appropriate ground, containing related hardware and software must be provided in universities.
Narges Khanjani, Vahideh Jamshidi,
Volume 11, Issue 4 (11-2011)
Abstract
Introduction: In order to equip health system administrators with further education, for the first time in Iran, Kerman Medical University enrolled 30 of them as MPH (Master of Public Health) distance learning students in 2008. It seemed necessary to document the experiences of this course to design better programs in the future. Methods: This study was a qualitative descriptive study. All third semester distance MPH students were invited to participate in two focus groups. The total participants were 19 students. Open-unstructured questions were asked. Each focus group lasted for about 1.5 hours. The discussions were recorded and transcribed verbatim. The data analysis was done by thematic analysis. Results: Students commented on two main themes: benefits and shortcomings. The data was categorized in several subthemes. Among the benefits, they mentioned saving time and money, not commuting, active participation in learning, students’ interaction, and the benefits of cuncurrent study and work. In the shortcomings they spoke about the weak infrastructure, limited access to teachers, learning less, the difficulties of scuncurrent study and work, inappropriateness of the learning material, pile up of undone assignment and absence from educational environment. Conclusion: In this study the benefits and shortcomings of the distance learning program were discussed. Comments such as embarkment on distance learning only after a successful experience of running the same degree program in attended format, providing high speed internet and proper software infra-structure, familiarizing teachers about distance teaching, constant quality surveillance and conducting workshops for some topics were made for the improvementof the course.
Mehran Kamkarhaghighi, Marjan Ghazisaedi, Marziyeh Meraji, Nahid Ramezan Ghorbani, Khalil Kimiafar,
Volume 11, Issue 4 (11-2011)
Abstract
Introduction: Nowadays all educational institutes are trying to use technology in their structure. This effort has been faced with different barriers, including cost, time, and support. Therefore, using open source softwares can partially help us in using technology. In this article, we review main features of several open source learning management softwares, while presenting a tool which includes all the necessary features of a Learning Management System(LMS). Methods: An evaluation tool with 118 operational features for LMS softwares was developed. Five famous open source softwares of learning management system were compared based on its variables. These sofwares were: Moodle, Olat, Dokeos, ILIAS, and Docebo. Results: Most of the open source LMS softwares have operational characteristics such as mass media, curriculum and student management, personalization, and financial management. However, they are different in details. Conclusion: There are quite a number of similarities and some differences between open source LMS softwares. Generally, choosing an open source LMS would be based on the demands of any educational organization. In this article, necessary characteristics of a suitable open source learning management computer program are presented
Fariba Haghani, Shahla Shahidi, Farinaz Manoochehri, Babak Kalantari, Golsa Ghasemi,
Volume 16, Issue 0 (4-2016)
Abstract
Introduction: Nowadays, cell phone has proved to be a useful device for education and access to health services particularly in developing countries. The present study aimed to determine the effect of distance learning program via SMS during pregnancy on the knowledge and satisfaction of pregnant women.
Methods: This experimental study was conducted in Isfahan city during 2012-13. The sample included 300 eligible pregnant women who were selected through convenience method and assigned randomly to two groups. The control group received routine prenatal trainings while the experimental group received those trainings plus a daily pregnancy age-appropriate educational message. The knowledge of the participants was assessed at the beginning and the end of trainings using a researcher-made questionnaire, and the satisfaction of the experimental group was also assessed by a researcher-made questionnaire. Data were analyzed using chi-square tests, independent t-test, paired t-test and ANOVA.
Results: The mean and standard deviation of pre-test scores were 8.62±3.33 and 8.69±4.09 in experimental and control group respectively, indicating no statistically significant difference (p=0.86). However, comparison of post-test mean scores in the experimental group (11.68±3.80) and the control group (7.56±3.53) showed a significant difference (P<0.001). Evaluation of the experimental group’s satisfaction with SMS method showed that 100 percent of participants were satisfied with the sequence and the number of the messages and 98.1 percent of them expressed satisfaction with message contents. Overall, 98.7 percent of participants were satisfied with this method.
Conclusion: The results of the study showed that the use of SMS in presenting pregnancy trainings could lead to increased knowledge and satisfaction of pregnant women. Therefore, planning and implementation of this method along with pregnancy trainings are recommended.
