Document Type : Original Article
Authors
Abstract
Introduction: Appropriate instructional design plays a crucial role in e‑learning success, and
analyzing learners is the cornerstone for instructional design process. Students’ readiness
for e‑learning was assessed in the present study as an example of learner analysis for a
distance course in medical education master program. Materials and Methods: A census
sample of 23 students applied for distance master program on medical education, completed
the “Students’ E‑Learning Readiness Scale” developed by Watkins, via email. The reliability
and validity of the scale has been confirmed before. Average scores in total and 6 subscales
were calculated. The score range was 1‑5 and scores above 3 indicated good readiness.
Data was interpreted using descriptive and non‑parametric tests (Mann‑Whitney U and
Kruskal‑Wallis). Results: Response rate was 100%. The students’ readiness scores in total and
all subscales (“technology access”, “online skills and relationships”, “motivation”, “online audio/
video”, “readiness for online discussions”, and “importance of e‑learning to your success”) were
above 3. Comparing different subscales, students’ mean scores in “motivation” and “internet
discussion” subscales were less than others, although the difference was not significant. There
were no significant gender differences in the readiness scores. Students who were academic
staff had significantly higher scores than others in total and in “motivation” and “online skills
and relationship” subscales. Conclusion: Good learners’ readiness, observed in the present
study, may imply that the instructional designer can rely on e‑learning strategies and build
the course upon them. However, according to the slightly lower scores in “motivation” and
“online discussion” subscales, it is recommended to stress more on strategies that improve
these two components. To generalize the results, it is needed to test students’ readiness in
more different degree programs.
Keywords
Electronic learning as a New Educational Technology and its
Integration in Medical Education Curricula. Iranian J Med Educ
2004;4:61-70.
2. Lim DH. A Comprehensive Approach of E-learning Design for
Effective Learning Transfer. Int J E-Learn 2012;11:17.
3. Guri-Rosenblit S. Paradoxes and Dilemmas in managing e-learning
in higher education. Reports-Evaluative: Center for Studies in Higher
Education. Berkeley, Unites states: UC Berkeley; 2003.
4. Davis TS. Assessing online readiness: perceptions of distance
learning stakeholders in Three Oklahoma Community Colleges:
USA: Oklahoma State University; 2006.
5. Watkins R, Leigh D, Triner D. Assessing Readiness for E-Learning.
Perform Improv Q 2004;17:66.
6. Hung ML, Chou C, Chen CH, Own ZY. Learner readiness for online
learning: Scale development and student perceptions. Comp Educ
2010;55:1080-90.
7. Dray BJ, Lowenthal PR, Miszkiewicz MJ, Ruiz-Primo MA,
Marczynski K. Developing an instrument to assess student readiness
for online learning: A validation study. Distance Educ 2011;32:20.
8. Pillay HK, Irving KA, Tones MJ. Validation of the diagnostic tool for
assessing tertiary students’ readiness for online learning. High Educ
Res Dev 2007;26:217-34.
9. Ryan Watkins MC. E-Learning Companion: A Student’s Guide to
Online Success. Wadsworth, Boston: Cengage Learning; 2011.
10. Bahadorani M, Yousefy Ar, Changiz T. The effectiveness of three
methods of teaching medline to medical students: Online, face
to face and combined educational methods. Iranian J Med Educ
2006;6:35-43.
11. Mojtahedzadeh R, Ebrahimzadeh I, Zandi B, Sarmadi M, Alipour A.
Proper e-content format for internet based continuous medical
education in Iran. Iranian J Med Educ 2011;11:382-92.
12. Zolfaghari m, Negarandeh r, Ahmadi F. The Evaluation of a
Blended E-learning Program for Nursing and Midwifery Students
in Tehran University of Medical Sciences. Iranian J Med Educ
2011;10:398-409.
13. Khatib Zanjani N, Zandi B, Farajollahi M, Sarmadi MR, Ebrahim
Zadeh I. The Structured Analysis of Requirements and Challenges
of E-Learning and Proposing a Practical Model for Successful
Implementation of E-Courses in Medical Sciences. Iranian J Med
Educ 2012;11:995-1009.
14. Khorasani A, Abdolmaleki J, Zahedi H. Factors affecting E-Learning
acceptance among students of tehran university of medical sciences
based on technology acceptance model (TAM). Iranian J Med Educ
2012;11:664-73.
15. González-Gómez F, Guardiola J, Martín Rodríguez O, Montero
Alonso MA. Gender differences in e-learning satisfaction. Comput
Educ 2012;58:283-90.
16. Eslaminejad T, Masood M, Ngah NA. Assessment of instructors’
readiness for implementing e-learning in continuing medical
education in Iran. Med Teacher 2010;32:e407-12.
17. Cheng YM. Exploring the roles of interaction and flow in explaining
nurses’ e-learning acceptance. Nurse Educ Today 2012 [In Press].
)