e-learning

The advent of digital technology has profoundly impacted the field of education, effectively removing limitations and enhancing the learning environment. Blended learning, which combines face-to-face instruction with online components, addresses barriers to learning and fosters higher-order cognitive skills, resulting in increased student satisfaction and improved outcomes in medical education.

This study aimed to identify the key motivational components and construct a comprehensive model that can effectively support faculty members in implementing blended learning within medical universities.

A qualitative grounded theory (GT) approach was used to explore this phenomenon. Faculty members from medical universities in region 4 were recruited using purposeful sampling. Data were collected through semi-structured interviews conducted between November 2023 and March 2024. A three-stage coding process — open, axial, and selective — was applied to analyze the data. Rigor was ensured through measures addressing credibility, confirmability, transferability, and dependability.

Interviews with 14 faculty members revealed five primary categories influencing the adoption of blended learning: Learner-professor, infrastructure, structural, environmental factors, and rules and regulations. These findings informed the development of a motivational framework that highlights critical components for promoting faculty engagement in blended learning.

The model provides actionable insights for medical schools to enhance educational outcomes and innovate teaching practices in healthcare education.

The well-known blended electronic learning system has been seen so far from the point of view of comparison with other e-learning, but not much research has been done about educational planning, in terms of students' interest in how to organize the combined face-to-face and non-face-to-face implementation of this type of educational method. The present study is an assessment with the aim of comparing the effect of the combined implementation sequence of two methods of blended web-based and workshop learning on the level of interest of students who are members of the research committee of Arak University of Medical Sciences to participate in the Vital Statistics course. This is a quasi-experimental study with an alternative treatment design. The statistical population, who were selected through census sampling due to limited numbers, included 38 students of the Faculty of Medicine and 15 students of the Faculty of Health. The data collection tool included two questionnaires of demographic characteristics and an interesting questionnaire. The validity of the interest questionnaire was assessed through content validity and factor analysis, and its reliability was by calculating Cronbach's alpha coefficient. The data were analyzed in SPSS-16 through independent t-tests, Keyser's index, Bartlett's test, and Cronbach's alpha coefficient. The results showed a statistical difference between interest in the first group (A: Workshop/Web-based) and the second group (B: Web-based/Workshop) in blended learning: In the medical faculty (P=0.043), in the health faculty (P=0.051) and the total of two faculties (P=0.004). Given the statistical difference observed in conditions (Comparison of groups in each faculty independently and comparison of groups in total of two faculties), we suggest holding Workshop (in-person) courses at first and online courses then.

As a subfield of E-Learning, Micro-Learning provides asynchronous instruction to reduce mental strain and boost understanding by delivering educational content in bite-sized, concise learning modules. This study aimed to investigate the effect of Micro-Learning on the airway management knowledge and skills of nurse anesthesia students.

This Non-Randomized Controlled study, employing a Pre-test-Post-test design, included 52 nurse anesthesia students in Iran. Participants were first assessed with a Pre-test, and then assigned to either the M-L M (n=26) or T M (n=26) groups. Over three weeks, the M-L M group received Micro-Learning-based materials through social media, while the T M group received traditional face-to-face instruction. The intervention focused on airway management during peri-induction of general anesthesia. Then, the first and second Post-tests were given to assess the acquisition and retention of knowledge and skills, using a researcher-made instrument called AMAI-NA.

Based on within-group comparisons, in both M-L M and T M groups mean scores of both Knowledge and Skills significantly increased from the Pre-test to 1st Post-test, then declined from 1st Post-test to 2nd Post-test. Yet, 2nd Post-test mean scores remained significantly higher than the Pre-test for both groups. Based on Inter-group comparisons, despite the absence of a statistically significant difference in Pre-test mean scores between the two groups, the mean scores for Knowledge and Skills of the M-L M group were significantly higher than those of the T M group in 1st and 2nd Post-tests. Furthermore, the M-L M group exhibited a greater increase in mean scores from the Pre-test to 1st and 2nd Post-tests compared to the T M group, as well as a lesser decrease from 1st Post-test to 2nd Post-test.

This study demonstrated that Micro-Learning significantly enhanced the acquisition and retention of knowledge and skills related to airway management, compared to the traditional method.

The aim of the present study was to compare the effectiveness of two teaching models (e-learning and discussion-based learning) on the learning process of emergency department interns in relation to the use of the sedatives.

In this study, 129 interns introduced to the emergency medicine department were included in the study. These interns were randomly divided into two groups, I and II. For both groups, a pre-test based on standard parallel multiple-choice questions (MCQs) was prepared. Then, the electronic software which was prepared was distributed to the first group. For people of group II, six hours of discussion-based training was conducted for 3 consecutive weeks. At the end of the course (after 1 month), a post-test, which was the same questions as the pre-test, was obtained from interns in both groups.

At the end of the study, we found a significant improvement in the learning rate of both groups all aspects of the knowledge including: science related to the use of narcotics in sedation (P=0.01 for e-learning group and P<0.001 for discussion based group), knowledge related to the use of intravenous anesthetics for sedation(P=0.025 for e-learning group P<0.001 for discussion based group), Knowledge related to definition and clinical judgments in sedation and Knowledge related to the use of Neuromuscular blocking agents (NMBAs) for sedation (P<0.001 for both groups). However, for all the investigated results, the learning rate was significantly better in the discussion-based learning group compared to the e-learning group (P<0.001).

According to the results of this study, we found using either e-learning or discussion-based learning methods increase the acquisition of sedation knowledge for emergency department students. However, the discussion-based method have better results on the learning process of the interns.

Nowadays, it is generally accepted that focusing on in-service training can lead to organizational progress and improvements in the training process.

Considering the high prevalence of epilepsy in children and the use of new technologies in education, the purpose of this study was to conduct an electronic educational course on epilepsy classification guidelines based on the guidelines of pediatric neurologists and to evaluate the effectiveness of the course using the Kirkpatrick model.

This study was conducted in 2020. The study population comprised pediatric neurologists from universities of medical sciences throughout the country. Inclusion criteria included participation in the course during the semester, availability, and willingness to participate in the study. Participants entered the study according to their personal preference and provided informed consent, and those who were absent from two or more sessions related to these topics were excluded from the study. The study involved participation in the e-learning course on epilepsy classification according to the guidelines (ILAE 2017). The sample size was calculated using Cochran's formula, which resulted in 74 participants. Nineteen of them did not meet the inclusion criteria, and a total of 55 physicians were included in the study. Reaction and learning were the levels considered to evaluate the efficacy of the Kirkpatrick model. To analyze the data, paired t -test and linear regression were used at a significance level of 0.05, using SPSS version 22 statistical software.

The results showed that most participants were satisfied with the e-course. The mean learning and behavior level score was 27.51. The findings indicated that the e-learning of epilepsy classification guidelines according to the guidelines (ILAE 2017) improved the performance of pediatric neurologists (P-value ˂ 0.001).

The results indicate that e-learning guidelines for the classification of epilepsy according to the guidelines (ILAE 2017) can be an effective tool in improving the clinical performance of pediatric neurologists. Applying newer methods such as the Kirkpatrick model would be an effective approach in other fields of health as well. It is recommended to use up-to-date and efficient models, such as the Kirkpatrick model, in the field of health sciences.

Considering the importance of leadership in the e-learning of students in higher education, this study aimed to model the development of e-learning based on educational leadership.

The study was conducted in 2024 on members of the nursing education, educational technology, and educational planning faculties of Mashhad University of Medical Sciences. The study used an exploratory mixed-method approach with semi-structured interviews of 15 purposively selected participants. Data analysis in the qualitative section was carried out using triple-coding via the MaxQDA 2020 software, while the quantitative section was analyzed through the structural equation modeling approach and measurement of item loadings using the PLS software. Data was collected using a researcher-made questionnaire from 335 randomly selected members of the statistical population.

The qualitative part included five dimensions of e-learning development based on educational leadership. These dimensions included leadership and management of education in universities, organizational factors, technological infrastructure in universities, human factors, and curriculum structure. Based on the results of the quantitative analysis, the highest priority was given to the component of support from senior managers while the lowest priority was for the reward system component. The model was validated by confirmatory factor analysis, with all dimensions of the model being valid.

Educational leadership plays a critical role in e-learning development, which can be enhanced through collaboration and mentorship.

E-learning has emerged as a crucial method of education, extensively embraced by individuals aiming to improve their skills. Providing empowerment courses in this field for faculty members within a flexible learning framework can bolster the effectiveness of education.

This research, which is applied, innovative, and technological, involves collecting quantitative and qualitative data. By reviewing the literature, analyzing sample platforms, and conducting interviews with experts in e-learning and medicine, we identified the educational elements and software features that meet user needs and preferences. A questionnaire, filled out by 30 professors from the Shahid Beheshti University of Medical Sciences, informed the development of the educational course. This course, designed according to the Ashur model, focuses on identifying user interface characteristics for software environment design and programming.

The analysis showed that faculty members are familiar with design patterns but need more knowledge of software and content production tools. The preference for asynchronous course delivery and content presented in written text, along with diverse forms of counseling and support (SMS, phone calls, social networks, and email), emerged as significant for the design of the platform environment.

The faculty empowerment course, designed based on the Ashur model with considerations for learning environment design, including user interface and user experience, has been prepared for programming and implementation on an appropriate platform.

Game-based learning (GBL) and gamification have recently been applied in medical education. Both approaches utilize methods to teach specific skills or knowledge in a more motivating manner than traditional teaching.

This study aimed to evaluate the impact of GBL and gamification in an emergency medicine (EM) residency training program by comparing education through e-learning with GBL and gamification.

We randomly enrolled EM residents into two groups. Over the course of one educational year, one group of residents participated in a GBL and gamification course (10 designed GBL and gamification sessions), while the other group received e-learning materials (10 designed podcasts and videos). Traditional training programs continued as routine in both groups. After the intervention, we assessed learners' educational achievements (exam scores) in both groups. Additionally, EM residents' viewpoints (in the first group) on the innovative program were collected using the model for the evaluation of educational games (MEEGA). Finally, the short version of the postgraduate hospital educational environment measure (PHEEM) was administered to evaluate learners' general feedback (in the first group) about the new educational environment after the intervention.

Game-based learning and gamification significantly improved scores in written, oral, and electronic exams assessing knowledge, skills, clinical reasoning, and judgment among EM residents (P-value < 0.05). All MEEGA items under “Usability” and “Player Experience” had mean scores > 3 (indicating agree and totally agree) (median score = 3 - 4). All PHEEM items under “Teacher Support and Skills” and “Work Conditions and Allocated Time for Learning” also had mean scores > 3 (indicating agree and totally agree) (median score = 4).

Game-based learning and gamification enhanced EM residents’ knowledge, skills, clinical reasoning, and judgment. Learners largely agreed on the positive impact of the intervention on their residency training program.

The integration of information technology into educational systems represents a dynamic educational paradigm that delineates modern education for effective engagement in the third millennium. However, prior to its implementation, efforts should be directed towards identifying the factors influencing its acceptance and utilization.

The present study aimed to investigate the factors influencing the acceptance of e-learning among professors and students of macro medical sciences universities in the third region based on the Davis model in the year 2023.

This study employed a cross-sectional design. The research instrument consisted of a 25-item Davis questionnaire utilizing a 5-point Likert scale, which was distributed to the samples both in person and virtually following validation and reliability confirmation by experts and a pre-test. The study population comprised 308 professors and 400 students from macro medical sciences universities in Macro Region 3. Data analysis utilized descriptive statistics (frequency, percentage, mean, and standard deviation) and inferential statistics (correlation, analysis of variance, and related tests), using SPSS software version 19 and LISREL software for Structural Equation Modeling.Modeling.

Data analysis revealed that the structural model of acceptance of electronic learning technology among the students of the University of Medical Sciences in Macro Region 3 is appropriate and applicable in the academic community. The variable of ease of use on attitude towards use demonstrated a coefficient of 0.41 and a T score of 7.16, while the variable of usefulness on decision to use showed a coefficient of 0.46 and a T-score of 6.31. Additionally, usefulness on attitude towards use displayed a coefficient of 0.49 and a T score of 5.92. Moreover, the variable of attitude towards use on decision to use had a coefficient of 0.47 and a T score of 5.65. Finally, the variable of decision to use on use exhibited a coefficient of 0.49 and a T score of 6.42.

Conducting preliminary studies to comprehend the current landscape and elucidate the influencing factors in this regard can facilitate the implementation of related programs and pave the way for their efficacy. Moreover, it is advisable for officials and policymakers to employ technology acceptance theories to deploy new systems and technologies, thereby understanding the factors contributing to their acceptance and application, mitigating the risk of failure and resource wastage, and enhancing the quality of education and service delivery.

The quantity and quality of interaction are critical elements of perceived interactions. This study aimed to summarize findings on the quality of interpersonal interactions in E-Learning at higher education and suggestions that inform future measurement efforts.

The scoping review proposed by Arksey and O'Malley (2005) was used. This approach consists of 5 steps: 1) identifying the research question,2) identifying relevant studies,3) study selection, 4) charting the data, and 5) reporting the results. PubMed, Scopus, and Web of Science have searched three databases, including manuscripts in English. The search was conducted from 2000 to July 2021. A PCC (population, concept, and context) was used as eligibility criteria and included the most relevant. The present PCC was defined as a population: university students, context: higher education, and Concept: E-learning and Interpersonal Interactions.

This review includes twenty-five articles chosen for inclusion. With the thematic analysis, the results of this scoping review are presented in the form of four themes: interaction in the online environment affects learning outcomes, numerous factors affect the interaction of learners in online settings, online interaction and hidden curriculum, and the importance of forming an online learning community.

Findings showed that the quality of interpersonal interactions in e-learning seems to be a neglected link in e-learning. Further studies are needed focusing on the quality of interpersonal interactions in e-learning. It is necessary to develop appropriate tools to measure the quality of interpersonal interactions and further evaluate these interactions at the international level.

The economics of e-learning has gained significant importance in recent years, providing increased accessibility, flexibility, cost-effectiveness, personalized learning, and opportunities for continuous skill development. However, this sector also faces challenges such as technological barriers, maintaining learner engagement and motivation, ensuring quality assurance, addressing concerns around certification and accreditation, and mitigating the sense of isolation and lack of social interaction.As the world becomes increasingly unpredictable and uncertain due to digitalization and globalization, learning and teaching must adapt to this new reality. Traditional instructional methods are insufficient, as they focus on technical knowledge transfer rather than the skills necessary for transformation and reflection. In this era of ecological, economic, and social sustainability, economic thinking and management practices must evolve to address the pressing issues of the 21st century. Universities have a crucial role in revising their teaching concepts to align with these changing economic and social conditions, ensuring that students are equipped with the skills to navigate and shape the future.The book “Economics of E-learning in Iran” explores the economic aspects of the e-learning industry within Iran. It seeks to address the potential and challenges of this sector, providing a comprehensive analysis of how technological advancements and educational demands can be harnessed to foster economic growth and employment. This review introduces “Economics of E-learning in Iran” to a broader audience, particularly those interested in the intersection of technology, education, and economics. It underscores the book's importance in guiding the development of a robust e-learning economy that can generate employment and foster economic growth in Iran. In this review, we analyze the only book available in the country's book market that examines e-learning in Iran from an economic perspective.

Medication errors are among the most serious problems affecting health systems worldwide. Pharmacists have an essential role in detecting and reducing these errors. So they should have the vital competencies.

An online course was created and uploaded to the Syrian Virtual University platform. After participants electronic registered, the course was presented in 3 modules, each lasting 7 days, making the total course was 21 days long. Subsequently,  a quasi-experimental study with a pretest-posttest design was conducted on 11 students. Data for both tests and questionnaire at the end of the course were collected using Google Forms™ links to evaluate students' responses and learning. The data were analyzed using SPSS software.

Before the intervention, the mean and standard deviations of 11 participants' results were 55.27 ± 15.61, compared to 81.36 ± 14.63 after the intervention. There is a significant difference between the average grades before and after implementing the course (p = 0.003). There were no statistically significant differences between the average grades of students after taking the online course and their academic year (p = 0.273) or gender (p = 0.059). The overall evaluation of the course was positive.

The course has been efficient and positively received by students with its significant impact on developing students’ competencies that will allow them to work professionally after graduation and reduce medication errors.

The coronavirus disease 2019 (COVID-19) caused many adverse effects, including increased stress in patients.

The present study was conducted with aim to determine the effect of an online self-care training program on perceived stress in COVID-19 patients.

This randomized control trial study was fulfilled by recruiting 132 COVID-19 patients, referred to two hospitals in Isfahan, Iran, 2021. The patients were selected using the purposive sampling method and were then randomly allocated into experimental and control groups (n=63 in each group). The online self-care training program was presented to the experimental group in six 30-minute sessions over two weeks. The data were collected through an individual characteristic form and the Perceived Stress Scale (PSS) at three stages before, immediately, and one month after the intervention. P<0.05 was considered statistically significant.

The mean scores of perceived stress before, immediately, and one month after the intervention in the experimental group were 30.51±6.31, 24.59±4.66, and 26.57±3.82, respectively and in the control group were 29.78±4.81, 29.4±4.57, and 29.11±4.73, respectively. Moreover, no significant difference was observed between the two groups at the pre-intervention stage (p=0.467), while the mean scores of perceived stress in the experimental group were lower compared with the control group immediately (p<0.001) and one month after the intervention (p=0.001).

Implications for Practice:

 The online self-care training program led to a reduction in perceived stress in COVID-19 patients. Thus, implementing this self-directed program may be considered as a safe and useful method to relieve perceived stress in similar conditions.

Gamification is an effective, dynamic, and engaging educational approach which makes the learning process more interactive for participants. This study aims to investigate the impact of gamification and the type of rewards on the learning outcomes of sixth-grade students in Karaj City in 2021. This study employs a quasi-experimental pre-test and post-test design featuring two experimental groups and a control group. The statistical population includes all sixth-grade students in Karaj schools who were studying in November 2021. Eighty-four participants were selected using convenient sampling and then randomly (simple random) assigned to three groups. The first experimental group (n=32) was taught using gamification, which included an element of uncertainty in rewards, and the second experimental group (n=31) was taught with gamification, which included fixed rewards. Conversely, the control group (n=21) used e-learning without gamification. The data collection utilized a 20-item questionnaire developed as an expert-validated learning test with confirmed reliability. The collected data were analyzed using covariance analysis with IBM SPSS v 26. Descriptive statistics were used to report quantitative findings. The Mean±SD scores for learning outcomes in experimental group 1 were 9.43±3.79 and 14.14±3.52 in the pre- and post-tests, respectively. In experimental group 2, the Mean±SD scores for learning outcomes were 9.85±3.01 and 13.65±3.11 in the pre- and the post-tests, respectively. In the control group, the Mean±SD scores for learning outcomes were 8.47±3.05 and 10.85±4.04 in the pre- and the post-tests, respectively. The results indicate that gamification significantly affects learning (P=0.003). Both gamification groups outperformed the control group in learning outcomes. Despite a higher mean score in the uncertain rewards group, there was no significant difference between the two experimental groups. Gamification, regardless of the reward type, seems to positively impact students’ learning. Therefore, educators and e-learning designers are encouraged to implement gamification strategies, including elements of uncertainty and chance, to enhance learning experiences in elementary schools.