Identifying and ranking the barriers to the effectiveness of E-learning In-Service Training (case study Kurdistan University of medical sciences)

Organizations have used a variety of educational methods to achieve their goals in terms of in-service training of their employees: such as presentations and lectures, group discussions, field visits, or field trips and case studies and so on. Virtual training or e-learning is one of the newest and most innovative training methods that organizations use to train their employees. Due to the special importance of in-service training of employees on one side and the advancements in technology on the other side, the need to use these technologies in the field of organizational training is called for more than ever. But, besides all these factors, organizations should not use unscrupulous and ineffective uses of technology without adequate analysis. but It is also logical to have a deep and accurate understanding of e-learning, in other words evaluate and analyze the barriers ahead. In this regard, the present research aims to study the Virtual In-Service Training of employees and identify barriers to its effectiveness (case study, Kurdistan University of medical sciences). The research is a descriptive survey and in terms of purpose, it's an applied research

statistical society consisting of managers, academic professors and specialists in the field of the study. 29 people were selected through deliberate and snowball sampling among the statistical society. In order to answer the research questions, Initially, using library study and interview method, data collection was done which resulted in identifying 32 factors. In the qualitative section, the data obtained from the interview were analyzed using content analysis; In this way, the number of words, and terms used in the sentences and the amount of their repetition were counted and checked so that the patterns in the statements were discovered and the obstacles were extracted in the form of short phrases. The Delphi method was then used to confirm the consensus of experts on identified barriers. During the three stages of the Delphi method finally classified 25 factors (barriers) in the form of six main barriers. After concluding the final consensus with the Kendall coefficient of 78%, the factors were ranked using Friedman test. each of the sub-factors was also ranked.

all in all, 32 factors were identified and ranked as barriers to e-learning and In-Service Training: factors related to the learner were ranked first, infrastructure factors, general factors, educational content, factors related to the teacher and organizational factors were ranked afterwards. Each of the main barriers had other sub-factors which were also evaluated and ranked with the Friedman test. For example, in the section on barriers related to learners: learner resistance to change was ranked first, limited knowledge and skills of learners on information technology was ranked second, lack of trust in cyberspace learning was ranked third and learners limitations in accessing Information technology instruments was ranked forth

 Considering the identified obstacles and also determining the importance of each of them, Measures (such as cost allocation & so on) taken to ensure the effectiveness of in-service virtual training are suggested to focus primarily on learners and then on other factors based on the degree of  its importance.