Interdisciplinary Journal of Virtual Learning in Medical Sciences
Volume:2 Issue: 3, 2011

Although nearly one decade has passed since the initial introduction of electronic learning in Iran, suitable guidelines and strategies for this educational method need to be established for active centers in this regard. Therefore, the present study aims to determine major stategies (strategic approach) and minor stategies used at the virtual university of Olume Hadis, as one of the active centers in this regard. This study was a descriptive-survey study consisting of eight experts in the mentioned organization. By benefitting from a three-stage framework in strategic planning literature, the internal (strengths and weaknesses) and external (opportunities and threats) factors of this institute were identified using the IFE and EFE tools and analyzed using a questionnaire. Then, ased on the obtained results from this stage and by using the IEFE among the three types of major strategies, the maintenance strategy was seleced. Finally, seven main strategies were written for this institute using the SWOT tool and evaluated and prioritized using the QSMP method. Between three types of major strategies, the hold and maintenance strategies and Market Penetration and Development of Products chosen foe E-college. These strategies are written below based on their priority: •Introducing and propagating the universities capabilities (in order to attract audience)•Improving service quality (Educational, research, and technical) accompanied by reduction in expenses•Identifying and attracting new financial sources •Providing a foundation for creating and activating scientific associations related to electronic learning.•Providing the scientific and executive staff of the faculty and training them•The qualitative and quantitative expansion of the universities representatives and their activities•Creating applied and inter-diciplinary courses with an emphasis on higher education Using the maintenance strategy, followed by the market penetration and product development strategies, especially market penetration, that is more attractive for application according to the results of strategy prioritization (strategies 1, 2, 3, and 4), shows that electronic learning should be propagated in the society and implemented in the society's culture.

We aimed to assess the role of virtual training on the student's creative learning in the universities of Bojnourd, the capital city of North Khorasan province, northeast Iran. This study is a practical descriptive-analytic study. 240 faculty members of different universities in Bojnourd were randomly selected using the simple randomization method during 2011-2012. Data were collected using a researcher-made questionnaire consisting of 38 questions in the Likert Scale. The questionnaire was validated by reviewing the literature and consulting with related experts. For calculating the reliability of the questionnaire, it was distributed among 25 individuals, other than the study population and it was 94% using Cronbach's alpha. Data were analyzed using SPSS software. 149 faculty members were enrolled in this study. The participants did not differ significantly regarding age, sex, and duration of teaching. Blended computer-based learning (online and face-to-face) has the most effective role in creative learning. Other methods such as computer-based teaching and web-based teaching have less effectiveness. Moreover, faculty members have a positive attitude about the role of virtual training in creative learning. Since virtual training is effective in the creative learning of students, we suggest faculty members be trained accordingly. It also seems necessary to facilitate universities with essential digital equipment and web-based infrastructure.

We aimed to determine the factors that are influential in creating a tendency in faculty members to use electronic learning systems. Among these factors we assessed resistance to change, perceived value, computer self-efficiency, and positive attitude towards electronic learning systems. 305 faculty members teaching at Sistan and Balouchestan University, Iran, during 2008-2009 were enrolled in our study. Among all participants 171 faculty members were randomly selected to participate in the study. The data collection tool was a researcher-made questionnaire based on Ferdousi's questionnaire (2009). Also, the single variable t test and analysis of variance (ANOVA) were used as appropriated. All the assessed variables were effective in creating a tendency for electronic learning, among which resistance to change and attitude towards electronic learning systems had the most and least effect on the lack of tendency, respectively. Based on moderating variables, sex, age, and duration of teaching did not have a significant effect. Only the academic rank of faculty members was significantly effective in their attitude towards electronic learning sytems. Inservice training for faculty members plays an important role in enhancing their knowledge and function of using information technology, especially the electronic learning system. Designing virtual training and learning systems as part of the higer education program could improve the knowledge of faculty members in this regard.

Information and communication technology has changes life to a great extent in many different aspects. Accordingly, the traditional methods of teaching have also evolved and physical presence in the classroom is not as necessary as before. In the past, education benefitted solely from the presence of teachers, and books were the main source of information. Currently, with the emergence of new tools, methods, and learning environments, modern modes of education are forming. Of these methods is electronic learning in which the fundamental role of the teacher is usually neglected, and it is commonly assumed that in this method the teacher is not as important as the traditional education system. However, the learning quantity and quality and the effective and efficient use of different equipment depends on the teacher's amount of activity, attitude, and skills. This descriptive-analytic study presents a set of guidelines and techniques to enhance the teacher's efficiency and effectiveness and the learning quality of the students in electronic learning. The subjects covered in this study are as follows: Holmberg’s distance learning theory, methods for increasing the student-teacher relationship, encouraging students to cooperate, pursuing students to learn actively, presenting quick feedback, emphasizing on work time, realizing the expectations of educational course, and respecting different learning styles and skills.

The ever growing development of information technology has led to dynamic changes in teaching and learning. With the emergence of modern technologies, educational centers are incorporating electronic learning in their systems. Electronic learning per se is not considered as a separate educational system. The selection of electronic learning tools should reflect educational techniques, not the type of education. Therefore, people engaged in electronic learning should associate technological developments with psychological and educational research. Designing suitable plans for electronic learning should be based on theoretical methods. A theoretical foundation is necessary for the qualitative development of educational methods. The present review aims to analyze different schools of thought on learning and how these theories are applied in designing effective and efficient electronic lessons. Data were collected using books and valid websites and electronic resources. In order to design electronic learning programs, we should pay attention to those theories that focus and emphasize on the activeness of the learner, feedback, interpersonal differences, real activities and exercises, multi-dimensional viewpoints, learner's control over learning, learner guidance, and advance organizer.