Evaluating the Effectiveness of Virtual Education on Health Care Management Students

Document Type : Research Paper

Authors

1 Ph.D Department of Educational Management, Tehran West Branch, Islamic Azad University, Tehran, Iran

2 Assistant Professor, Department of Management, Tehran West Branch, Islamic Azad University, Tehran, Iran

3 Professor, Department of Management, Tehran West Branch, Islamic Azad University, Tehran, Iran

4 Associate Professor, Department of Management, Tehran West Branch, Islamic Azad University, Tehran, Iran

Abstract

Introduction: Nowadays, with the advent of the e-learning system, other previous ideas about the availability of education and education have disappeared. Now, with the arrival of universities and virtual education centers everyone can use these facilities at any time and place. The purpose of the present study was to evaluate the Effectiveness of Virtual Education among the student of health services management.
Method: This research is a descriptive survey of type of data collection method. The survey population consists of all health care management students of Tehran University in 1396. The sample size was 165 from the Morgan table, which was distributed by simple random sampling of the questionnaires, due to the non-widespread community of the study population. The instrument used in this research is a researcher-made questionnaire of 30 items. The validity of the tool has been verified as structural and its reliability has been calculated by computing the Cronbach's alpha in a total of 0.854.
Results: Effectiveness of virtual education was evaluated in desirable students. The components of system quality (mean 17.77), facilitator factors (mean 10.84), in terms of teacher quality (mean 24.76), user inclination factors (mean 15.94), e-learning success (mean 15.94) are in a favorable situation, and in dimensions The quality of the information and the content of the courses and in the interaction between the teacher and the student were not evaluated against other appropriate factors.
Conclusion: Considering the existing conditions and the increasing spread of information technology and the satisfaction of the major part of the student community from e-learning services, the quantitative and qualitative expansion of the necessary planning in universities Country.

Highlights

1- Mohammadi R. Internal evaluation of the mathematical education departments of Amir Kabir University of Technology, Master's thesis, Faculty of Psychology and Educational Sciences, University of Tehran; 2002.

2- Farsatkhah M, Bazargan A, Tabatabaee M. Comparative Analysis of Quality Assurance Systems in Higher Education in the World, Quarterly Journal of Research and Planning in Higher Education, 2007; 44.

3- Bazargan A. Continuous Assessment for Improving Academic Quality: A Glance at a Decade of Experience in the Iranian Higher Education System, Proceedings of the Second Internal Assessment Conference for Academic Quality Improvement, Publisher of the Center for Public Assessment of the Country Education System; 2007.

4- Kaendler C, Wiedmann M, Rummel N, Leuders T, Spada H. Monitoring StudentInteraction duringColl aborative Learning:Design and Evaluationof a Training Programfor Pre-Service Teachers, Psychology Learning & Teaching; 2016: 1–21.

5- Figueiredo C, Leite C, Fernandes P. The curriculum in school external evaluation frameworks in Portugal and England, Research in Comparative & International Education, 2016; 11(3): 282-297.

6- Georghiou L, David R. Evaluating technology programs: tools and methods, Research Policy, 2000; 29(4-5): 657-678.

7- Lamont A E, Markle R S, Wright A, Abraczinskas M, Siddall J, Wandersman A, Imm P, Cook B. Innovative Methods in Evaluation: An Application of Latent Class Analysis to Assess How Teachers Adopt Educational Innovations, American Journal of Evaluation; 2017: 1-19.

8- Bazargan A. Issues and Trends in Q.A. & Accreditation: A Case study of Iran UNESCO، 17-18 October 2015. First Global Forum on International Quality Assurance Accreditation & The Recognition of Qualifications in H.E, 2015.

9- Kevin C B, Kristina M P, Yi P. Evaluating Teacher Preparation Programs With Teacher Evaluation Ratings: Implications for Program Accountability and Improvement, journal of Teacher Education; 2017: 1-19.

10- Bo hme K, Heppt B, Haag N. Inclusive Literacy Education and Reading Assessment for Language –Minority Students and Students With Special Educational Needs in German Elementary Schools, International Perspectives on Inclusive Education, 2017; 11: 69- 86.

11- Ívar R J, Kari S, Guðrún G. Shared language of feedback and assessment. Perception of teachers and students in three Icelandic secondary schools, Studies in Educational Evaluation, 2018; 56: 52–58.

12- Molly N, Mamaril Linda J, Cox Mehana V. Weaving evaluation into the Waipā ecosystem: Placing evaluation in an indigenous place-based educational program, Studies in Educational Evaluation, 2018; 56: 42–51.

13- Graham D. PESTEL factors for e-learning revisited: The 4Es of tutoring for value added learning, E-Learning and Digital Media, 2018; 15(1): 17-35.

14- Marta S, Carlinda L. From curricular justice to educational improvement: What is the role of schools’ self-evaluation? Improving Schools, 2017; 20(1): 62-75.

15- Karin J, Desirée J T B, Liesbeth K. Assessment quality in tertiary education: An integrative literature review, Studies in Educational Evaluation, 2017; 55: 94–116.

16- Klašnja-Milićević A, Vesin B, Ivanović M. Social tagging strategy for enhancing e-learning experience, Computers & Education, 2017; 31(7): 108-122.

17- Ansong E, Boateng R L, Boateng Sh. The nature of E-learning adoption by stakeholder of a university in Africa, E-Learning and Digital Media, 2017; 11(2): 94-105.

18- Kofi Ayebi A. E-learning, resilience and change in higher education: Helping a university cope after a natural disaster, E-Learning and Digital Media, 2017; 14(5): 259-274.

19- Throfast V, Hellström L and more. E-Learning for the elderly on drug utilization: A pilot study. Health Informatics Journal, 2017; 43(2): 194-204.

20- Henriksson M P, Enkvist, T. Learning from observation, feedback, and intervention in linear and non-linear task environments, The Quarterly Journal of Experimental Psychology, 2016; 21(6): 41-52.

21- Aldhafeeri F M, Badrul H Kh. Teachers’ and Students’ Views on E-Learning Readiness in Kuwait’s Secondary Public Schools, Journal of Educational Technology Systems, 2016; 45(2): 202-235.

22- Murillo F J, Hidalgo N. Students’ conceptions about a fair assessment of their learning, Studies in Educational Evaluation, 2017; 53: 10–16.

23- Cidral W A, Oliveira T and More. E-learning success determinants: Brazilian empirical study, Computers & Education, 2017; 29(5): 185-196.

24- Sharif Ullah AMM. On the interplay of manufacturing engineering education and e-learning, International Journal of Mechanical Engineering Education, 2016; 44(3): 233-254.

Keywords

References

1- Mohammadi R. Internal evaluation of the mathematical education departments of Amir Kabir University of Technology, Master's thesis, Faculty of Psychology and Educational Sciences, University of Tehran; 2002.
2- Farsatkhah M, Bazargan A, Tabatabaee M. Comparative Analysis of Quality Assurance Systems in Higher Education in the World, Quarterly Journal of Research and Planning in Higher Education, 2007; 44.
3- Bazargan A. Continuous Assessment for Improving Academic Quality: A Glance at a Decade of Experience in the Iranian Higher Education System, Proceedings of the Second Internal Assessment Conference for Academic Quality Improvement, Publisher of the Center for Public Assessment of the Country Education System; 2007.
4- Kaendler C, Wiedmann M, Rummel N, Leuders T, Spada H. Monitoring StudentInteraction duringColl aborative Learning:Design and Evaluationof a Training Programfor Pre-Service Teachers, Psychology Learning & Teaching; 2016: 1–21.
5- Figueiredo C, Leite C, Fernandes P. The curriculum in school external evaluation frameworks in Portugal and England, Research in Comparative & International Education, 2016; 11(3): 282-297.
6- Georghiou L, David R. Evaluating technology programs: tools and methods, Research Policy, 2000; 29(4-5): 657-678.
7- Lamont A E, Markle R S, Wright A, Abraczinskas M, Siddall J, Wandersman A, Imm P, Cook B. Innovative Methods in Evaluation: An Application of Latent Class Analysis to Assess How Teachers Adopt Educational Innovations, American Journal of Evaluation; 2017: 1-19.
8- Bazargan A. Issues and Trends in Q.A. & Accreditation: A Case study of Iran UNESCO، 17-18 October 2015. First Global Forum on International Quality Assurance Accreditation & The Recognition of Qualifications in H.E, 2015.
9- Kevin C B, Kristina M P, Yi P. Evaluating Teacher Preparation Programs With Teacher Evaluation Ratings: Implications for Program Accountability and Improvement, journal of Teacher Education; 2017: 1-19.
10- Bo hme K, Heppt B, Haag N. Inclusive Literacy Education and Reading Assessment for Language –Minority Students and Students With Special Educational Needs in German Elementary Schools, International Perspectives on Inclusive Education, 2017; 11: 69- 86.
11- Ívar R J, Kari S, Guðrún G. Shared language of feedback and assessment. Perception of teachers and students in three Icelandic secondary schools, Studies in Educational Evaluation, 2018; 56: 52–58.
12- Molly N, Mamaril Linda J, Cox Mehana V. Weaving evaluation into the Waipā ecosystem: Placing evaluation in an indigenous place-based educational program, Studies in Educational Evaluation, 2018; 56: 42–51.
13- Graham D. PESTEL factors for e-learning revisited: The 4Es of tutoring for value added learning, E-Learning and Digital Media, 2018; 15(1): 17-35.
14- Marta S, Carlinda L. From curricular justice to educational improvement: What is the role of schools’ self-evaluation? Improving Schools, 2017; 20(1): 62-75.
15- Karin J, Desirée J T B, Liesbeth K. Assessment quality in tertiary education: An integrative literature review, Studies in Educational Evaluation, 2017; 55: 94–116.
16- Klašnja-Milićević A, Vesin B, Ivanović M. Social tagging strategy for enhancing e-learning experience, Computers & Education, 2017; 31(7): 108-122.
17- Ansong E, Boateng R L, Boateng Sh. The nature of E-learning adoption by stakeholder of a university in Africa, E-Learning and Digital Media, 2017; 11(2): 94-105.
18- Kofi Ayebi A. E-learning, resilience and change in higher education: Helping a university cope after a natural disaster, E-Learning and Digital Media, 2017; 14(5): 259-274.
19- Throfast V, Hellström L and more. E-Learning for the elderly on drug utilization: A pilot study. Health Informatics Journal, 2017; 43(2): 194-204.
20- Henriksson M P, Enkvist, T. Learning from observation, feedback, and intervention in linear and non-linear task environments, The Quarterly Journal of Experimental Psychology, 2016; 21(6): 41-52.
21- Aldhafeeri F M, Badrul H Kh. Teachers’ and Students’ Views on E-Learning Readiness in Kuwait’s Secondary Public Schools, Journal of Educational Technology Systems, 2016; 45(2): 202-235.
22- Murillo F J, Hidalgo N. Students’ conceptions about a fair assessment of their learning, Studies in Educational Evaluation, 2017; 53: 10–16.
23- Cidral W A, Oliveira T and More. E-learning success determinants: Brazilian empirical study, Computers & Education, 2017; 29(5): 185-196.
24- Sharif Ullah AMM. On the interplay of manufacturing engineering education and e-learning, International Journal of Mechanical Engineering Education, 2016; 44(3): 233-254.
Journal of healthcare management
Volume 10, no 2 - Serial Number 32
8 articles in this issue
July 2019
Pages 49-60

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