Feasibility study of blended learning implementation based on the views of professors of Qom University of Medical Sciences

Document Type : Original Article

Authors

1 Department of Educational Sciences, Faculty of Humanities, Arak University, Arak, Iran

2 Master of Educational Technology, Faculty of Humanities, Arak University, Arak, Iran

Abstract

Background: Blended education represents a new method in the field of medical education and relies on the unique advantages of both face-to-face and virtual education methods to increase the quality of learning. The aim of this study was to evaluate the feasibility study of blended education implementation based on the views of professors of Qom University of Medical Sciences.
Method: The present study was a descriptive-survey study. The statistical population of the study included all faculty members of Qom University of Medical Sciences, 219 people in the academic year 2021-2022. The statistical sample consisted of 40 people who were selected by stratified random sampling method considering the appropriateness of university faculties. To collect research data, a researcher-made scale of blended education feasibility questionnaire was used, the reliability of which was 0.92 through Cronbach's alpha and its validity was 0.55 through convergent validity. Data analysis was performed using one-sample t-test and Friedman ranking test in SPSS version 26.
Results: According to professors at Qom University of Medical Sciences, the establishment of a blended learning approach is statistically supported (p=0.0001). This feasibility is attributed to perceived strengths in implementation motivation (60.17), professor technical skills (46.35), and organizational culture (25.91) (p=0.0001). Conversely, the study revealed significant challenges in technical facilities (23.37), executive-administrative support (16.79), and financial-credit conditions (13.68), which were deemed insufficient for successful implementation (p=0.0001).
Conclusion: While blended learning is potentially viable, addressing these critical logistical and financial barriers is essential for successful implementation at the university.

Keywords

Main Subjects

References

  • Mustafa N. Impact of the 2019–20 coronavirus pandemic on education. Int J Health Prefer Res. 2020;4(1):25-30.
  • Atwa H, Shehata MH, Al-Ansari A, Kumar A, Jaradat A, Ahmed J, et al. Online, face-to-face, or blended learning? Faculty and medical students' perceptions during the COVID-19 pandemic: a mixed-method study. Frontiers in medicine. 2022 Feb 3; 9:791352.
  • Liang ZC, Ooi SBS, Wang W. Pandemics and their impact on medical training: lessons from Singapore. Acad Med. 2020; 95(9):1359-61.
  • Rose S. Medical student education in the time of COVID-19. JAMA. 2020; 323(21):2131-32.
  • Najafzadeh H. Comparison of the effect of blended and traditional teaching methods on learning. Res Med Educ. 2019; 11(2):54-63.
  • Salehi Omran I, Salari ZD. Blended learning; A new approach to developing education and the teaching/learning process. Bi-month Sci-Res J Educ Strateg Med Sci. 2012; 5(1):69-75.
  • Zolfaqari M, Negarandeh R, Fazelollah Ahmadi. The effectiveness of the electronic education system in the education of nursing and midwifery students at Tehran University of Medical Sciences. Iran J Educ Med Sci. 2010; 10(4):398-409.
  • Bruggeman B, Tondeur J, Struyven K, Pynoo B, Garone A, Vanslambrouck S. Experts speaking: Crucial teacher attributes for implementing blended learning in higher education. The Internet and Higher Education. 2021; 48:100772.
  • Leidl DM, Ritchie L, Moslemi N. Blended learning in undergraduate nursing education–A scoping review. Nurse Educ Today. 2020; 86:104318.
  • Pragholapati A, Putri ST. Blended Learning in Nursing Education: Literature Review. Available at SSRN 3792832 [Internet]. 2021.
  • Aghakahni T, Kalbasi A, Shahbig M. Feasibility of using blended learning methods for elementary school students from the perspective of principals and teachers. Res Elem Educ. 2020; 2(3):36-49.
  • McFadden A C, Marsh G E, Price B J, Hwang Y. A study of race and gender bias in the punishment of school children. Education and Treatment of Children, 1992; 15(2): 140–46.
  • Jafarzadeh MR, Hosseini SE, Jahed H, Abedi S. Application of blended learning in higher education from the perspective of educators. J High Educ. 2021; 13(52):123-95. Persian
  • Boelens R, Van Laer S, De Wever B, Elen J. Blended learning in adult education: towards a definition of blended learning [Internet]. Universiteitgent, Academic Bibliography; 2015.
  • Shahidi F, Zareef Sanayei N. Interaction in e-learning. J Interact E-learn. 2013; 4(3):44-55.
  • Castro R. Blended learning in higher education: Trends and capabilities. Education and Information Technologies. 2019 Jul 15; 24(4):2523-46.
  • Conklin S, Dikkers A G. Instructor social presence and connectedness in a quick shift from face-to-face to online instruction. Online Learning, 2021; 25(1): 135-50.
  • Brown M G. Blended instructional practice: A review of the empirical literature on instructors' adoption and use of online tools in face-to-face teaching. The Internet and Higher Education, 2016; 31: 1-10.
  • Garrison D R, Vaughan N D. Blended learning in higher education: Framework, principles, and guidelines. 2008; San Francisco, CA: Jossey-Bass.
  • Vanslambrouck S, Zhu C, Lombaerts K, Philipsen B, Tondeur J. Students' motivation and subjective task value of participating in online and blended learning environments. The Internet and Higher Education. 2018; 36:33-40.
  • Boelens R, De Wever B, Voet M. Four key challenges to the design of blended learning: A systematic literature review. Educ Res Rev. 2017; 22:1-18.
  • Graham CR, Woodfield W, Harrison JB. A framework for institutional adoption and implementation of blended learning in higher education. The internet and higher education. 2013; 18(1):4-14.
  • Lai HM, Hsiao YL, Hsieh PJ. The role of motivation, ability, and opportunity in university teachers’ continuance use intention for flipped teaching. Computers & Education. 2018; 124:37-50.
  • Cheung WS, Hew KF. Examining facilitators' habits of mind in an asynchronous online discussion environment: A two cases study. Australasian Journal of Educational Technology. 2010; 26(1), 123-132.
  • Comas-Quinn A. Learning to teach online or learning to become an online teacher: An exploration of teachers’ experiences in a blended learning course. ReCALL. 2011; 23(3):218-32.
  • Uzzaman M, Jackson T, Uddin A, Rowa-Dewar N, Chisti MJ, Habib GM, et al. Continuing professional education for general practitioners on chronic obstructive pulmonary disease: feasibility of a blended learning approach in Bangladesh. BMC family practice. 2020; 21(1):1-10.
  • Hamzeh Rabati M, Mohajjerani B, Ghalaei AR. Investigating the attitude of faculty members towards the implementation of the electronic education system in Urmia University of Medical Sciences. Urmia Medical Journal. 2014; 25(6):474-80.
  • Pragholapati A, Putri ST. Blended Learning in Nursing Education: Literature Review. Available at SSRN 3792832 [Internet]. 2021.
  • Heising DA. Framework for Immersive Virtual Environments. 6th ed. Manhatan: Stone and Dave; 2013. Persian
  • Zarrabiyan F. The effect of the blended teaching-learning method on learning, motivation and interest in anatomy lessons in medical students. Research in Medical Education. 2018; 10(1):63-71. Persian
  • Darel P. Mobile learning in the classroom: An empirical assessment of a new tool for students and teachers. Turkish Online Journal of Educational Technology. 2016; 3(99):33-47.
  • Shahbig M, Aghakahni T, Kalbasi A. Feasibility of using blended learning methods for elementary school students from the perspective of principals and teachers. Research in Elementary Education. 2020; 2(3):36-49.
  • Joyce B, Weil M, Calhoun E. Models of teaching. Boston, MA: Allyn & Bacon; 2002.
  • Zarei Zavaraki I, Toofani Nejad E. Blended learning: A new approach in the educational system. Journal of Higher Education. 2011; 4(14):71-87.
  • Shahvaran A, Zavar T, Ghasemzadeh A, Hazratian F. Feasibility study of implementing a blended learning system based on ISO 10015 requirements in the health and treatment network. Iranian Journal of Education in Medical Sciences. 2016; 16(1):63-71.
  • Rahimi J, Salehi S. Nursing students' experiences of blended learning in theoretical courses: Findings of a qualitative study. Journal of Advanced Nursing Care. 2014; 10(4):305-15.
  • Sheikhian A, Ali Abadi K, Rooyin L, Hoshmandja M. Feasibility study of implementing the e-learning project in Lorestan University of Medical Sciences from the perspective of professors, students, managers and executive staff in the academic year 92-91. Yafete. 2014; 16(4):5-17.
  • Faqih Aram B, Zarei Zavaraki I, Mehdizadeh A. Feasibility study of implementing a virtual education system for cultural educators in the east of Gilan province. Educational and School Studies. 2020; 9(4):159-72.
Future of Medical Education Journal
Volume 15, Issue 1
March 2025
Pages 12-17

Files

Share

How to cite

Statistics