E-learning readiness among faculty members of medical sciences universities and provide strategies to improve it

Abstract

Background: The competence of faculty in conducting e-learning is one of the preconditions for e-learning implementation in a university. This study aimed at investigating the readiness of the faculty members of Ardabil University of Medical Sciences (ARUMS) to have e-learning. Methods: To fulfil this purpose, a triangulation method has been used. In the quantitative section, based on the Technological Pedagogical Content Knowledge (TPACK) model, the faculty competence in conducting e-learning has been measured in four areas: pedagogical knowledge, technological knowledge, content knowledge, and finally the skill of combiningpedagogical knowledge, technological knowledge, and content knowledge. Subsequently,with the qualitative data of the semi-structured interview, the findings of the research have been explained. Finally, the strategies for improving the readiness of ARUMS faculty have been identified in e-learning. Results: One-sample t test with a significant level (P ≤ 0.5) showed that the faculty e-learning of ARUMS had the highest mean of pedagogical knowledge, content knowledge and content pedagogical knowledge respectively. In other words, the faculty had a high level of pedagogical,content and content-pedagogical knowledge, but they need to improve their technological,technological-content, technological-pedagogical and ultimately, technological-pedagogical content knowledge. Conclusion: That is why, in order to have effective e-learning at ARUMS, the faculty has to improve their technological, technological-content, technological-pedagogical and technological-pedagogical-content knowledge. In this regard, several solutions have been proposed in this paper.

Faculty Perceptions of Teaching Online During the COVID-19 University Transition of Courses to an Online Format

“…Areas such as creating online assignments, managing grades, time management, and technical competencies (e.g., navigating the course management system, basic computer operations) are among the competencies faculty find most necessary for success in online teaching (Vang, Martin, & Wang, 2020). Similarly, using the technological pedagogical content knowledge model, Houshmandi, Rezaei, Hatami, and Molaei (2019) explored the readiness of medical faculty for e-learning. Survey data and semistructured interviews were used to assess faculty readiness.…”

Assessing the Online Teaching Readiness Competencies Among the College Faculty of Adventist Medical Center

“…Thus, the teachers preferred fast and easy access to new scientific and educational resources. They would use information and communication technology to facilitate the teaching and learning process (Houshmandi, et al, 2019). In the case of confidence construct, sending announcements or email reminders to course participants (M=4.51, SD=0.81) and using synchronous web conferencing tools, e.g., google meet or zoom (M=4.51, SD=0.95), were evaluated very confident by the faculty.…”

Higher Education Challenges in the Era of COVID-19 from the Perspective of Educators and Students (Ghana, Georgia and Pakistan Cases): A Literature Review

“…According to Houshmandi et al (2019), one factor for the delayed uptake of e-learning in higher education is the overwhelming number of faculty members' lack of e-competence. Hadley (2019) reviewed the following barriers to faculty participation in developing and teaching online courses: inadequate software and hardware, learner procrastination, slow Internet connections, insufficient orientation for learners, lack of technical expertise among instructors, and a lack of release time for instructors to develop and design their courses online (Siga & Acharya, n.d).…”