Res Dev Med Educ. 2019;8(2): 105-112.
doi: 10.15171/rdme.2019.020
  Abstract View: 217
  PDF Download: 191

Original Research

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

Sousan Houshmandi 1 ORCID logo, Eisa Rezaei 2 * ORCID logo, Javad Hatami 3 ORCID logo, Behnam Molaei 4 ORCID logo

1 Department of Midwifery, Ardabil University of Medical Sciences, Ardabil, Iran
2 Department of Medical Education, Virtual University of Medical Sciences, Tehran, Iran
3 Department of Education, Tarbiat Modares University, Tehran, Iran
4 Department of Psychiatry, Faculty of Medicine, Ardabil University of Medical Sciences, Ardabil, Iran


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.

Keywords: E-Learning, E-Learning Readiness, Faculty, Distance Education, Online Education, Online Learning
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Submitted: 03 Aug 2019
Revision: 03 Dec 2019
Accepted: 03 Dec 2019
ePublished: 30 Dec 2019
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