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 Table of Contents  
ORIGINAL ARTICLE
Year : 2016  |  Volume : 2  |  Issue : 1  |  Page : 22-25

Evaluation of the role of applying e-learning from faculty members' point of view in Azad University of Sari-Iran


Department of Educational Sciences, Young Researchers and Elite Club, Sari Branch, Islamic Azad University, Sari, Iran

Date of Web Publication25-Jan-2016

Correspondence Address:
Dr. Mojtaba Rezaei Rad
Young Researchers and Elite Club, Sari Branch, Islamic Azad University, Sari
Iran
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/2395-2296.174787

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  Abstract 

Aims: This study reviews the role of e-learning application in training and learning process from the point of view of faculty members of Islamic Azad University of Sari in 2012. Methods: Descriptive survey method (field study) was used in this study. Statistical populations were 140 professors of faculty members of Islamic Azad University of Sari of which 103 were selected randomly as a sample according to Kerjsi-Morgan chart. For data collection, the researcher made questionnaire considering global experiences was used. Professors' judgment of this field was used to determine the validity. The reliability of questionnaire was 0/88 calculated via Cronbach's alpha. Data analysis was done according to descriptive and inferential statistics (one sample t- test). Results: The results of this study showed that online or attendance training, networks, video conference, multimedia, training through cell phones, and also training via TV, audio, and video tapes have important role in student's training and learning process. Furthermore, the results showed that faculty members have a positive attitude about applying e-learning methods.

Keywords: e-learning, e-training methods, training and learning processAddress for Correspondence:


How to cite this article:
Rad MR, Rezaei M. Evaluation of the role of applying e-learning from faculty members' point of view in Azad University of Sari-Iran. Int J Educ Psychol Res 2016;2:22-5

How to cite this URL:
Rad MR, Rezaei M. Evaluation of the role of applying e-learning from faculty members' point of view in Azad University of Sari-Iran. Int J Educ Psychol Res [serial online] 2016 [cited 2024 Mar 19];2:22-5. Available from: https://www.ijeprjournal.org/text.asp?2016/2/1/22/174787


  Introduction Top


21st century has named information era or information society and has affected all fields and areas of individual, family, and social life which includes capability and training, business, politics, agriculture and industrial production, services, and everyday life. Electronic teaching and learning is one of the human achievements has changed our world.[1] If we refer to e-learning as a series of educational activities which will change our country's educational aspect by means of electronic instruments like: audiovisual, computer, networked and virtual devices, therefore, we can approve that focusing, studying, investment, planning, policy making in line with e-learning is essential and important and inevitable issue for all governments and nations.[2] It seems that an accepted and dominant strategy in the world in the first half of 21st century's first decade is defined according to utilization of Information And Communication Technology (ICT). Hence, we cannot neglect these important factors in defining educational strategies whether the development was at elementary education level or secondary or high level.[3] e-learning is one of the phenomenon's of modern world emerged in information era and knowledge based society which has significant speed and growth by considering its short-term history.

This kind of learning, in real concept, emerged from quick and increasing change cycle of new technologies, because technology before being apparent in hardware aspect emerged in software aspect.[2] e-learning in Iran is an incunabular industry in the fields of educational technology and distance learning.[4] One of the goals of e-learning is to provide equal, free, and investigative availability in educational courses and identical educational situation for various groups in everywhere, and optimization of methods of presenting educational materials in order to achieve more serious and profound learning. In this educational situation, despite to traditional one, individuals are enjoying from topics according to their capabilities.[5]

The study results of Zavaraki and Evazzade showed that educational multimedia can involve various methods of learning and can provide a kind if multisensory situations for users, by means of various factors like: text, voice, graphics, animation, and video. Furthermore, this kind of media can increase learner's motivation by means of interactive facilities.[6] Salimi according to the study about the role of media and educational instruments in teaching (training) e-learning process has resulted the use of media and different educational tools for various subjects and materials has advantages like: forming first hand learning experiences or similar to it, creating motivation and interest to learn and continuing it, save education time, easier communication and better understanding, quick and deep and stable learning.[7] Sharples et al. also pointed out an important convergence between the new, personal, mobile technologies, and the new conceptions of lifelong learning. The utilization of mobile technology in the field of education has given a rise in a novel research topic in the domain of digital learning: mobile learning. It brought learning activities out of the classroom and give learners freedom to access lessons at any time, from any location.[8] Lebediker in a study about American academic faculty member's attitude in using computer has resulted that there is a significant relationship between faculty member's age and gender and their attitude in using computer.[9] Hillary - (quoted from Jamshidi 2007) by studying the effect of internet and networks on English learning has resulted that by using these facilities, students showed more academic improvement, and also these instruments improved their skills in English.[10] Also, Tsai and Jenks, have studied about “the impact of multimedia in learning of English pronunciation.” This study was implemented on 87 Thai students consist of both experimental and control groups in which one group was trained by multimedia software and the other group was trained by traditional method. The study results showed that the learning situation of students used multimedia software was better than the traditional group.[11]

In another research, Ioannou et al. have studied whether educational material based on multimedia in learning of social studies course is effective or not. The results showed that implementing multimedia is very effective on student's attitude, interest, and learning.[12]

Shen et al. explored how emotion evolves during learning process and how emotion feedback could be utilized to improve learning experiences. This study also described a cutting-edge pervasive e-learning platform used in a Shanghai Online College and proposed an effective e-learning model, which intermixed learners' emotions with the Shanghai e-learning platform. The study was guided by Russell's circumplex model of affect as well as Kurt's learning spiral model. The results about emotion recognition from physiological signals achieved a best-case accuracy (86.3%) for four types of learning emotions. And results from emotion revolution study showed that engagement and confusion were the most important and frequently occurred emotions in learning, which is consistent with the findings of Auto Tutor project. No evidence from this study validated Kurt's learning spiral model. An experimental prototype of the effective e-learning model was built to help improve students' learning experience by customizing learning material delivery based on students' emotional state. Experiments elucidated the superiority of emotion aware over nonemotion-aware with a performance increase of 91%.[13]

Hence, the present study was conducted in order to understand the attitude of faculty members of Tehran University of Medical Science, College of Midwifery and Nursery in teaching via composite e-learning system.

The purpose of the present study was to review the role of various kinds of e-learning methods to improve learning-teaching process.

Study hypothesis

  1. Learning via TV have a role on improving learning-training process in high education
  2. Face to face and online education method have a role on improving learning-training process in high education
  3. Video conference learning have a role on improving learning-training process in high education
  4. Learning via mobile have a role on improving learning-training process in high education
  5. Learning via multimedia have a role on improving learning-training process in high education
  6. Web-based education have a role on improving learning-training process in high education
  7. Learning via audio visual cassette have a role on improving learning-training process in high education
  8. Faculty members have a positive attitude to employ various types of e-learning methods.



  Methods Top


Survey descriptive method was implemented in this study. Statistical populations were consisted of 140 professors of faculty members of Sari Islamic Azad University in which 103 professors were selected according to Kerjesi Morgan chart by means of stratified random sampling method. In order to collect data, researcher made questionnaire was used. Questionnaire was consisted of 25 close-ended questions in terms of Likert quintuple scale from completely disagree to completely agree. In order to determine content validity, e-learning experts were asked to evaluate the questionnaire content validity and they resulted that the present questionnaire has acceptable content validity. Cronbach's alpha coefficient was used to measure the reliability of related tools; therefore, total questionnaire reliability was calculated 0.87 according to Cronbach's alpha coefficient. Data analyses were conducted by means of descriptive and inferential (one sample t-test) statistics.


  Results Top


A descriptive study of factors: according to the results which are collected descriptively in [Table 1], each of effective factors on implementing e-learning in the training-learning process was estimated by means of several items of questionnaire in which each item has achieved score between 1 and 5: face to face and online learning (1/20, 92/46), web-based learning (2/20, 19/43), video conference (2/21, 21/18), multimedia (2/29, 68/02), learning via mobile (4/22, 86/95), learning via TV (6/25, 73/69), audiovisual cassette (4/19, 64/07).
Table 1: To study the role of E-learning methods on learning-training process

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Hypothesis evaluation

According to data results in [Table 2], since estimated t for each factors of face to face and online learning (tm = 29/83), web-based learning (tm = 25/20), video conference (tm = 28/42), multimedia (tm = 30/38), learning via mobile (tm = 10/35), learning via TV (tm = 7/07), and audio visual cassette (tm = 8/89) were at confidence level of 95% (α =0/05) and the degree of freedom (ƒ-1 = 102 = n is higher than t from critical table (tb = 1/96), according to data, null hypothesis (H0) is rejected and study hypothesis is approved.
Table 2: One-sample t-test to study the role of E-learning methods on training-learning process

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Hence, regarding confidence of 95% or 99%, we can claim that these factors have an absolute role on improving the training-learning process in high education.

According to data results in [Table 3], in general, 4,120 response were acquired in order to review faculty members attitude on employing e-learning methods (n = 103 × 40 = 4120). P value at a confidence level of 95% is lower than the significant level (α =0/05), so, the null hypothesis is strongly rejected according to data and study hypothesis is approved. Therefore, regarding confidence level of 95% and even 99% we can claim that the attitude of faculty members to employ e-learning methods is positive, because 65% of professors by selecting high and very high items stand in agreeing group which shows positive attitude.
Table 3: Binomial test to review faculty member's attitude on employing E-learning methods

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  Discussion and Conclusions Top


According to study results, seven components of e-learning methods (learning via TV, web based learning, online and face to face learning, video conference, learning via mobile, multimedia, and audiovisual cassette) were considered which have an important role on improving training-learning process for students. The results showed that the attitude of faculty members of Payam Noor University to employ e-learning methods is positive. Zavaraki and Evazzade in their study showed that educational multimedia can increase learner's motivation.[6] Furthermore, Salimi believed that media can save the time of education and have an important role to create easier communication and better understanding, and quick, deep, and stable learning.[7] Zade and Mehrmohammadi in their study resulted that use of software can increase learning of mathematics in students.[14] Hilary (quoted from Pour Jamshidi) about the use of e-media had resulted that multimedia software's have a role on improving students learning and academic achievement.[10] Tsai and Jenks in their study showed that student's situation when employing multimedia software's was better than traditional group situation.[11] In another research, Ioannou et al.; resulted that use of multimedia has a significant impact on student's attitude and interest and learning.[12] Zolfaghari et al. showed that while this method is relatively unknown in Iran, it's acceptance by education experts needs appropriate foregrounding. However, faculty members have a positive attitude to teach via composite e-learning system.[15] The results of present study are corresponding to above results. According to universities macro-policy to employ new methods of teaching, they are trying to implement e-learning system in future. In general, it is suggested that in order to improve e-learning method in country by considering related time of academic term and motivate professors to employ new teaching methods, necessary skills to use ICT should reinforce in professors and universities should try to establish intelligent class which can motivate students in learning and using ICT and familiarity with various methods of using ICT and teaching methods of each specific courses present by means of ICT, especially with visual and practical examples. In other word, use of ICT in each course should introduce to students particularly. Also, pedagogic approaches are necessary in order to increase content quality and e-learning growth.

Financial support and sponsorship

Nil.

Conflicts of interest

There are no conflicts of interest.

 
  References Top

1.
Graison DR, Anderson TR. E-learning in 21st century (conceptual and practical principles); translated by Zarei Zavaraki PhD, Safai Movahed Saeed. Tehran: Science and Technology (Date of publication in Original Language: 2003); 2005.  Back to cited text no. 1
    
2.
Taghizade M. To compare E-learning to predict creativity changes and academic improvement of Payam Noor University students in the academic year of 2007-2008. unpublished doctoral dissertation. Tehran: University of Allame Tabatabai; 2008.  Back to cited text no. 2
    
3.
Kardan A. Editing E-learning policies regarding to priorities and effective factors; J Res Eval 2006;33:1-13.  Back to cited text no. 3
    
4.
Asemi A. Meta Data in E-learning Environment. Institute of Information and Scientific Documents. Iran, Tehran; 2006.  Back to cited text no. 4
    
5.
Farhadi R. E-Learning as a new paradigm era. Journal of Information Science and Technology 2005;21:49-66.  Back to cited text no. 5
    
6.
Zavaraki EZ, Evazzade I. Thaw principles of educational multimedia designing. Roshd Educ Technol 2006;2:6-9.  Back to cited text no. 6
    
7.
Salimi D. The role of media and educational instruments on training – Learning process. MA thesis, University Of Tehran; 2008.  Back to cited text no. 7
    
8.
Sharples M, Taylor J, Vavoula G. Towards a Theory of Mobile Learning. Proceedings of mLearn 2005 Conference, Cape Town, South Africa; 2005.  Back to cited text no. 8
    
9.
Lebediker E. Conducted a study entitled the computer attitudes and usage. Doctoral Diss 1997;59:2799-A.  Back to cited text no. 9
    
10.
Jamshidi MP. A Study of Educational Effect Via Information Networks on Academic Growth of Persian Literature Course in Secondary School. Tehran, distinct 14. MA thesis, University of Teacher Training; 2002.  Back to cited text no. 10
    
11.
Tsai R, Jenks M. Using computer multimedia in the classroom in a teacher guided mode: Vocabulary Acquisition in a University EFL Setting in Taiwan. In: Montgomerie C, Seale J, editors. Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications. Chesapeake, VA: AACE; 2007. p. 4038-43.  Back to cited text no. 11
    
12.
Ioannou A, Brown SW, Gehlbach H, Boyer MA, Niv-Solomon A, Janik L, et al. Incorporating multimedia in social studies instruction: Does it improve students' performance, interest, and instructional effectiveness attitude? In: Montgomerie C, Seale J, editors. Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications. Chesapeake, VA: AACE;.  Back to cited text no. 12
    
13.
Shen L, Wang M, Shen R. Affective E-learning: Using “Emotional” data to improve learning in pervasive learning environment. Educ Technol Soc 2009;12:176-89.  Back to cited text no. 13
    
14.
Zade MS, Mehrmohammadi M. Elementary Mathematic Educational Software considering productive orientation and its efficacy. Educational Initiatives (Quarterly). Third Year; 2004. p. 38-42.  Back to cited text no. 14
    
15.
Zolfaghari M, Sarmadi MR, Negarandeh R, Zandi B, Ahmadi F. Attitudes of Nursing and Midwifery School's Faculty toward Blended E-learning at Tehran University of Medical Sciences. Journal of Faculty of Nursing and Midwifery, Tehran University of Medical Sciences (HAYAT) 2009;15:31-9.  Back to cited text no. 15
    



 
 
    Tables

  [Table 1], [Table 2], [Table 3]



 

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