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Determination and Comparison of the Factors Related to Effective Blended Learning in Medical Sciences from the Viewpoints of Instructors and Learners

Authors Mirmoghtadaie Z, Kohan N, Rasouli D

Received 23 November 2019

Accepted for publication 4 March 2020

Published 16 March 2020 Volume 2020:11 Pages 205—214

DOI https://doi.org/10.2147/AMEP.S239216

Checked for plagiarism Yes

Review by Single-blind

Peer reviewer comments 2

Editor who approved publication: Dr Anwarul Azim Majumder


Zohrehsadat Mirmoghtadaie,1 Nooshin Kohan,2 Davood Rasouli3

1Department of Virtualization in Medical Education, Virtual School, Tehran University of Medical Sciences, Tehran, Iran; 2Department of Medical Education, Virtual University of Medical Sciences, Tehran, Iran; 3Center for Educational Research in Medical Sciences (CERMS), Department of Medical Education, School of Medicine, Iran University of Medical Sciences, Tehran, Iran

Correspondence: Davood Rasouli
Center for Educational Research in Medical Sciences (CERMS), Department of Medical Education, School of Medicine, Iran University of Medical Sciences, Tehran, Iran
Email rasouli.d@iums.ac.ir

Introduction: According to rapid growth of innovation in use of technologies in education and learning, blended learning has become an effective method in the student’s education. The purpose of this study was to extract the factors related to effective blended learning and compare the viewpoints of students and instructors in this regard.
Methods: Mixed method model was used in this study. A content analysis approach was employed in the qualitative phase of the study. Seven faculty members and eight master’s students of medical sciences selected through purposive sampling participated in the qualitative phase. Individual semi-structured interviews were conducted for data collection. In the quantitative phase, appropriate and relevant items were designed based on the main concepts of theoretical and practical definitions that were extracted in the qualitative phase.
Results: The results of the qualitative phase were 5 categories and 40 subcategories, including student’s capabilities, teacher merits, technological aspects, pedagogic topics and supportive environment.
Discussion: The results of the questionnaire analysis showed no significant difference in student capabilities and supportive environment between the viewpoints of students and faculty members while there were significant differences in other categories. Although new technologies have offered promising opportunities, they do not result in effective education. The results of the present study suggest that a major revision in student and instructor admission and provision of required technical facilities can promote the status of this type of education. On the other hand, instructor empowerment programs in this field can enhance the effectiveness of virtual education.

Keywords: blended learning, online education, e-learning, distance education

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