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.
Highlights
In contemporary age, the traditional objectives and implementation methods of educational institutions are constantly challenged and changing just like other organizations
80% of the participants were from the Medicine Faculty; 8.6% were from the Paramedical Faculty; 2.9% were from the faculty of Pharmacology; 4.3% were from the Faculty of Health, and 1.4 percent did not write down their faculty
This research finding revealed that the readiness of faculty members of Ardabil University of Medical Sciences (ARUMS) to conduct e-learning, and it proposed strategies for promoting the readiness
Summary
The traditional objectives and implementation methods of educational institutions are constantly challenged and changing just like other organizations. The advancement of information and communication technology has improved the quality of education and learning, but it made its way to research topics, environments and methods at universities. Students and faculty prefer fast and easy access to new scientific and educational resources. They would like to remotely interact with each other and to use technology for better teaching and communication. 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
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