Search

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 combining pedagogical 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 contentpedagogical 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-pedagogicalcontent 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. [ABSTRACT FROM AUTHOR]

Introduction: Today modern teaching and learning approaches in medical education have received considerable attention. This paper aims to introduce WebQuest as a new method of inquiry-based learning through the use of Internet. Also its application in medical sciences education in general, and especially nursing education is explained. Methods: To find articles related to the WebQuest topic, the popular databases including PubMed, Google Scholar, Science Direct, Nursing Consult, CINAHL, Web of Knowledge were searched using WebQuest related keywords. Very few medical articles were found, and there was no research article published in Iran. Results: WebQuest is a new method of student-centered, inquiry-based learning which uses computer technology to engage and motivate students individually or collaboratively in exploring, analyzing, and synthesizing data to construct a new understanding or meaning. WebQuests, as a student-centered activity, enhance and facilitate higher order cognitive skills, including analysis, synthesis, evaluation and judgment, critical thinking. They also cultivate students' exploratory and problem solving mentality. Based on constructivist learning theory and inquiry learning, WebQuests involve learners in collaborative learning process and group projects. There is a strong link between WebQuests and multi-media techniques which provide significant opportunity for utilizing internet resources in teaching and learning experiences. Conclusion: It seems the concept of WebQuest is still less known both general and higher education, and particularly in medical education in Iran. Introducing this method in medical education which is based on new approaches of teaching and learning processes can provide a different view and encourage students to learn more effectively, deeply, and indelibly. [ABSTRACT FROM AUTHOR]