Authors
1
Department of nursing Anesthesiology, faculty member, School of Allied Medical Sciences, Ahvaz Jundishapur University of Medical Sciences, Ahvaz
2
Student Research Committee, Ahvaz Jundishapur University of Medical Sciences, Ahvaz. Iran
3
Anesthesiology Department, School of Allied Medical Sciences, Ahvaz Jundishapur University of Medical Sciences, Ahvaz. Iran
4
Department of nursing Anesthesiology, faculty member, School of Allied Medical Sciences, Ahvaz Jundishapur University of Medical Sciences, Ahvaz. Iran
5
Student Committee Medical Education Development, Ahvaz Jundishapur University of Medical Sciences, Ahvaz. Iran.Student Committee Medical Education Development, Ahvaz Jundishapur University of Medical Sciences, Ahvaz. Iran
6
Student Committee Medical Education Development, Ahvaz Jundishapur University of Medical Sciences, Ahvaz. Iran
,
Document Type : Original Article
Abstract
Introduction: New communication technologies (especially the Internet) have exciting capabilities to overcome barriers to learning and geographical access. Many higher education institutions rapidly seek to use these capabilities and facilities in learning, teaching, and research depite the related obstacles. This study evaluated the barriers of using e-learning from students’ perspectives as the primary stakeholders at Ahvaz Jundishapur University of Medical Sciences.
Materials & Methods: In this cross-sectional study, the statistical population was all Ahvaz Jundishapur University of Medical Sciences students in the academic year 2019-2020, from which a sample of 352 people was selected by stratified random sampling. The data collection tool was a researcher-made questionnaire that was used after validation. SPSS statistical software and descriptive and analytical statistical formulas were used to analyze the data
Results: The results indicated that most participants were 18 to 22 years (79%), the average age of students was 21.33±2.56 years and 68.2% werefemale. The executive factors had the most contribution, and the cultural factors had the least contribution in hindering the development of e-learning at Jundishapur University of Medical Sciences. The arrangement of obstacles from the students' point of view was executive, strategic, technical, individual, organizational, managerial, legal, budgetary, pedagogical, and cultural factors.
Conclusion: From the point of view of the students of Jundishapur University of Medical Sciences, Ahvaz, Iran, the essential hindering factors in electronic education was the executive obstacle, which can be removed by creating new educational facilities and approaches such as simulators. It is possible to make students more familiar and compatible with electronic education by creating suitable student support systems.
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