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Identifying Instructors' Readiness Factors on e-learning for the Continuing Medical Education Programs in Iran
PROCEEDINGS

, , , Universiti Sains Malaysia, Iran (Islamic Republic Of)

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Vancouver, Canada ISBN 978-1-880094-76-1 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

E-learning is considered an appropriate way in continuing medical education that can address physicians’ training needs by providing an innovative opportunity for their professional development. A key factor influencing the success of e-learning is the instructor. Thus, the purpose of this study was twofold: assess the instructors’ readiness and identify important factors that affect their readiness in e-learning in CME programs. An instrument consisting of two domains (technical and pedagogical) was constructed according to four categories (knowledge, attitude, skills, and habits) and was distributed to 60 faculty members at Kerman University, Iran. Factor analysis was applied to identify factors that affect the e-learning readiness. Results also showed that the mean of readiness on e-learning for faculty members was 3.25±0.58 in technical and 3.37±0.49 in pedagogical readiness domain. Overall fifteen factors were identified for the technical and pedagogical domains and these factors must be considered before and during the e-learning implementation.

Citation

Eslaminejad, T., Masood, M. & Ngah, N.A. (2009). Identifying Instructors' Readiness Factors on e-learning for the Continuing Medical Education Programs in Iran. In T. Bastiaens, J. Dron & C. Xin (Eds.), Proceedings of E-Learn 2009--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 238-243). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved November 20, 2019 from .