SavedAdd your journal

Journals / Turkish Online Journal of Distance Education / 2019 / Cilt: 20 - Sayı: 4

Explaining the Concept and Dimensions of Professional Functions in Online Learning System of Medical Sciences: A Qualitative Content Analysis

Zohrehsadat MIRMOGHTADAIE
Soleiman AHMADY
Noushin KOHAN
Tayebeh RAKHSHANI
Pages
61–72
Publication Date
2019-10-01
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

These dimensions can have direct or indirect impacts on professional functions in this field.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The increasing growth of technology affects all aspects of life, including the system of education, and requires the implementation of a new education system.
📊
Key Findings & Data:The purposeful sampling consisted of 10 professors and scholars.
💡
Conclusion & Impact:These dimensions can have direct or indirect impacts on professional functions in this field.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Medical professionalism · online education · qualitative research

Abstract

The increasing growth of technology affects all aspects of life, including the system of education, and requires the implementation of a new education system. Since Electronic-learning (E-L) is a new and mutated form of education in Iran, its professional functions approach is different from that of traditional education. The present article aims to explain the concept and dimensions of professional functions in this field. Through a qualitative study, method and data source triangulation were used. To do so, the data sources were the professors, scholars, students, and graduates of this educational system in the field of medical sciences. To triangulate the methods, in-depth semi-structured interviews as well as focus groups, note-taking and reminders were used. The purposeful sampling consisted of 10 professors and scholars. Fifteen students and graduates participated in the four-session focus group discussions purposeful, and the sample consisted of 10 professors and scholars as well as seven students and graduates, and a total of 15 students and graduates were willing to participate in the focus group discussions. Inductive content analysis was used for the analysis of data. Three themes arose from the study as follows: E-learning prerequisites, E-Leaning enabling factors, and E-Learning obstacles. Each of the themes is explained along with the relevant categories and subcategories. Discovering the dimensions and elements affecting professional functions in the E-Lsystem of medical sciences, this study provided documented meanings and dimensions of this phenomenon beyond the conventional sense. These dimensions can have direct or indirect impacts on professional functions in this field.

🔖

Cite This Article

MIRMOGHTADAIE, Z., AHMADY, S., KOHAN, N., RAKHSHANI, T. (2019). Explaining the Concept and Dimensions of Professional Functions in Online Learning System of Medical Sciences: A Qualitative Content Analysis. Turkish Online Journal of Distance Education, Cilt: 20 - Sayı: 4, 61–72. https://ajindex.com/articles/140331

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (11)

  1. Ahmad, Z. (2010). The virtual education system (popular myth & future reality in Pakistan). Beqiri, M. S., Chase, N. M., & Bishka, A. (2009). Online course delivery: An empirical investigation of factors affecting student satisfaction. Journal of Education for Business, 85(2), 95-100.
  2. Blin, F., & Munro, M. (2008). Why has not technology disrupted academics’ teaching practices? Understanding resistance to change through the lens of activity theory. Computers & Education, 50(2), 475-490.
  3. Busikova, A., & Melicherikova, Z. (2013). Ethics in E-Learning. International Association for Development of the Information Society. Carril, P. C. M., Sanmamed, M. G., & Selles, N. H. (2013). Pedagogical roles and competencies of university teachers practicing in the e-learning environment. The International Review of Research in Open and Distributed Learning, 14(3), 462-487.
  4. Chickowski, E. (2005). General information, develop an IT ethics policy. Your Policy Begins Where The Low Ends, 27(20), 1-17.
  5. Communities, C. (2001). The eLearning action plan-designing tomorrow’s education. Davis, N., & Rose, R. (2007). Research Committee Issues Brief: Professional Development for Virtual Schooling and Online Learning. North American Council for Online Learning. Dobrow, S. R., & Higgins, M. C. (2005). Developmental networks and professional identity: A longitudinal study. Career Development International, 10(6/7), 567-583.
  6. Ellaway, R. (2011). E-learning: is the revolution over? Medical Teacher, 33(4), 297-302.
  7. Elo, S., & Kyngas, H. (2008). The qualitative content analysis process. Journal of advanced nursing, 62(1), 107-115.
  8. Garrett, R. K., Carnahan, D., & Lynch, E. K. (2013). A turn toward avoidance? Selective exposure to online political information, 2004–2008. Political Behavior, 35(1), 113-134.
  9. Gragg, J. B. B., Goodyear, R., Scheier, L., & Krafft, L. (2016). Using Multivariate Concept Mapping to Examine Counselor Educators’ Implicit Model of The Profession’s Functions. The Practitioner Scholar: Journal of Counseling and Professional Psychology, 5(1). Guba, E. G. (1981). Criteria for assessing the trustworthiness of naturalistic inquiries. Ectj, 29(2), 75. Higgs, A. (2012). E-learning, ethics and ‘non-traditional’students: Space to think aloud. Ethics and Social Welfare, 6(4), 386-402.
  10. Holt, M. C., & Roff, S. (2004). Development and validation of the anesthetic theatre educational environment measure (ATEEM). Medical Teacher, 26(6), 553-558.
  11. Huang, H. M. (2000). Instructional techn