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- Ahmady, Soleiman, et al.
(författare)
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Designing e-learning in medical education : Toward a comprehensive model
- 2021
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Ingår i: Turkish Online Journal of Distance Education (TOJDE). - : Anadolu University. - 1302-6488. ; 22:2, s. 254-271
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Tidskriftsartikel (refereegranskat)abstract
- This study was conducted to present a comprehensive model for designing e-learning in Medical education. This qualitative study was performed in three stages. First, we used the "critical review" approach proposed by CarnWell to synthesize a conceptual model from studies that employ e-learning in Medical education. In the second stage, using Bereday's comparative method, 30 renowned virtual universities were evaluated. Finally, after aggregating and summarizing the results of the previous stages, the model was presented. The results of the study showed that designing e-learning in medical education requires making plans on national and international levels. Moreover, for qualitative and quantitative improvement of e-learning, global progress, achievements, and standards should be monitored continuously, and strategic, tactical, and executive aspects should be rigorously addressed. This comprehensive model for the design and development of e-learning in medical education is identified as an area requiring further research.
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| 2. |
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| 3. |
- Mahdiuon, Rouhollah, et al.
(författare)
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Quality improvement in virtual higher education : A grounded theory approach
- 2017
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Ingår i: Turkish Online Journal of Distance Education (TOJDE). - : Turkish Online Journal of Distance Education. - 1302-6488. ; 18:1, s. 111-131
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Tidskriftsartikel (refereegranskat)abstract
- The article aims to explore the attributes of quality and quality improvement including the process and specific actions associated with these attributes-that contribute enhancing quality in Iranian Virtual Higher Education (VHE) institutions. A total of 16 interviews were conducted with experts and key actors in Iranian virtual higher education. A constant comparative analysis was adopted to construct a grounded theory model. Drawing on the experiences and perspectives of key actors and experts closely associated with quality in e-learning, a paradigm model for quality improvement in virtual higher education institutions was developed. The model articulates causal conditions, action/interaction strategies, consequences, contextual factors and intervening environments. Interestingly, quality of learning, i.e. deep learning was the core phenomenon in quality of virtual higher education institutions.
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