AN EVALUATION OF A NEW RAPID E-LEARNING APPROACH FOR STAFF IN-SERVICE TRAINING AT THE TUMS

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ALAVI SH.; EBRAHIMZADEH ISA; KARIMZADEGAN MOGHADAM D.; ATARAN M.; MEHRDAD R.; GOLESTAN B.

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Journal: Journal of Iranian Higher Education Year:2010 | Volume:2 | Issue:3 Page(s): 67-88

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Title

AN EVALUATION OF A NEW RAPID E-LEARNING APPROACH FOR STAFF IN-SERVICE TRAINING AT THE TUMS

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Keywords

NEW APPROACHESQ3

RAPID E-LEARNINGQ3

TRADITIONAL E-LEARNINGQ3

SATISFACTIONQ2

TIMEQ3

COSTQ3

Abstract

Rapid e-learning is a new approach for developing e-content. It reduces TIME and COST of e-learning by changing the process and tools. As there are few studies that compare RAPID E-LEARNING with TRADITIONAL E-LEARNING, this semi-experimental study was carried out to compare learning, course’s SATISFACTION and TIME used and people associated to content development between these two approaches. It was done on 100 Tehran University of Medical Science’s (TUMS) office workers. The study samples were divided into two 50 staff groups by blocking randomization. The TRADITIONAL E-LEARNING content development was based on ADDIE waterfall instructional model by Macromedia flash. The RAPID E-LEARNING content development was based on parallel process of analysis, design and development by Adobe Presenter. This software like other RAPID E-LEARNING tools develops a lot of procedures automatically. Data were collected by pre test, post test, final examination, self- report of learning questionnaire and questionnaire of course’s SATISFACTION. The last two questionnaires were based on Likert Scale. In a pilot study, the questionnaires were validated by 10 specialists. The reliability of the questionnaires was measured by Cronbach’s alpha analysis. There were no significant differences in pre test, post test, final examination score and self report of learning between the two groups. The differences between SATISFACTION of content, SATISFACTION of delivery method, SATISFACTION of program and total SATISFACTION were not different in two groups. The TIME used for developing the course by traditional and RAPID E-LEARNING approach was 141 and 24 working days, respectively. The staff learning and SATISFACTION were not different in these two e-learning approaches but the TIME needed for content development in RAPID E-LEARNING approach was much less, comparing to the other approach. Therefore it’s recommended to use RAPID E-LEARNING in electronic staff in-service training.

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APA: Copy

ALAVI, SH., EBRAHIMZADEH, ISA, KARIMZADEGAN MOGHADAM, D., ATARAN, M., MEHRDAD, R., & GOLESTAN, B.. (2010). AN EVALUATION OF A NEW RAPID E-LEARNING APPROACH FOR STAFF IN-SERVICE TRAINING AT THE TUMS. IRANIAN OF HIGHER EDUCATION, 2(3), 67-88. SID. https://sid.ir/paper/135883/en

Vancouver: Copy

ALAVI SH., EBRAHIMZADEH ISA, KARIMZADEGAN MOGHADAM D., ATARAN M., MEHRDAD R., GOLESTAN B.. AN EVALUATION OF A NEW RAPID E-LEARNING APPROACH FOR STAFF IN-SERVICE TRAINING AT THE TUMS. IRANIAN OF HIGHER EDUCATION[Internet]. 2010;2(3):67-88. Available from: https://sid.ir/paper/135883/en

IEEE: Copy

SH. ALAVI, ISA EBRAHIMZADEH, D. KARIMZADEGAN MOGHADAM, M. ATARAN, R. MEHRDAD, and B. GOLESTAN, “AN EVALUATION OF A NEW RAPID E-LEARNING APPROACH FOR STAFF IN-SERVICE TRAINING AT THE TUMS,” IRANIAN OF HIGHER EDUCATION, vol. 2, no. 3, pp. 67–88, 2010, [Online]. Available: https://sid.ir/paper/135883/en

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