ABSTRACT
BACKGROUND: The importance of successful implementation of e-learning, especially since the emergence of the Covid-19 pandemic, has become increasingly apparent to universities. Thus, identifying the effective factors in adopting e-learning in the Covid-19 pandemic is crucial. This study was conducted to identify determining factors in adopting E-learning in healthcare. METHOD: This was a descriptive-analytical study in which 143 faculty members from Iran were randomly selected. The faculty members' intentions, concerning the adoption of e-learning, were assessed by the conceptual path model of integration of unified theory of acceptance and use of technology (UTAUT) and The Task-Technology Fit (TTF). RESULTS: The results showed that the combination of the two classical theories, UTAUT and TTF, was an appropriate model to explain faculty members' intention in adopting e-learning. Moreover, the findings showed that technology and task characteristics, task- technology fit, social influences, effort expectancy, performance expectancy and facilitating conditions had direct and significant effect on e-learning adoption. CONCLUSION: By presenting a conceptual path model to elucidate users' behavior in adopting e-learning, this study investigated and identified the key determining factors in adopting e-learning. The findings of the present study can contribute to the design and implementation of e-learning by practitioners, policy makers, and curriculum designers.
Subject(s)
COVID-19 , Computer-Assisted Instruction , Humans , Pandemics , Technology , Patient Acceptance of Health CareABSTRACT
The COVID-19 pandemic has forced the world to adopt online platforms and distance learning in most educational institutions. Multiple controversies have been discussed concerning the advantages and disadvantages of distance learning. This paper explores the distance learning process in Saudi Higher Education Institutions (HEIs) compared to in-person learning. Additionally, this paper investigates the impact of the COVID-19 pandemic on Saudi HEIs. This study utilized an online survey tool to examine the relationship between the distance learning process and students' achievement. The participants were 189 faculty members recruited from different Saudi HEIs. The questionnaire was composed of two sections;1) section one where the demographic data of the participants were collected, and 2) section two where the participants' perspectives concerning distance learning contributions, in-person learning contributions, feelings about distance learning, and experience after distance learning were reported. Based on their viewpoints, there is no important difference between distance learning and in-person sessions based on students' achievement levels. Additionally, there was no difference in faculty members' experiences when they used online platforms during the distance learning process. Our results demonstrate that academic institutions may consider training the faculty members to use technology and online platforms in lectures, communication with students, and other academic activities. © 2021 IEEE.
ABSTRACT
During the COVID-19 pandemic, conducting face-to-face medical residency interviews was challenging due to infection prevention precautions, social distancing, and travel restrictions. Virtual interviews were implemented by the Saudi Commission for Health Specialties (SCFHS) as an alternative process for residency matching while striving to maintain the same quality standards. This national survey was conducted to assess the satisfaction and perceptions of faculty members' virtual interview performance in the assessment for the medical training residency programs. Among the participating 173 faculty members, 34.1% did not have previous experience with video-conferencing. The Zoom application was the most commonly used platform (65.9%). Most (89.6%) of the faculty perceived virtual interviews as "adequate" platforms on which the candidates could express themselves, while almost half of the faculty (53.8%) agreed that virtual interviews allowed them to accurately reach an impression about the candidates. Overall, 73.4% of faculty felt comfortable ranking the virtually interviewed candidates. We conclude that the acceptance of participating faculty members in the first Saudi medical residency training matching cycle virtual interviewing event was well-perceived. This study provides evidence for future application and research of virtual interviews in residency candidates' assessment, especially after the pandemic crisis resolves.