Kohan Noushin, Soltani Arabshahi Kamran, Mojtahedzadeh Rita, Abbaszadeh Abbas, Rakhshani Tayebeh, Emami Amirhousein
Department of Medical Education, Faculty of Medicine, Tehran University of Medical Sciences, Tehran, Iran.
Department of Medical Education, School of Medicine, Iran University of Medical Sciences, Tehran, Iran.
J Adv Med Educ Prof. 2017 Jul;5(3):116-123.
There is a growing trend in online education courses in higher education institutes. Previous studies have shown that high levels of self-direction are essential for successful online learning. The present study aims to investigate challenges of and barriers to self-directed virtual-learning among postgraduate students of medical sciences.
23 postgraduate virtual students of medical sciences in Iran, collected through maximum variation purposive sampling and semi-structured interviews, served as the sample of this study. The collected data were analyzed using the inductive content analysis method.
Three themes and six sub-themes were identified as barriers to self-directed learning in virtual education, including cognitive barriers (information overload and lack of focus on learning or mind wondering), communication barriers (inadequate coping skills and inadequate writing skills) and educational environment barriers (heavy workload and role ambiguity).
By the importance of self-direction in online education, the present study results can be used by virtual education planners in the review and design of courses, so as to adequately equip students, obviate barriers to self-directed virtual education, and ultimately train highly self-directed learners in online medical education.
高等教育机构的在线教育课程呈增长趋势。先前的研究表明，高度的自我导向对于成功的在线学习至关重要。本研究旨在调查医学科学研究生在自主虚拟学习中面临的挑战和障碍。
通过最大差异目的抽样和半结构化访谈收集了23名伊朗医学科学专业的研究生虚拟学生作为本研究的样本。使用归纳性内容分析法对收集到的数据进行分析。
确定了三个主题和六个子主题作为虚拟教育中自主学习的障碍，包括认知障碍（信息过载以及缺乏对学习的专注或走神）、沟通障碍（应对技能不足和写作技能不足）和教育环境障碍（工作量大及角色模糊）。
鉴于自我导向在在线教育中的重要性，本研究结果可供虚拟教育规划者在课程审查和设计中使用，以便充分武装学生，消除自主虚拟教育的障碍，并最终在在线医学教育中培养高度自主的学习者。
