Gerayllo Sakineh, Vakili Mohammadali, Jouybari Leila, Moghadam Zahra, Jafari Ali, Heidari Alireza
Department of Health, Faculty of Health, Health Education and Health Promoion, Golestan University of Medical Sciences, Gorgan, Iran.
Health Management and Social Development Research Center, Department of Biostatistics and Epidemiology, Faculty of Health, Golestan University of Medical Sciences, Gorgan, Iran.
BMC Med Educ. 2025 Feb 1;25(1):166. doi: 10.1186/s12909-025-06747-1.
BACKGROUND: The outbreak of the Coronavirus epidemic has caused a huge crisis initiating fundamental changes in education since this crisis has turned face-to-face education into virtual training. This questionnaire-based study employed the comprehensive CIPP Model (Context, Input, Process, Product) to obtain the perspectives of both faculty members and students from six different faculties at one university in Iran concerning implementation of virtual learning in during COVID 19. METHODOLOGY: The participants in this cross-sectional study were 522 students and 38 members of the faculty in six different faculties who were selected via stratified random sampling. The research tool was a validated and reliable researcher-made questionnaire developed based on the context, input, process, and product (CIPP) evaluation model. The survey included a scale for each of the four CIPP components, with scales comprised of 9 to 12 questions. The data were analyzed through SPSS 23 using descriptive and inferential (Mann-Whitney, Kruskal-Wallis, and Spearman correlation) methods. RESULTS: The scale items for each of the CIPP components that elicited the highest levels of agreement by both professors and students were as follows based on a five point scale where higher scores indicated higher levels of respondent agreement: Context: Topics presented in the virtual training are determined according to the course plan (3.63), and virtual education reduces the teacher's control over class (3.56); Input: Designated hours are suitable for virtual learning classes (3.29); Process: Professors have less commitment and responsibility in providing virtual courses (3.48); and Product: Student participation in virtual classes is low (3.78), and virtual learning saves time (3.67)." For both students and faculty, the mean scores for the context, input, process, and product scales all averaged near the mid-point of the scale, 3.00. No significant difference was observed between professors and students except for the input construct. Students responded significantly differently according to their age and educational level on the product construct, and significantly differently according to their faculty and marital status on each of the CIPP constructs. CONCLUSION: This study has highlighted various issues related to virtual education, and the opinions of professors and students regarding changes to the online educational program should be strategically considered. The present findings can facilitate decision-making and policy-making at the macro level, enabling officials to plan appropriately, take professional measures, and decide whether to continue, cease, or revise educational goals, inputs, processes, and products.
背景：冠状病毒疫情的爆发引发了一场巨大危机，使教育发生了根本性变化，因为这场危机已将面对面教育转变为虚拟培训。这项基于问卷调查的研究采用了全面的CIPP模型（背景、投入、过程、产出），以获取伊朗一所大学六个不同学院的教师和学生对于在新冠疫情期间实施虚拟学习的看法。 方法：这项横断面研究的参与者是通过分层随机抽样选出的来自六个不同学院的522名学生和38名教师。研究工具是基于背景、投入、过程和产出（CIPP）评估模型开发的经过验证且可靠的研究者自编问卷。该调查针对CIPP的四个组成部分各有一个量表，每个量表由9至12个问题组成。数据通过SPSS 23使用描述性和推断性（曼-惠特尼检验、克鲁斯卡尔-沃利斯检验和斯皮尔曼相关性检验）方法进行分析。 结果：基于5分制（分数越高表明受访者的认同程度越高），教授和学生认同度最高的CIPP各组成部分的量表项目如下：背景：虚拟培训中呈现的主题根据课程计划确定（3.63），且虚拟教育降低了教师对课堂的掌控（3.56）；投入：指定的时长适合虚拟学习课程（3.29）；过程：教授在提供虚拟课程方面的投入和责任较小（3.48）；产出：学生在虚拟课堂中的参与度较低（3.78），且虚拟学习节省时间（3.67）。对于学生和教师而言，背景、投入、过程和产出量表的平均得分均接近量表中点3.00。除投入这一结构外，教授和学生之间未观察到显著差异。在产出结构方面，学生根据年龄和教育水平的回答存在显著差异，在CIPP的每个结构方面，学生根据学院和婚姻状况的回答也存在显著差异。 结论：本研究突出了与虚拟教育相关的各种问题，应从战略角度考虑教授和学生对在线教育项目变化的看法。目前的研究结果有助于在宏观层面进行决策和制定政策，使官员能够进行适当规划、采取专业措施，并决定是否继续、停止或修改教育目标、投入、过程和产出。
J Educ Health Promot. 2021-5-31
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