Ecology of Virtual Learning Environment in Shahid Sadoughi University of Medical Sciences from Students' Viewpoint

Jafari  H; Abbasi-Shavazi M; Jambarsang  S; Ehrampoush  MH; Ghaneiyan  MT; Keshmiri F

doi:10.18502/jmed.v18i2.13665

Jafari H M.Sc of Human Ecology, School of Public Health, Department of Environmental Health Engineering, Shahid Sadoughi University of Medical Sciences, Yazd, Iran
Abbasi-Shavazi M Assistant Professor, Department of Health Education and Promotion, Social Determinants of Health Research Center, School of Public Health, Shahid Sadoughi University of Medical Sciences, Yazd, Iran
Jambarsang S Associate Professor, Departments of Biostatistics and Epidemiology, Center for Healthcare Data Modeling, School of Public health, Shahid Sadoughi University of Medical Sciences, Yazd, Iran
Ehrampoush MH Professor, Department of Environmental Health Engineering, Environmental Science and Technology Research Center, School of Public Health, Shahid Sadoughi University of Medical Sciences, Yazd, Iran
Ghaneiyan MT Professor, Department of Environmental Health Engineering, Environmental Science and Technology Research Center, School of Public Health, Shahid Sadoughi University of Medical Sciences, Yazd, Iran
Keshmiri F Associate Professor, Department of Medical Education, Education Development Center, Shahid Sadoughi University of Medical Sciences, Yazd, Iran

DOI: https://doi.org/10.18502/jmed.v18i2.13665

Keywords: Online; Learning Environment Ecology; Virtual education; Educational Atmosphere; Class Climate

Abstract

Introduction: This study aimed to assess the ecological status of the educational environment (online) from the perspective of students in the school of PublicHealth at Shahid Sadoughi University of Medical Sciences.

Methods: This was a descriptive cross-sectional study involving 287 undergraduate, graduate, and Ph.D. students from the School of Health, enterd via stratified random sampling. Two questionnaires about the online learning environments that were developed by Kaufmann and Chou were used in the study. The Kaufmann questionnaire included four domains: “instructor behaviors, student connectedness, course structure, and Course Clarity” and Chou’s questionnaire included three domains: "Learning climate, and learning satisfaction". Data were analyzed by SPSS 21 software.

Results: Our findings indicate that students viewed the ecological status of the online learning environment as moderate level. The domain ability and learning environment received a score of 3.2 ± 0.62, satisfaction with learning was rated 3.07 ± 0.73, and general learning atmosphere received a score of 3.05 ± 0.73. The teacher's behavior received 3.8 ± 0.83, the structure of the training course 2.92 ± 1.12, the ease of implementation 3.14±0.98, and the interaction of learners 3.66 ± 0.85.

Conclusion: Online teaching and learning is a complex process that involves various factors such as the instructor's skills, inclusiveness, course structure, and educational design. The ease of implementation and interaction of learners are also important in the learning ecology. Therefore, it is essential to have the necessary infrastructure that facilitates the teaching-learning process when planning for the creation and development of online education.