The Comparison of Rapid E-Learning Approach and Traditional E-Learning in Staff In-Service Training in Tehran University of Medical Sciences
DOI:
https://doi.org/10.22100/jkh.v4i1.182Keywords:
Rapid e-learning, Traditional e-learning, satisfaction, Employee.Abstract
Introduction: As there are few studies that compare rapid e-learning with traditional e-learning, this study was carried out in Tehran University of Medical Science in 1387 in order to compare learning rate, trainees’ satisfaction and the time consumed to develop training courses in these two approaches.
Methods: In this interventional study, 100 employees were assessed in two 50- staff groups by blocking randomization, one group learned through traditional e-learning and the other by rapid e-learning. The traditional e-learning content development was based on waterfall instructional design by Macromedia flash software. The rapid e-learning content development was based on parallel process of three stages of analysis, design and development by Adobe Presenter software. The data were collected by pre test, post test, final examination; self- report questionnaire of learning and questionnaire of trainees’ satisfaction.
Results: There was no significant difference between pre test, post test, final examination scores and self report of learning of the two groups nor was there significant difference between satisfaction of content, delivery method, e-learning program and overall satisfaction in the two groups. The consumed time for developing the course in traditional and rapid e-learning approaches was 141 working days and 24 working days, respectively.
Conclusion: 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, compared to the other approach. Therefore, it is recommended that rapid e-learning be used in electronic staff in-service training in universities.
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