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LETTER TO EDITOR
J Edu Health Promot 2019,  8:239

Implementation of blended learning with native systems: A new model for the application of new technology in Iranian medical education


1 Department of Medical Education,Virtual Center, Jahrom University of Medical Sciences, Jahrom, IRAN
2 Department of Medical Education, School of Management & Medical Education Sciences, Shahid Behest University of Medical Sciences, Tehran, Iran

Date of Web Publication31-Dec-2019

Correspondence Address:
Dr. Leili Mosalanejad
Department of Medical Education, Virtual Center, Jahrom University of Medical Sciences, Jahrom
IRAN
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/jehp.jehp_402_19

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How to cite this article:
Mosalanejad L, Ahmady S. Implementation of blended learning with native systems: A new model for the application of new technology in Iranian medical education. J Edu Health Promot 2019;8:239

How to cite this URL:
Mosalanejad L, Ahmady S. Implementation of blended learning with native systems: A new model for the application of new technology in Iranian medical education. J Edu Health Promot [serial online] 2019 [cited 2020 Jun 1];8:239. Available from: http://www.jehp.net/text.asp?2019/8/1/239/274484

Sir,

Blended learning is an approach to education that combines online educational materials and opportunities for interaction online with traditional face-to-face classroom methods. In this letter, we explain the trend of implementation of blended learning in Iran and investigating all the aspects of intervention in technology and education-based cultural change in education.[1],[2]

Blended learning is an approach to education that combines online educational materials and opportunities for interaction online with traditional face-to-face classroom methods. It requires the physical presence of both teacher and student.

Applying blended learning with the synergic effect of traditional education and the use of technology in education are among the development of the package for reform and innovation in medical education. This program was designed by the Ministry of Health and Medical Education.

It was included a virtual package was created to reform and innovation and enhance the quality of medical education. The virtual package with the goal of using modern technologies in teaching and learning with the goals of reform and innovation in teaching and learning accordingly, technology-based education as an alternative, complementary, and stabilizing method on one side, then the application of softwares such as learning management system, content promotion software, and rapid e-learning authoring tools, on the other hand, have provided the effective use of new technology in Iran. Over the past 4 years, the following activities have resulted in, apart from taking advantage of educational and student-centered strategies by motivate students to build their e-learning experiences, involve in their learning and see their work, emphasizing on empowerment, and meritocracy in medical science.[3]

Moreover, outcome-based education should be considered for greater productivity in Iranian education. In this regard, the following can be stated:

  • Changes in educational curriculum for responsive and community-based learning[4]
  • Changes in educational strategies for qualitative and outcome-based design (using the SPICES pattern)
  • Using Harden's three-circles learning models in teaching and learning lessons
  • Emphasizing the objective and innovative methods of student assessment with emphasis on Millers' Pyramid
  • The evolution of the virtual package and the implementation of blended learning at various levels and groups of medical sciences[5],[6]
  • Supporting educational and training systems for professors and students at various universities
  • \
  • General faculty empowerment in short-term fellowship and entrepreneurship with the aim of using effective technology of the day and benefiting from it
  • Access to free national systems for online classes for university administrators
  • Empowerment workshops using educational software applications in national and local levels
  • Designing a national massive open online course to select and access the scientific titles of authors, with respecting to intellectual property principles
  • Implementing blended learning programs for accreditation of educational areas and using multiple standard models according to the need of universities
  • Implementing different learning models based on local and regional needs
  • The implications of blended learning over the past 4 years in this area can be summarized as follows:
  • Professors' and students' familiarity with the application of technology in education and promoting their media information literacy
  • Applying localized technology for more effective, qualitative, and applicable education
  • Using multimedia content and standard for practical, complementary, and stabilizing education
  • Designing a variety of electronic educational games, educational guides, and practical Apps to educate students and applying some in health education
  • Applying indigenous industrial technology and technology-based manufacturing in Iran and supporting Iranian and domestic capabilities
  • Improving the educational capabilities of users and students in accessing justice-oriented education to standard educational content
  • Using mobile technology in student education and health
  • The access of big and central universities to augmented reality and virtual reality technologies in designing educational programs and support another university about educational products.


Technology and its application in modern education in Iran are no longer an unfledged filed and have become a practical technology in education. This will provide a platform for improving the quality of education, training of users, and students with higher academic literacy and will enhance their ability in this field.

Financial support and sponsorship: Non

Nil.

Conflicts of interest

There are no conflicts of interest.

 
  References Top

1.
Moskal P, Dziuban C, Hartman J. Blended learning: A dangerous idea? Internet High Educ 2013;18:15-23.  Back to cited text no. 1
    
2.
Powell A, Watson J, Staley P, Patrick S, Horn M, Fetzer L, et al. Blending Learning: The Evolution of Online and Face-to-Face Education from 2008-2015. Promising Practices in Blended and Online Learning Series. International Association for K-12 Online Learning; 2015.  Back to cited text no. 2
    
3.
Abdillah LA. Students Learning Center Strategy Based on e-Learning and Blogs. arXiv preprint arXiv; 2013. p. 27.  Back to cited text no. 3
    
4.
Entezari A, Momtazmanesh N, Khojasteh A, Einollahi B. Toward social accountability of medical education in Iran. Iran J Publ Health 2009; 38 Suppl 1:27-8.  Back to cited text no. 4
    
5.
Khogali SE, Davies DA, Donnan PT, Gray A, Harden RM, McDonald J, et al. Integration of e-learning resources into a medical school curriculum. Med Teach 2011;33:311-8.  Back to cited text no. 5
    
6.
Rowe M, Frantz J, Bozalek V. The role of blended learning in the clinical education of healthcare students: A systematic review. Med Teach 2012;34:e216-21.  Back to cited text no. 6
    




 

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