Vahideh Zeinali, Mahtab S. Mahdavi,
Volume 1, Issue 2 (7-2014)
Abstract
Background and Aim: Collaborative information behavior (CIB) is strongly affected by contextual factors and in different contexts we can see various aspects of collaborative information behavior. In this study, we investigate the triggers and barriers of collaborative information behavior in an educational-medical context in Iran.
Method: This qualitative research uses grounded theory as research method. Semi-structured interviews were conducted with twenty physicians (in Fellowship and Residency stages) in Shahid Beheshti University of Medical Science.
Results: the findings indicated that five main factors trigger collaborative information behavior, including lack of domain expertise, lack of time, information scatter, complexity of information needs and lack of immediately accessible information. The barriers that hinder collaborative information behavior in this context fell under five categories, technological, individual, team, educational structure and cultural barriers. Some of these triggers and barriers have identified in previous researches in different contexts.
Conclusion: the results of this study showed that Lack of time was strongest trigger of CIB in physicians (in fellowship and residency stages). Then complexity of information needs, lack of domain expertise, information scatter and lack of immediately accessible information were the triggers that identified in this study. Also barriers that identified in this context are so important. In order to promoting CIB in this context the barriers should be analysed and resolved.
Niusha Bagheri, Margan Kian, Masoud Gramipour, Vaghar Ali Ali Azimi, Youssef Mahdavi Nesab,
Volume 11, Issue 3 (12-2024)
Abstract
Purpose: Institutions such as virtual classes, schools, and universities are essential tools for enhancing academic skills. This study aims to investigate the effectiveness of Kharazmi University's e-learning program by applying the HELAM conceptual model as a framework for evaluation.
Research method: This study employed a survey research design. The target population consisted of graduate students at Kharazmi University, from which a random sample of 536 postgraduate students was selected using stratified random sampling method. A researcher-made questionnaire, based on the HELAM model and supplemented with an "overall satisfaction" factor, was used to collect data. The questionnaire was refined and translated using specialized texts and relevant research literature. Data analysis was conducted using various statistical tests, including one-sample t test and one-way analysis of variance (ANOVA) in SPSS software, as well as confirmatory factor analysis in R software.
Findings: The findings revealed that Kharazmi University's e-learning program, as evaluated using the HELAM conceptual model, exceeded the societal average in all seven dimensions with a high degree of confidence (>99%). Notably, the support issues dimension stood out as significantly different from the others. The dimensions of content quality and service quality were found to be closely related, yet distinct from the other subscales. Finally, the dimensions of system quality, professors' attitude, overall satisfaction, and student attitude had the lowest average rankings
Conclusion: To further enhance the e-learning program, the managers and experts at Kharazmi University's Information and Communication Technology Center should focus on improving the system quality, professors' attitude, overall satisfaction, and student attitude dimensions. By doing so, they can elevate the performance of these areas to match the already strong support issues dimension, ultimately leading to a more comprehensive and effective e-learning experience.
