Designing a Motivational Model for Applying Blended Learning to Faculty Members in Universities of Medical Sciences
| Author | Masoumeh Abbasi | en |
| Author | Mahmoud Mansouri | en |
| Author | Marziye Pashmforosh | en |
| Author | Mohammad Hasan Keshavarzi | en |
| Author | Ghobad Ramezani | en |
| Orcid | Mahmoud Mansouri [0000-0002-4202-4620] | en |
| Orcid | Marziye Pashmforosh [0000-0002-6697-3396] | en |
| Orcid | Mohammad Hasan Keshavarzi [0000-0003-4216-1171] | en |
| Orcid | Ghobad Ramezani [0000-0002-8192-5587] | en |
| Issued Date | 2025-05-31 | en |
| Abstract | Background: The advent of digital technology has profoundly impacted the field of education, effectively removing limitations and enhancing the learning environment. Blended learning, which combines face-to-face instruction with online components, addresses barriers to learning and fosters higher-order cognitive skills, resulting in increased student satisfaction and improved outcomes in medical education. Objectives: This study aimed to identify the key motivational components and construct a comprehensive model that can effectively support faculty members in implementing blended learning within medical universities. Methods: A qualitative grounded theory (GT) approach was used to explore this phenomenon. Faculty members from medical universities in region 4 were recruited using purposeful sampling. Data were collected through semi-structured interviews conducted between November 2023 and March 2024. A three-stage coding process — open, axial, and selective — was applied to analyze the data. Rigor was ensured through measures addressing credibility, confirmability, transferability, and dependability. Results: Interviews with 14 faculty members revealed five primary categories influencing the adoption of blended learning: Learner-professor, infrastructure, structural, environmental factors, and rules and regulations. These findings informed the development of a motivational framework that highlights critical components for promoting faculty engagement in blended learning. Conclusions: The model provides actionable insights for medical schools to enhance educational outcomes and innovate teaching practices in healthcare education. | en |
| DOI | https://doi.org/10.5812/semj-157743 | en |
| Keyword | Blended Learning | en |
| Keyword | E-learning | en |
| Keyword | Virtual Education | en |
| Publisher | Brieflands | en |
| Title | Designing a Motivational Model for Applying Blended Learning to Faculty Members in Universities of Medical Sciences | en |
| Type | Research Article | en |
Files
Original bundle
1 - 1 of 1
Loading...
- Name:
- semj-In_Press-In_Press-157743-publish-pdf.pdf
- Size:
- 249.63 KB
- Format:
- Adobe Portable Document Format
- Description:
- Article/s PDF