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Evaluation of the Quality of E-Learning Courses at the Faculty of Medical Sciences, Islamic Azad University, Najafabad, in 2022 Using the Importance–Performance Analysis Approach from the Perspective of Students
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Nasim Soleimani *1   , Hamidreza Nikyar2 |
1- Assistant Professor, Department of Educational Sciences, Islamic Azad University of Isfahan (Khorasgan), Isfahan,Iran , nasim.soleimani593@iau.ac.ir
2- Medicine Faculty of Azad University of Najaf Abad |
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Abstract: (5 Views) |
Introduction: E-learning has played a prominent role in medical sciences education after the COVID-19 pandemic. The aim of this study was to evaluate the quality of e-learning courses at the Faculty of Medical Sciences, Islamic Azad University, Najafabad, in 2022, using the Importance–Performance Analysis (IPA) model from the perspective of studeIntroduction: E-learning has played a prominent role in medical sciences education after the COVID-19 pandemic. The aim of this study was to evaluate the quality of e-learning courses at the Faculty of Medical Sciences, Islamic Azad University, Najafabad, in 2022, using the Importance–Performance Analysis (IPA) model from the perspective of students.
Methods: The present mixed-methods study was of an exploratory sequential type. In the qualitative section, 30 students were purposefully selected, and semi-structured interviews were conducted. Data were analyzed using the content analysis method of Lundman and Graneheim, and 29 indicators were identified. The validity of the analyses was reviewed by a subject-matter expert, and reliability was examined through peer debriefing and participant confirmation. Subsequently, the indicators were formulated into two questionnaires and, in the quantitative section, were administered to 253 students selected by cluster sampling. The content validity of the questionnaires was confirmed by expert judgment, and their reliability was evaluated as appropriate through Cronbach’s alpha (importance 0.91, performance 0.87). Data were analyzed using the Importance–Performance Analysis model.
Result: The indicators were categorized into four domains: content quality, educational process, evaluation, and administrative structure and facilities. Students attributed the highest importance to updated content, modern technologies, suitable user interface, and interaction with instructors; however, the university’s performance in these areas was below expectations (mean importance 4.84, performance 2.49).
Conclusion: The main challenge of virtual course quality lies not in the scientific competence of instructors, but in weaknesses of infrastructure, technical support, and interactive course design. Therefore, it is recommended that by empowering instructors in delivering interactive courses and making targeted investments in technical infrastructure and user-friendly platforms, student satisfaction and the quality of virtual education in medical sciences can be enhanced.nts.
Methods: The present mixed-methods study was of an exploratory sequential type. In the qualitative section, 30 students were purposefully selected, and semi-structured interviews were conducted. Data were analyzed using the content analysis method of Lundman and Graneheim, and 29 indicators were identified. The validity of the analyses was reviewed by a subject-matter expert, and reliability was examined through peer debriefing and participant confirmation. Subsequently, the indicators were formulated into two questionnaires and, in the quantitative section, were administered to 253 students selected by cluster sampling. The content validity of the questionnaires was confirmed by expert judgment, and their reliability was evaluated as appropriate through Cronbach’s alpha (importance 0.91, performance 0.87). Data were analyzed using the Importance–Performance Analysis model.
Findings: The indicators were categorized into four domains: content quality, educational process, evaluation, and administrative structure and facilities. Students attributed the highest importance to updated content, modern technologies, suitable user interface, and interaction with instructors; however, the university’s performance in these areas was below expectations (mean importance 4.84, performance 2.49).
Conclusion: The main challenge of virtual course quality lies not in the scientific competence of instructors, but in weaknesses of infrastructure, technical support, and interactive course design. Therefore, it is recommended that by empowering instructors in delivering interactive courses and making targeted investments in technical infrastructure and user-friendly platforms, student satisfaction and the quality of virtual education in medical sciences can be enhanced. |
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| Keywords: Importance–Performance Analysis, quality evaluation of e-learning courses, students’ perspective, Faculty of Medical Sciences, Islamic Azad University, Najafabad. |
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Article Type: Original Research |
Subject:
Virtual Medical Education
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Soleimani N, Nikyar H. Evaluation of the Quality of E-Learning Courses at the Faculty of Medical Sciences, Islamic Azad University, Najafabad, in 2022 Using the Importance–Performance Analysis Approach from the Perspective of Students. Educ Strategy Med Sci 2026; 19 (3) :44-57 URL: http://edcbmj.ir/article-1-3360-en.html
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