چکیده:
This mixed-method study endeavored to solicit the perspectives of Iranian collegiate students passing the obligatory course of medical English through Navid Learning Management System and its acceptance during COVID-19 pandemic. Utilizing Technology Acceptance Model, this study also sought to examine the possible effect gender, academic degree, instructional mode, and e-learning duration in LMS may have on the participants' attitudes. An online survey was employed to gather data from 78 Iranian students. Semi-structured interviews with ten participants were conducted as well to shed more light on the quantitative data regarding main advantages and disadvantages of medical English learning through Navid. The data were analyzed through descriptive and inferential statistics along with inductive thematic analysis, respectively. Findings revealed that Iranian collegiate medical students viewed Navid as a comprehensive e-learning platform to be favorable in terms of its system/service quality, student/educational service quality, and perceived satisfaction, but its perceived satisfaction was not aligned with their needs. Moreover, neither the individual variables, (viz., age and academic degree), nor the instructional variables (viz., instructional mode and e-learning duration) were predictors of the discrepancies among the participants in their perspectives and acceptance of Navid. Learning ubiquitously and lacking face-to-face communication were the main advantage and disadvantage of learning medical English through Navid, respectively. Results revealed that although under the Covid-19 pandemic the acceptance of Navid and students' satisfaction with its use might not be related to the individual and instructional variables in the medical English courses, it might not be the case in others.
خلاصه ماشینی:
Technology Acceptance of NAVID Learning Management System in the Iranian Medical English Courses under the COVID-19 Pandemic* Saman Ebadi (Corresponding Author) ** Associate Professor of Applied Linguistics, Faculty of Humanities, Razi University, Kermanshah, Iran.
Abstract This mixed-method study endeavored to solicit the perspectives of Iranian collegiate students passing the obligatory course of medical English through NAVID Learning Management System and its acceptance during COVID-19 pandemic.
Utilizing Technology Acceptance Model, this study also sought to examine the possible effect gender, academic degree, instructional mode, and e-learning duration in NAVID may have on the participants' attitudes.
Research has already shown that the rapid growth of educational technologies (ed Tech) tools has resulted in their potential impact on educational practices (Luo & Yang, 2018; Jiang & Zhang, 2020), including creating more learning opportunities (Lai, Zhu, & Gong, 2015), improving learning outcomes (Aubusson et al.
This study was an attempt to solicit the Iranian collegiate students' attitudes in medical English classrooms towards NAVID-supported activities through the application of Technology-Acceptance Model (TAM) under pandemic circumstances of Covid-19.
1 Research Design A mixed-methods quantitative-qualitative design approach was employed to tap on Iranian medical students' perspectives on e-learning-supported English education via NAVID LMS.
Regarding the second research question, the findings showed that neither gender nor academic degree differences contributed to the participants' technology acceptance and their attitudes towards Medical English learning via NAVID which corroborate the findings of Lau and Shaikh (2012).