Mahnaz Miraki Zadeh Mohammadabad; Negin Jabbari; Kambiz Esmaeilnia Shirvani
Abstract
Purpose: Today, due to being in the 21st century, the discussion of virtual learning and the appropriate culture with it has become very important. Therefore, the aim of this study was to providing a virtual learning culture pattern in higher education centers.Methodology: This study in terms of purpose ...
Read More
Purpose: Today, due to being in the 21st century, the discussion of virtual learning and the appropriate culture with it has become very important. Therefore, the aim of this study was to providing a virtual learning culture pattern in higher education centers.Methodology: This study in terms of purpose and implementation method was applied and descriptive from type of qualitative, respectively. The current study population were experts of higher education institutions who were aware of the research field, and number of 12 of them were selected as a sample according to the principle of theoretical saturation and with using purposive and snowball sampling methods. The research tool was semi-structured interview, whivh whose validity was confirmed by triangulation method and its reliability was calculated by Cohen's kappa coefficient method 0.89. To analyze the data of this study were used from open, central and selective coding methods.Findings: The findings of this study indicate that for virtual learning culture pattern in higher education centers were identified 49 concepts, 8 components and 2 categories. In the current research, the categories were included the category of structural factors with five components of software and hardware infrastructure, design and management of virtual learning interactions, platform and virtual learning environment, virtual learning development and operational support ability and the category of behavioral factors with three components of culture building, individual attitude and motivation of learners. Finally, the categories and components pattern of virtual learning culture in higher education centers was drawn.Conclusion: The results of the present study can contribute to better awareness and cognition of the virtual learning culture in higher education centers and higher education specialists and planners based on its categories, components and concepts can take an effective step towards improving the virtual learning culture.
Samira Ashkbous; Mehri Darayi; Ebrahim Pourhosseini
Abstract
purpose: this study aimed to design and validate the organizational culture model in Lorestan university of medical sciences.Methodology: the exploratory mixed (qualitative-quantitative) method was used in this applied study. In the qualitative part, the Delphi panel technique was used, where 15 experts ...
Read More
purpose: this study aimed to design and validate the organizational culture model in Lorestan university of medical sciences.Methodology: the exploratory mixed (qualitative-quantitative) method was used in this applied study. In the qualitative part, the Delphi panel technique was used, where 15 experts participated in three rounds in completing the questionnaire and determining the components and indicators of organizational culture. In the quantitative part, the statistical population consisted of managers and a variety of employees of Lorestan University of Medical Sciences (8023 people) in 2020, among whom 367 people were selected as the sample size by simple random sampling and based on Cochran's formula. The research tool was a questionnaire obtained by the experts in the Delphi panel, the reliability of which was obtained 0.82 using the Cronbach's alpha test. The data were analyzed through descriptive statistics (mean, frequency and percentage) in Spss24 software and inferential statistics of structural equations in Smart plsV3.2.8.Findings: The findings of the Delphi technique showed that organizational culture had 8 components and 54 indicators. The results of structural equations also showed that the factor loads of organizational culture components were as follows Respectively: result orientation (0.81), teamwork orientation (0.61), governance and leadership (0.58), optimal communication pattern (0.47), emphasis on details (0.49), idea generation and joint responsibility (0.41) and adaptability (0.38).Conclusion: It can be concluded that organizational culture has several components according to which planners and university administrators can take effective steps to promote organizational culture in medical universities by giving importance to each of these components.
