The Paradox of Acceptance and Rejection: the Perception of Healthcare Professional Students about Mobile Learning Acceptance in Iran University of Medical Sciences

Authors

  • Hamid Reza Koohestani Department of Medical Education, School of Medicine, Center of Educational Re-search in Medical Sciences, Iran University of Medical Sciences, Tehran, Iran.
  • Seyed Kamran Soltani Arabshahi Department of Medical Education, School of Medicine, Center of Educational Re-search in Medical Sciences, Iran University of Medical Sciences, Tehran, Iran.
  • Fazlollah Ahmadi Tarbiat Modares University, Department of Nursing, Tehran, Iran.

https://doi.org/10.17583/qre.2018.3341

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Abstract

Objective: A qualitative study was conducted to explore the perception of healthcare professional students about mobile learning acceptance. Method: The study was performed using a conventional content analysis method. The subjects were the students of medical sciences in Iran University of Medical Science. Sampling was based on a purposeful sampling method. Twenty-three students took part in semi-structured interviews until data saturation was reached. Results: The main theme was “the paradox of acceptance and rejection” with three categories; (1) perceived attraction (sub-categories: learning with the excitement of entertainment, the attraction of multimedia learning environment and enthusiasm for electronic learning); (2) perceived ease (sub-categories: easy access to information anytime and anywhere and easy and effortless use); and (3) perceived conflict (sub-categories: teachers’ contradictory behavioral patterns, contradiction about value of online information, friends’ contradictory behavioral patterns, and digital gap between generations in family). Conclusion: The three categories found in the study placed the students in a dilemma of using or not using mobile learning. They had doubts about accepting mobile technology as a legitimate educational tool. Taking these factors into account and managing them can pave the way for mobile learning in the students.

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Author Biographies

Hamid Reza Koohestani, Department of Medical Education, School of Medicine, Center of Educational Re-search in Medical Sciences, Iran University of Medical Sciences, Tehran, Iran.

Hamid Reaz Koohestani, is a PhD candidate in Medical Education, Center of Educational Research in Medical Sciences, Department of Medical Education, at Iran University of Medical Sciences. He was the head of School of nursing at Saveh University of medical sciences from 2010 to 2015. His work focuses on medical education.

Seyed Kamran Soltani Arabshahi, Department of Medical Education, School of Medicine, Center of Educational Re-search in Medical Sciences, Iran University of Medical Sciences, Tehran, Iran.

Dr Seyed Kamran Soltani Arabshahi, MD, is a Professor in Internal Medicine, Center of Educational Research in Medical Sciences, Department of Medical Education, at Iran University of Medical Sciences. He is Vice Dean for Education at Iran University of Medical Sciences and Head of Department of medical education.

Fazlollah Ahmadi, Tarbiat Modares University, Department of Nursing, Tehran, Iran.

Dr Fazlollah Ahmadi, is a Professor of Nursing, Department of Nursing, at Tarbiat Modares University. He is an active researcher in both qualitative and quantitative studies. He is also serves as the Director of Educational Affairs at Tarbiat Modarres University.

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Published

2018-06-28

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Koohestani, H. R., Soltani Arabshahi, S. K., & Ahmadi, F. (2018). The Paradox of Acceptance and Rejection: the Perception of Healthcare Professional Students about Mobile Learning Acceptance in Iran University of Medical Sciences. Qualitative Research in Education, 7(2), 144–169. https://doi.org/10.17583/qre.2018.3341

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