The Impact of E-Learning on Creativity and Learning in Physiology Course in Nursing Students of Shahrekord University of Medical Sciences

Background: Rapid advancement of information and communication technologies has transformed the methods of education. It has created methods which help students achieve deep and effective learning as well as develop a desirable level of creativity. Implementation of e-learning in education is one of such methods. The purpose of the present research is to study the impact of self-learning (self-paced learning) on learning progress and creativity in students of Physiology course of Shahrkoord Medical University in school year 2014-15. Methods: The present study employs a quasi-experimental design which incorporates pretest-posttest and a control group. The statistical population consisted all nursing students of Shahrkoord University of Medical Sciences studying at the first semester of 2014-15 among whom 40 individuals studying at two separate classes have been selected as sample members using convenient sampling method. The instruments of data collection are the realized learning test (with 0.84 pretest reliability and 0.81 posttest reliability, and face validity confirmed by university professors) and Abedi creativity questionnaire. In order to analyze the data the independent T-test has been carried out using SPSS software Ver.18. Results: The results of the study indicated that the use of E-learning in physiology teaching-learning process both improves nursing students’ learning (by 4.32 points) and increases their creativity (fluency 4.67, originality 8.87, flexibility 4.73, and elaboration 4.32 points). Conclusions: Based on the results yielded by the present study, implementation of e-learning improves creativity and learning in university students in physiology course. Therefore, executives of education system should consider incorporation of e-learning in teaching-learning processes.