e-learning readiness among faculty members of medical sciences universities and provide strategies to improve it

Background: the competence of faculty in conducting e-learning is one of the preconditions for e-learning implementation in a university. this study aimed at investigating the readiness of the faculty members of ardabil university of medical sciences (arums) to have e-learning. methods: to fulfil this purpose, a triangulation method has been used. in the quantitative section, based on the technological pedagogical content knowledge (tpack) model, the faculty competence in conducting e-learning has been measured in four areas: pedagogical knowledge, technological knowledge, content knowledge, and finally the skill of combining pedagogical knowledge, technological knowledge, and content knowledge. subsequently, with the qualitative data of the semi-structured interview, the findings of the research have been explained. finally, the strategies for improving the readiness of arums faculty have been identified in e-learning. results: one-sample t test with a significant level (p ≤ 0.5) showed that the faculty e-learning of arums had the highest mean of pedagogical knowledge, content knowledge and contentpedagogical knowledge respectively. in other words, the faculty had a high level of pedagogical, content and content-pedagogical knowledge, but they need to improve their technological, technological-content, technological-pedagogical and ultimately, technological-pedagogicalcontent knowledge. conclusion: that is why, in order to have effective e-learning at arums, the faculty has to improve their technological, technological-content, technological-pedagogical and technological-pedagogical-content knowledge. in this regard, several solutions have been proposed in this paper.