E-Lerning
S. Abdolmaleki; M. Khosravi; M. Torkaman Asadi
Abstract
Background and Objective:The introduction of ICT in education has revolutionized traditional styles and challenged learning theories. The achievements of such a presence have led to virtual classrooms, smart universities, virtual universities and e-learning in general. In fact, communication in the world ...
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Background and Objective:The introduction of ICT in education has revolutionized traditional styles and challenged learning theories. The achievements of such a presence have led to virtual classrooms, smart universities, virtual universities and e-learning in general. In fact, communication in the world of education has become the basis for all interactions between professors / learners and learners and between educational and governmental institutions and among other institutions. The use of ICT in today's world has led to major changes in teaching and learning: the abundance of information changes students' perceptions of the world; wide distribution and easy access to information have changed the relationship between faculty and students; flexibility transforms the dimensions of space and time of human educational life. All of these changes are evidence that ICT has gradually become an essential element of educational reform and innovation in today's society, bringing our education system closer to the age of e-learning. The education has been influenced by Information and Communication Technology (ICT) and these technologies have influenced teaching, learning and related researches. The purpose of this research was to provide a systematic study and to present a combination of studies in the field of the situation and the role of information and communication technology in the teaching-learning process. Methods: The method was qualitative and was carried out in the form of research synthesis. Relevant research resources were selected, categorized and analyzed from year 2000 to 2016 in a systematic manner; then, in a tiny screening stage, 29 researches that have intended criteria were selected. Then, a synthesis of their findings was presented in accordance with the principles of composition, rethinking and rearrangement of data. Findings:: The findings showed that there are two trends between ICT and the teaching and learning processes: a) Facilitating trend; b) Stream making trend. While these two trends overlap in some cases and it is difficult to draw a clear border between them, they have features which they could be separated from each other and their aspects, features and impacts on teaching–learning processes could be studied. Accordingly, the effects of Facilitating trend on the teaching-learning process be revealed in the short term; these effects are often displayed in hardware and affect the appearance of the components of the teaching -learning process. The stream making trend of ICT in the teaching-learning process involves changes that affect the quality and condition of teaching-learning processes at a deeper and more complex level. These changes can be considered as some form of long-term results of the Facilitating trend which can be appears as software. In fact, the use of technology tools in the short term has changed the form of education, but its consequences in the long-term and in conjunction with other influential factors have led to the emergence of new approaches and trends in education and the general trend of education has undergone fundamental changes. Conclusion: The result obtained in this study indicates that the flow-making process of ICT is definable with ten components: 1) the constructive nature of ICT; 2) the relationship between ICT and personalization of the teaching and learning process; 3) ICT in the service of cultivating multiple intelligences; 4) The relationship between ICT and the motivational effect of learning; 5) The relationship between ICT and student-centered learning; 6) Improving and enhancing thinking skills; 7) The relationship between ICT and evaluation of learning; 8) Emphasis on self-learning; 9) Shaping deep, fast and sustainable learning; and 10) changing the role of the teacher.
Electronic learning- virtual
H. Abbasi Kasani; Gh.R. Shams
Abstract
learning processes has become an important issue in the field of education around the world. According to the announced statistics, this is spreading rapidly and widely. e-learning, as the most prominent application of ICT, has added a new dimension to the primary and higher education, and the use of ...
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learning processes has become an important issue in the field of education around the world. According to the announced statistics, this is spreading rapidly and widely. e-learning, as the most prominent application of ICT, has added a new dimension to the primary and higher education, and the use of online resources has been successfully combined with education to facilitate teaching-learning activities. That is why in recent years, many organizations, universities and companies have started offering e-learning courses. e-learning is a wide range of application software and teaching methods including computer-based education, web-based education, virtual classrooms, etc. The present study aimed at investigating and identifying critical success factors of e-Learning to develop a comprehensive model for success of e-learning. Methods: The research approach was qualitative and the method was synthesis. The research population was all of the articles (85 articles) related to Critical Success Factors of e-Learning since 2007 to 2017 in accredited journals using specific keywords. The sample included 41 articles selected purposefully based on the theoretical saturation of data. The data were collected from the qualitative analysis of documents. Findings: Using analyzing data, Critical Success Factors of e-learning were classified in 3 dimensions, 8 factors and 52 indicators including structural dimension (organizational, support, system quality, content, and educational factors); behavioral dimension (learner, instructor), and environmental dimension (technology). The results of the data analysis led to the identification of Critical Success Factors of e-learning as a model. Conclusion: In this study, an attempt was made to analyze the documents and studies conducted on the key factors of e-learning success and identify the key factors of e-learning success, to provide a model for e-learning success. As the results of the analysis show, e-learning success factors include three structural dimensions (including: organizational, educational, content, support, and system quality); Content or behavioral dimension (including factors: learner and teacher); and the contextual or environmental dimension (including factor: technology). With a clear view, it can be said that examining and considering all the factors of e-learning success is necessary for its growth and development. Most of the studies have emphasized the importance of structural dimension in e-learning success, although behavioral and contextual dimensions are also essential for e-learning success. Therefore, e-learning centers should also try to identify the factors that may affect their success and, given these factors, ensure the success of e-learning. The findings of this study to some extent is capable of informing them of these factors.
