عنوان مقاله [English]
The aim of the present investigation is to determine the significance of the components constituting the e-Learning of the Work and Technology course from Experts’ Point of view. The approach of the investigation is quantitative and a hierarchy analysis method is used. The community of the investigation is experts of the training domain, the modern technologies planning domain, and Work and Technology course domain which 18 people of them were selected purposefully as samples. In order to analyze the data, the technique of index paired comparison was used. Based on the obtained results, the most important components which constitute the e-learning of the Work and Technology course include content, page design, organization, motivation, flexibility, evaluation, feedback, balanced workload, helping, and training-learning activity. It is evident that the findings of the present investigation help the decision-makers to adopt effective strategies for training courses as the most important components constituting the e-learning are specified and thereby the decision-makers may control the levels of resource assignments.
 Atashak, M. (2007). Essentials and areas of electronics citizen curriculum in the curriculum of higher education. The 9th Conferenceof the Study Society Curriculum of Iran.[in Persian[
 Horton, W. (2011). E-learning by design. New York: John Wiley & Sons
 Ruiz, J. G., Mintzer, M. J., & Leipzig, R. M.(2006).The impact of e-learning in medical education. Academic medicine, 81(3), 207-212.
 Badrian, M. (2006). Evaluation of electronic curriculum of computer engineering at Khaje Nasreddin Tusi University of Technology based on Rodriguez Sims model. (Unpublished master’s thesis), University of Allameh Tabatabaei, Tehran.[in Persian[
 Garrison, D. R. (2011). E-learning inthe 21st century: A framework for research and practice: Routledge.
 Bates, A. T. (2005). Technology, e-learning and distance education.New York:Routledge.
 Jia, H., Wang, M., Ran, W., Yang, S. J., Liao, J., & Chiu, D. K. (2011). Design of a performance-oriented workplace e-learning system using ontology. Expert Systems with Applications, 38(4)-72-82.
 Georgiev, T., Georgieva, E., & Smrikarov, A. (2004). M-learning-a New Stage of Е-Learning. Paper presented at the International conference on computer systems and technologies-CompSysTech.
Bowles, J. (2000). The E-learning potential. A Available at: www. kdgonline. com/web pages/wnite paper content2. html.
 Ataran, M. (2005). Virtual University: Reading existing narratives. Quarterly journal of research and planning of higher education, 13(1), 54-74.
 Maghami, H. R. (2014). Comparison of the effect of three methods of face-to-face, electronic, and computational instruction on learning, memorization, motivation for academic achievement and social skills of students in Allameh Tabatabai University of Technology. (Unpublished P.H.D thesis), University of Allameh Tabatabaei, Tehran.[in Persian[
 Fleming, J., Becker, K., & Newton, C. (2017). Factors for successful e-learning: does age matter. Education+ Training, 59(1), 76-89.
 Zare, M., Pahl, C., Rahnama, H., Nilashi, M., Mardani, A., Ibrahim, O., & Ahmadi, H. (2016). Multi-criteria decision making approach in E-learning: A systematic review and classification. Applied Soft Computing, 45, 108-128.[in Persian[
 Sahasrabudhe, V., & Kanungo, S. (2014).Appropriate media choice for e-learning effectiveness: Role of learning domain and learning style. Computers & Education, 76, 237-249.
 Ellis, R., & Goodyear, P. (2013). Students' experiences ofe-learning in higher education: the ecology of sustainable innovation.New York: Routledge.
 Sinclair, P., Kable, A., & Levett-Jones, T. (2015). The effectiveness of internet‐based e‐learning on clinician behavior and patient outcomes: a systematic review protocol. JBI database of systematic reviews and implementation reports, 13(1), 52-64.
 Zarif Sanaee, N. (2011). Assessing the criteria for the quality and effectiveness of e-Learning in higher education. MEDIA, 3, 24-32. [in Persian[
 Kearsley, G. (2000). Online education: Learning and teaching in cyberspace (Vol. 91): Wadsworth Belmont, CA.
 Pomales-Garcia, C., & Liu, Y. (2006). Web-based distance learning technology: The impacts of web module length and format. The American journal of distance education, 20(3), 163-179.
 Akbary Boorang, M., H., J. S., R., A. D., & H., K. (2013). The Evaluation of E-learning Quality of Iran’s Universities Based on Curriculum Orientations and Faculty Members’ Experiences. IRPHE, 18(4), 75-97.[in Persian[
 Sabiston, P. T. (2000). An inquiry into the criteria that identify quality adult Web-based learning: Royal Roads University.
 Lewis, R., & Whitlock, Q. A. (2003). How to plan and manage an e-learning programme: Gower Publishing, Ltd.
 Merchant, Z., Goetz, E. T., Cifuentes, L., Keeney-Kennicutt, W., & Davis, T. J. (2014). Effectiveness of virtual reality-based instruction on students' learning outcomes in K-12 and higher education: A meta-analysis. Computers&Education, 70, 29-40.
 Tzeng, G. H., Chiang, C. H., & Li, C. W. (2007). Evaluating intertwined effects in e-learning programs: A novel hybrid MCDM model based on factor analysis and DEMATEL. Expert systems with Applications, 32(4), 1028-1044.
 Chao, R. J., & Chen, Y. H. (2009). Evaluation of the criteria and effectiveness of distance e-learning with consistent fuzzy preference relations. Expert Systems with Applications, 36(7), 10657-10662.