e-learning
N. Mohammadhasani
Abstract
Background and Objectives: The biggest challenge posed by the Coronavirus pandemic (COVID-19) to educational institutions was the force to make an unexpected transition from face-to-face to online learning. The abrupt closure of face-to-face education led academics towards experiencing "unfamiliar areas" ...
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Background and Objectives: The biggest challenge posed by the Coronavirus pandemic (COVID-19) to educational institutions was the force to make an unexpected transition from face-to-face to online learning. The abrupt closure of face-to-face education led academics towards experiencing "unfamiliar areas" due to the need to adapt quickly to e-learning environments. In advance, the benefits of these environments increased the demand for their usage in higher education. But today, given the special circumstances of the outbreak of the Coronavirus, this sudden change has undoubtedly posed challenges for educational institutions Although these environments provide numerous opportunities for learning, they require the readiness to become familiar with a wide range of technologies, the lack of which, both for teachers and learners and at the organizational level, poses some challenges in the implementation of online learning. In this regard, the present study was conducted to explore the challenges of faculty members in teaching and managing online learning environments.Methods: The present study was conducted adopting a qualitative method with a phenomenological approach. The target population of the study included the faculty members of Kharazmi University. Data were collected through in-depth semi-structured interviews. The data collection process continued until the theoretical saturation was reached, based on which 19 interviews were conducted. The final reliability and validity criteria were used to confirm the validity and reliability of the data.Findings: The results of the study led to the identification of the following categories: communication and interaction, presence and engagement, technical issues, quality, skill, evaluation, economic issues, time, and organizational challenges. As an important result, data analysis referred to the synergy and interrelationship of categories and the effects that they had on the quality of online learning. The most common codes were related to the categories of communication and interaction and presence and engagement, which were related to the category of skills and influenceed other categoriesConclusion: The analysis of the interviews showed that, it is possible to reach high-quality online learning by prioritizing these challenges and paying attention to key components. The emergence or consideration of these challenges, as well as their impact on each other, leads us to map the relationship among these challenges. The results of the analysis emphasize the need to pay attention to the sudden changes in the category of time, the emergence of related challenges, and the division of challenges into faculty members-related items individually or in relation to organizational challenges that include skill and quality. Now that the Coronavirus pandemic resulted in the rapid digitalization of higher education around the world, identifying and overcoming the challenges of entering or adapting to online environments is essential to guarantee the quality of the future of higher education.
Electronic learning- virtual
M. Ghorbankhani; K. Salehi
Abstract
Professors and trainers are the main pillars of the teaching-learning process who play an undeniable role in improving the quality of the educational system. The present study was conducted to identify the characteristics of successful instructors of virtual education. For this purpose, phenomenological ...
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Professors and trainers are the main pillars of the teaching-learning process who play an undeniable role in improving the quality of the educational system. The present study was conducted to identify the characteristics of successful instructors of virtual education. For this purpose, phenomenological method was used to identify and delineate the depth of the phenomenon under the study. Data from 14 semi-structured interviews with students and professors of the University of Tehran were gathered and analyzed. Data analysis was conducted based on Colaizzi's strategy. Analysis of the data from the interviews itenfited four main categories including: electronic skills, educational features, researchist features and moral characteristics and behavior. The findings showed that effective teaching in virtual education requires special capabilites and the current status is far from the ideal situation.
Education technology - Evaluation and testing
B.E. Zamani; R. Parhizi; H. Kaviani
Abstract
This study was performed aims to Identification challenges of evaluating Virtual College students' perceptions of electronics courses. Statistical population was consisted of all students of Virtual University. For samples, 140 students were selected using stratified random sampling. Research instrument, ...
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This study was performed aims to Identification challenges of evaluating Virtual College students' perceptions of electronics courses. Statistical population was consisted of all students of Virtual University. For samples, 140 students were selected using stratified random sampling. Research instrument, researcher made questionnaire was a valid and reliable. The obtained data were analyzed. The mean, standard deviation, variance analysis and paired t-tests to measure t. The results showed that the greatest challenges to the evaluation of students' views of electronic Respectively Technical problems with mean 3/71 , Pedagogical difficulties, with a mean 3/20, And Mental health problems with an average of 3.Also, the students' perspective. In the terms different And various disciplines. There was a difference. In the particular challenges of of evaluation. Yet from the perspective of students And in terms different academic, technical problems as the most important challenge of evaluating students' academic performance was introduced.
Electronic learning- virtual
A. Sanayei; H. Salimian
Abstract
Internet has been a significant effect on the establishment of virtual education. Virtual education is a term that involves online learning by using e-learning. This study analyzes the affecting factors for virtual education acceptance with emphasize on the internal factors and its statistical population ...
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Internet has been a significant effect on the establishment of virtual education. Virtual education is a term that involves online learning by using e-learning. This study analyzes the affecting factors for virtual education acceptance with emphasize on the internal factors and its statistical population is, virtual faculty students of Isfahan University who have been completed the questionnaires either by their presence or through the internet (electronic questionnaires). In comparing this research with others in this field we will understand that, there is more recognition of the internal factors affecting the learners in this paper, in this study, we emphasize on these factors; and we consider the motivation and self-efficacy as internal factors. According to the technology acceptance model, we consider the direct effect of the motivation variables, ease of perceived use, cognition’s benefits, the indirect effect of social influence, system quality, facilitating condition and self-efficiency on behavioral tendency and students’ acceptance of virtual education. SPSS 19 and Amos 18 software have been used to analyze the data. The 121 questionnaire findings showed that Social influences and system quality have an impact on cognition’s benefits. Also it must be noted that we showed the effect of facilitating conditions and self-efficiency on ease of perceived use and effect of ease perceived use of the cognition’s benefits. Also on we accepted that motivation, ease of perceived use and cognition’s benefits have a direct effect on the students tendency and their behavioral tendency.
Electronic learning- virtual
S.M. Abdollahi; B.E. Zamani; E. Ebrahimzadeh; B. Zandi; H. Zare
Abstract
Main purpose of this research is to comparative study of point of views of faculty members and administers Isfahan university about major barriers of faculty participation in e-learning courses. Second purpose of this research is to study probably relations between these barriers h n order to suggest ...
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Main purpose of this research is to comparative study of point of views of faculty members and administers Isfahan university about major barriers of faculty participation in e-learning courses. Second purpose of this research is to study probably relations between these barriers h n order to suggest some advises for rising level of faculty collaboration on this field. Type of this research is qualitive -quantitive. At the beginning of research, researcher designed a conceptual model based on literature and classified deterrents on three groups include personal, attitudinal and contextual inhibitors. Then, a researcher-made inventory provided based on this model and distributed on a sample include 50 faculty members of educational groups which present virtual courses in this university. Method of sampling was census. Friedman analysis Result indicated between the barriers, contextual inhibitors have the most inhibition against faculty participation. In qualitive part of research, researchers performed some semi-structured interview with five administers who were supervisor of holding courses. Analysis of this part was done by coding and categorization of interviews. Result of comparative study indicated being of contextual inhibitors reinforce effect of personal and attitudinal inhibitors.
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