Document Type : Original Research Paper


Department of Educational Administration, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran


Background and Objectives: E-learning is the necessity of the information society and the main condition for achieving the goal of the Fourth National Development Plan (Knowledge-Based Development) which has paid special attention to the university activities while benefitting from the electronic learning in higher education in order to provide equal education opportunities and increasing the coverage of the student population. Along with the development of e-learning at the level of universities and institutions of higher education, the issue of evaluating the e-learning system and justifying the implementation of programs and the need to meet the proper requirements and standards for designing, developing and implementing e-learning in higher education is important. Given that the structure of e- learning is complex and consists of various components, it is necessary to examine all these components to evaluate the e-learning system. Therefore, it is necessary to conduct a comprehensive study to identify and introduce the main and practical indicators of evaluating the e-learning system so that they can be used for designing and developing appropriate frameworks and tools for evaluation of this system. Evaluation of the e-learning system provides the relevant staff and managers in higher education with the opportunity to identify the strengths and weaknesses of this system and enhance the strengths or eliminate possible deficiencies and shortcomings.
Methods: This research was an inquiry into the lived experiences of the faculty members of the University of Tehran in 2019 of evaluating the e-learning system. In this study, an attempt was made to identify the components of e-learning system evaluation in the University of Tehran by using qualitative methodology. The data of this research have been extracted through a qualitative approach with a descriptive phenomenological method and with semi-structured interview tools and the data have been analyzed through coding and categorization methods. Sampling in this study has been purposeful and standard and a total of 17 experts in the field of e-learning from Tehran University have participated in thestudy. The validity of qualitative data using four judgment criteria of Lincoln and Goba)1985( including validity or reliability, transferability verifiability or neutrality, and reliability or compatibility and reliability of qualitative data through recoding by the second encoder and the encoder himself has been confirmed.
Findings: Based on the research findings, the factors related to the evaluation of e-learning system are classified into three dimensions of pedagogy, organization and technology which, on the whole has 17 components and 95 concepts. These components have been identified in the form of teacher, student, teaching assistant, teaching-learning process, content, evaluation, support services, interaction, education and empowerment system, motivation system, university goals and strategies, knowledge management system, culture, physical resources, software, hardware and infrastructure.
Conclusion: In general, the results of this study indicate important points that can provide valuable information for administrators and authorities the University of Tehran in the field of e-learning system to adopt principled policies regarding the evaluation of this system to improve and enhance the quality and effectiveness of e-learning. It is recommended that the university uses the model presented in the present study in order to evaluate the e-learning system of the University of Tehran.


Main Subjects

©2021 The author(s). This is an open access article distributed under the terms of the Creative Commons Attribution (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, as long as the original authors and source are cited. No permission is required from the authors or the publishers. 

[3] Safaee Movahed S. and Mohabbat .[Translation of E-Learning]. Naidu S.(Author). Tehran: Iran Industrial Research & Training Center; 2011.  Persian.
[7] Garavand A (2019)Evaluating the effectiveness of e-Learning at Tehran university.[master’s thesis]. Tehran: University of Tehran; 2019. Persian.
[11] Ataran M.  Information Technology and Education, Tehran: Institute of development of Educational Information Technology of Smart Schools. 2004. Persian.
[12] Dadashzade, M. R. Evaluation of E-learning program in medical engineering course in Amirkabir University of Technology. [doctoral dissertation]. Tehran: Allameh Tabataba'i University; 2011.
[13] Alijani E.  Evaluation of E-learning Courses at Farhangian University[master's thesis]. Tehran: Allameh Tabataba'i Universit; .2018. Persian.
[14] Afandideh N. The need to evaluate e-learning courses. Tehran: Arena Publications. 2014. Persian.
[16] Hodges AH. Corporate e-learningHow three healthcare companies implement and measure the effectiveness of e-learning [doctoral dissertation]. US: University of Alabama; 2009.
[17] Ramezanpour N. Students' satisfaction with e-learning management system in e-learning centers of University of Tehran and Mehr Alborz institute of higher education. [master’s thesis]. Tehan: University of Tehran; 2014. Persian.
[18] Afandideh N. Evaluation of Ppostgraduatee-learning course in medical education in University of Tehran of medical sciences. [master’s thesis]. Tehan: University of Tehran; 2010. Persian.
[44] Boazar N. Explaining the teaching-learning process based on the philosophy of education of the Islamic Republic of Iran. [Master thesis].Ahva: Ahra Uniersity;  2017.
[46] BabaiyM. Introduction to E-learning. Tehran: Chapar Publications. 2011. Persian.
[52] Khan B H. Managing e-learning strategies-design, delivery, implementation and evaluationLondon, UK: IGI Publishing. 2005.