Identifying the components of e-learning system at University of Tehran

Narenjithani, F.; Pourkarimi, J.; Hejazi, S.

doi:10.22061/tej.2020.6130.2336

Document Type : Original Research Paper

Authors

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

https://doi.org/10.22061/tej.2020.6130.2336

Abstract

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.

Keywords

20.1001.1.20080441.1400.15.2.9.6

Main Subjects

e-learning

COPYRIGHTS
©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.

References

[1] Salehi K, GhasemiM, .Shalbaf A , Namdari V.[Analysis of Cognitive themes of professors' lived experience about the quality of virtual education courses]. Applied Psychological Research Quarterl. 2015; 7(1): 115-136. Persian.

[2] Gohari M, Habibi S. Guilan. [Payame Noor university students' attitude toward e-learning and learning]. Journal of Psychological and Educational Sciences Studies. 2018; 3(4): 48-53. Persian.

[3] Safaee Movahed S. and Mohabbat .[Translation of E-Learning]. Naidu S.(Author). Tehran: Iran Industrial Research & Training Center; 2011. Persian.

[4] Liu, Y., and Wang, H. A comparative study on e‐learning technologies and products: from the East to the West. Systems Research and Behavioral Science: The Official Journal of the International Federation for Systems Research.2009: 26(2):191-209.

[5] Arkorful V, and Abaidoo N. The role of e-learning, advantages and disadvantages of its adoption in higher education. International Journal of Instructional Technology and Distance Learning. 2015; 12(1): 29-42

[6] Garavan TN, Carbery R, O'Malley G, and O'Donnell D. [Understanding participation in e‐learning in organizations: a large‐scale empirical study of employees]. International Journal of Training and Development. 2010; 3(14): 155-168.‏ Persian.

[7] Garavand A (2019)Evaluating the effectiveness of e-Learning at Tehran university.[master’s thesis]. Tehran: University of Tehran; 2019. Persian.

[8] Hammad J, Hariadi M, Purnomo, MH, JabariN, and Kurniawan F. E-learning and adaptive e-learning review. International Journal of Computer Science and Network Security. 2018; 18(2): 48-55.‏

[9] Baruque L B, Baruque C B, and Melo R N. Towards a framework for corporate e-learning evaluation. In Proceedings of the 2007 Euro American conference on Telematics and information systems. ACM. 2007.

[10] Zammel I B, Najar T, Belghith A. Determinants of e-learning effectiveness: The case of Tunisian virtual school of post office. Paper presented in International Conference on Digital Economy.2018; 165-172.

[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.

[15] Anari najad A, SaketiP, Safavi A. [Designing a Cconceptual Fframework for Eevaluating e-learning Pprograms in Iranian higher education institutions]. Journal of Technology of Education. 2010; 3(4):191-201. Persian.

[16] Hodges AH. Corporate e-learning: How 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.

[19] Zarif Sanaieiy N. [Evaluation of quality and effectiveness criteria for e-learning in higher education]. Interdisciplinary Journal of Virtual Learning in Medical Sciences; 2011; 1 (3):24-3 . Persian.

[20] Jafarpoor M. [Study and identification of mobile commerce expansion obstacles in Iran]. Quarterly Journal of BI Management Studies; 2015; 1(1):91-121. Persian.

[21] GamageD, FernandoS, & Perera, I. Factors affecting to effective eLearning: Learners perspective. Scientific Research Journal )SCIRJ .2014; 5(2): 42-48.

[22] Yazdani F, Ebrahimzadeh E, Zandi B, Alipour A, Zare H . [Recognizing of Fundamental Factors in Effectiveness of E-learning Systems]. Journal of Information Processing and Management. 2012; 2(27):385-411. Persian.

[23] Noesgaard S S, and orngreen, R. The ffectiveness of e-learning: An explorative and integrative review of the definitions, methodologies and factors that promote e-learning effectiveness. Electronic Journal of e-Learning. 2015;13(4): 278-290.‏

[24] Raman K, Othman N, Danaraj G. Investigating key factors for successful e-learning implementation. Asia Proceedings of Social Sciences. 2019; 4(2):49-52.‏

[25] Alhabeeb A, Rowley J. E-learning critical success factors: Comparing perspectives from academic staff and students. Computers & Education. 2015; 127:1–12.

[26] Hadullo K, Oboko R, OmwengaE. A model for evaluating e-learning systems quality in higher education in developing countries. International Journal of Education and Development using ICT. 2017; 13(2).

[27] Vlachopoulos D. Assuring quality in e-learning course design: The roadmap. The International Review of Research in Open and Distributed Learning. 2016; 17(6): 183-205

[28] Mbarek R, Zaddem F. The examination of factors affecting e-learning effectiveness. International Journal of Innovation and Applied Studies. 2013; 2 (4): 423-435.‏

[29] Tseng L M, Lin J R, Chen P H. Evaluating the effectiveness of e-learning system in uncertainty. Industrial Management & Data Systems. 2011; 111(6):869-889.

[30] Islam A M, Chittithaworn C, Rozali ZA, Liang H Factors affecting e-learning effectiveness in a higher learning institution in Malaysia. Journal Pendidikan Malaysia, Malaysian Journal of Education; 2010; 35(2): 51-60

[31] Javadibora M, Ebrahim Zadeh E, Farajollahi M, Sarmadi M. [Designing a model for Eevaluating the Eeffectiveness of distance education system at Payame Noor University]. Quarterly Journal of Information and Communication Technology in Educational Sciences; 2012; 2 (1): 79-98. Persian.

[32] Conn S R., Roberts RL, Powell B M Attitudes and satisfaction with a hybrid model of counseling supervision. Journal of Educational Technology & Society. 2009; 12(2):298-306.‏

[33] Wang, Y S, Wang H Y, Shee D Y Measuring e-learning systems success in an organizational context: Scale development and validation. Computers in Human Behavior. 2007; 23(4):1792-1808.‏

[34] Selim H M. Critical success factors for e-Iearning acceptance: Confirmatory factor models. Computers and Education. 2007; 49(2): 396-413.

[35] AbdoliS, Mohammad Hasani, N. [Research Synthesis of Used Components, Tools and Methods in E-Learning and Presenting a Comprehensive Model for E-Learning Evaluation]. Quarterly Journal of Educational Measurement and Evaluation Studies; 2015; 5(9):153-172. Persian.

[36] ValchevaD, Todorova M. Defining a system of indicators for evaluation the effectiveness of e-learning. In proceedings of the International Conference on Computer Systems and Technologies-Compsystech. 2005; p. 1-5

[37] Salehi najafabadi N.[The analysis appropriat components for present an conceptual model qualifizing e-learning (case study: Payam-e- Noor university].JournalofManagement System; 2018; 9 (4):217-247. Persian.

[38] Mahmodi M, Mostashiri E.[Analyzing the Practical Indicators for Evaluation of E-Learning in Iranian Higher Education ,Case study: Virtual College in University of the Holy Quran]. Journal of Higher Education Letter. 2016; 9(35): 77-96. Persian.

[39] Mahjob EshratabadiH, Vosoghy A, Gharone D, Mehri ,D. Evaluation of e-learning quality assessment criteria in organizational education and providing a framework for evaluating these types of learning. Paper presented in the 3rd National Conference on Organizational Pathology of Organizational Education with Applied Approach Based on Executive Experience in Organizations: 2015.Persian.

[40] KheyrandishM.[Expaining model of affecting factors on e-learning effectiveness in post graduate courses].Journal of Information Technology Management.2015; 6 (4): 629-648. Persian.

[41] Ghorbankhani M, Salehi K.[Representation the characteristics of the successful professors in the virtual education in Iran’s higher education system from the viewpoint of students and professors: a phenomenological study]. Journal of Technology of Education. 2017; 11 (4): 327-347. Persian.

[42] Heidari M, Alipoor A, FarzadV, Ibrahimzade I , Zandi B. [Introducing the characteristics and skills of the independent learner model CSILM in e-learning system].Research in Teaching. 2013; 1(1):7-21. Persian.

[43] Abili Kh, Mostafavi Z, Narenji Sani F.[Identifying the competencies of teaching assistants in the e-learning teaching process: A qualitative research]. Quarterly Journal of Training & Development of Human Resources. 2018;1-20. 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.

[45] Khalifeh Gh, Razavi A.[Quality Assurance and Evaluation in Electronic Learning Using the Importance- Performance Analysis Model].Interdisciplinary Journal of Virtual Learning in Medical Sciences. 2012; 3(1):33-44. Persian.

[46] BabaiyM. Introduction to E-learning. Tehran: Chapar Publications. 2011. Persian.

[47] Feizi T. ShohaiyB, Gerami pour M.[Identifying Faculty members Motivation Factors in Tehran Payam-e-noor University]. Quarterly Journal Public Administration; 2013; 4 (12):73-88. Persian.

[48] HowellS, Saba, LF, Lindsay N K, Williams, PB. . Seven strategies for enabling faculty success in distance education. Internet and Higher Education. 2004; 7(1): 33–49.

[49] Maesomi D, Maesomi B. [Educational cultural infrastructures in the design and implementation of e-learning environments].Management and Planning Biennial in Educational Systems. 2014; 6 (10):27-47. Persian.

[50] Maesomi D, MaesomiB. [Educational cultural infrastructures in the design and implementation of e-learning environments]. Management and Planning Biennial in Educational Systems. 2014; 6 (10):27-47. Persian.

[51] Khazaei Jalil S, Shahbazian B, Montazeri A S, Abbasi A.[The impact of educational software designed on operating room students' learning of practical skills]. Research in Medical Education. 2016; 7(4):13-19. Persian.

[52] Khan B H. Managing e-learning strategies-design, delivery, implementation and evaluation. London, UK: IGI Publishing. 2005.

[53] Mahdion R, Ghahremani M, FarasatkhahM, Hosseini A. Dimensions and Components of E-Learning Quality Assurance in Higher Education and Providing a Conceptual Model for it. Paper presented in the 6th National Conference and the Third International Conference on E-Learning and Learning. Tehran University of E-Learning Center. 2012. Persian.

[54] SerajiF. Providing a Framework for Evaluating the quality of education in e-universities. Paper presented in the 5th Conference on Quality Assessment in the University System. University of Tehran, College of Engineering. 2012. Persian.

[55] Rezazadeh A, Hosseini D, Sarmadi M, Farajollahi M. [Evaluation and prioritization of factors affecting quality of education in e-learning environments using hierarchical analysis process technique].Journal of Education and Evaluation. 2018; 11(41):115-134. Persian.

[56] Khorasani A, Aelami F, RazavizadehSh.[ Identification of key success factors of academic e-learning centers qualitative study]. Quarterly Journal of Information and Communication Technology in Educational Sciences. 2017; 7 (2):5-37. Persian.