Background and Objective:At first glance to the science of educational technology, what usually comes to mind, is the application of new technologies in the education of learners, such a belief indicates a mechanical approach to the scope of technology and education. But experts see educational technology as more than just the use of educational tools. They believe that educational technology includes a systematic approach, design, implementation, evaluation and problem solving of educational programs and the simultaneous use of human and inhuman resources, and its ultimate goal is deep, sustainable and effective learning. e-learning is the result of the use of new technologies in education and is one of the inductive methods of teaching learning in which the subject starts from presenting a specific observation or a subject and the audience hypothesizes, collects information, combines information and discovers the problem. e-learning is introduced as an online process by which learning can be done using the Internet and web pages. The teacher can design a new e-space or use the e-learning environments available on the Internet in connection with any of the subjects. The purpose of this study was identifying effective factors and obstacles in using e-learning of primary school students in Karaj.
Methods: The present study is a qualitative research and utilized a focus group method. The research instrument was semi-structured interview. By applying the focus group method, the data were gathered through interviewing 29 experts and specialized teachers in the area of e-learning in three stages including Open Source (Primary), Axial and Selective (Optional) Coding.
Findings:Open codes were consisted of 75 concepts, and axial codes were compromised of nine categories including organizational elements, information literacy, technology, educational design, beneficiaries, educational sources, environmental factors, limitations and attitude factors. In the area of the barriers and problems in using e-learning, 48 core concepts and codes wererecognized as the axial code of thepresent study in nine categories including structural and organizational obstacles, lack of required training for teachers, weakness of students, inconformity of the current curriculum with information and communication technology, no satisfactory management, no precise goal and objective, cultural conditions and hindrances, lack of appropriate incentive system, space and equipment.
Conclusion: Research show that as a learner-centered learning method, e-learning facilitates and enhances high-level cognitive skills such as analysis, synthesis, evaluation and judgment, critical thinking, search and problem solving. Therefore, it is suggested to pay attention to all levels of learning. If the ministry of education fails to provide the necessary infrastructure for the development of e-learning, they will certainly face various challenges. It is recommended to provide the necessary infrastructure for all schools in the country in all provinces.
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