Keywords
strategic factors of e-learning
elementary courses
How to Cite
Downloads
Metrics
Abstract
The present study made use of a descriptive analysis approach to examine the strategic factors that facilitate electronic learning among elementary school students in Hamadan, Iran, in 2023. The research community includes all of the principals and teachers employed in Hamedan’s elementary schools (N = 917), who were selected using a stratified random sampling method and Cochran’s formula with an error level of 0.05 calculated for 294 participants. The research instrument was a researcher created questionnaire whose validity and reliability were evaluated and confirmed. The data were analyzed using descriptive statistics, inferential statistics and exploratory factor analysis, Bartlett’s sphericity test and the KMO sampling adequacy index. The data analysis identified several factors that affect e-learning: the creation of technological infrastructure and support services; a flexible education system; the empowerment of teachers to use electronic equipment; acceptance and incentives; support of principals and of innovative management; legal, administrative and financial systems; and teaching and learning strategies. Our findings indicate that these seven strategic factors that facilitate e-learning determined 64.75% of the variance of the entire test. The creation of technological infrastructure and support services was found to define 13% of variance; a flexible education system also 13%; the empowerment of teachers to use electronic equipment 10%; acceptance and incentives 9%; support of principals and of innovative management 7%; legal, administrative and financial systems also 7%; and, lastly, teaching and learning strategies 5%. Therefore, defining the strategic factors that facilitate electronic learning and striving to overcome obstacles to its implementation may improve learning among children.
References
ABBASI KASANI, H. & SHAMS, G. (2018). A research synthesis of critical success factors of e-learning: A model development. Technology of Education Journal (TEJ), 13(1), 25–39. https://doi.org/10.22061/jte.2018.3061.1777. [In Persian].
AL-JUDA, M. Q. B. (2017). Distance Learning Students’ Evaluation of E-Learning System in University of Tabuk, Saudi Arabia. Journal of Education and Learning, 6(4), 324–335.
AULIA, F. & UTAMI, W. B. (2021, September). Evaluation of e-Learning towards Improving 21st Century Learning Skills. In 2021 7th International Conference on Education and Technology (ICET) (pp. 167–170). IEEE.
BUTOLA, L. K. (2021). E-learning-a new trend of learning in 21st century during COVID-19 pandemic. Indian Journal of Forensic Medicine & Toxicology, 15(1), 423.
CHAI, C. S., KOH, E., LIM, C. P. & TSAI, C. C. (2014). Deepening ICT integration through multilevel design of technological pedagogical content knowledge. Journal of Computers in Education, 1(1), 1–17.
CHEN, F. S., LIAO, C. W. & CHEN, T. H. (2010). Notice of Retraction Adult Distance Education Students’ Perspective on Critical Success Factors of e-Learning. Paper presented at the International Conference on Education Technology and Training (ETT 2009) (ETT) Sanya.
CIDRAL, W. A., OLIVEIRA, T., DI FELICE, M. & APARICIO, M. (2018). E-learning success determinants: Brazilian empirical study. Computers & Education, 122, 273–290.
DANESHWAR, M. (2012). Support for teachers in e-learning. Media, 4(4), 25–41.
ELEZI, E. & BAMBER, C. (2021). Factors Affecting Successful Adoption and Adaption of E-Learning Strategies. In Enhancing Academic Research and Higher Education with Knowledge Management Principles (pp. 19–35). IGI Global.
GHAFURIAN, H. (2017). Identifying factors affecting e-learning in smart schools in Baharestan. Quarterly Journal of Information and Communication Technology in Educational Sciences, 8(4), 41–66.
GROS, B. & GARCÍA-PEÑALVO, F. J. (2016). Future trends in the design strategies and technological affordances of e-learning. Springer.
HERVIEUX, S. (2022). Ready for it? Training Library School Graduate Students to Provide Reference Services. TGLS. https://digitalcommons.kennesaw.edu/gradlibconf/2022/Day2/1/
INAN, F. A., FLORES, R. & GRANT, M. M. (2010). Perspectives on the Design and Evaluation of Adaptive Web-Based Learning Environments. Contemporary Educational Technology, 1, 148-159.
LATIP, M. S. A., TAMRIN, M., NOH, I., RAHIM, F. A., NUR, S. & LATIP, N. A. (2022). Factors Affecting e-Learning Acceptance among Students: The Moderating Effect of Self-efficacy. International Journal of Information and Education Technology, 12(2).
MAKKIZADEH, F., FARAJPAHLOU, A., OSAREH, F. & SHENIYAILAGH, M. (2012). Identification of Factors Affecting Academic Users’ Acceptance of Web-Based Databases: A Grounded-Theory Approach. Journal of Academic librarianship and Information Research, 46(1), 59–81. https://doi.org/10.22059/jlib.2012.28776. [In Persian].
MAZLOUM ARDAKANI, M., MANSOURI, S. & AKHAVAT, A. M. (2017). Identification and leveling of factors affecting the use of e-learning in Shahid Sadougi University of Medical Sciences, Yazd. Journal of Yazd Center for Studies and Development of Medical Sciences Education, 13(3), 194–208.
MOHAMMADIAN, S., GHASEMZADEH ALISHAHI, A. & RAFIEI, M. (2020). Causal Model of Acceptance and Use of Information and Communication Technology by Students of Tabriz University of Medical Sciences in Educational and Research Purposes Based on the UTAUT Model. Iranian Journal of Information Processing and management, 36(2), 391–418. [In Persian].
MOHAMMADI, A. A., SAGHARI, A. A. & BABAEI JOYBARI, F. (2014). Information Technology and E-Learning, National Conference on Computer Engineering and Information Technology Management, Tehran.
NAZERI, N., DARI, S. & ATASHI, A. (2016). Investigating factors affecting e-learning in medical sciences. Journal of Health and Biomedical Informatics. Medical Informatics Research Center, 4(2), 107–98.
POURKARIMI, J. & ALIMARDANI, Z. (2019). Factors Affecting Interactions in Electronic Learning Environments (a meta-composite study). Information and communication technology in educational sciences, 11(1), 25–44.
POURTAVAKOLI, A., ALINEJAD, M. & SCIENCEMAND, B. (2019). Design of Electronic Content Compilation Model Based on Factors Affecting Satisfaction with Electronic Learning. Education technology, 15(1), 119–138.
REZAEI RAD, M., ZAREI ZAVARAKI, E. & YOUSEFI SAEEDABAD, R. (2012). Identifying and prioritizing effective factors on developing intelligent schools. Educational Sciences Quarterly, 5(18), 109-121.
ROUMEZI, H., HOSSEINPOUR, M., BEHMAI, L. & NASIRI, M. (2021). Identifying, explaining and ranking indicators and factors for the creation and development of knowledge-based companies in the fields of humanities. Librarianship and information, 24(1), (Serial 93), 50–77.
SHAIDI, A. & SADEGHZADEH, S.H. (2011). Review of different e-learning design models. Interdisciplinary Journal of Virtual Education in Medical Sciences, 3(3), 33–38.
SHARIFI, A. & ISLAMIA, F. (2011). Evaluation of students’ information literacy standards and its relationship with e-learning orientation. Information and communication technology in educational sciences. Second year, 2(serial 6).
TAVALLAEE, R. (2020). Editorial: The Importance of Knowledge Management for Effective Electronic Learning in the Coronavirus Pandemic. Scientific Journal of Strategic Management of Organizational Knowledge, 3(9), 1–4. [In Persian].
WU, Y. & TSAI, C. (2006). University Students’ Internet Attitudes and Internet Self Efficacy: A Study at Three Universities in Taiwan. Mary Ann Liebert, Inc, cyberpsychology & behavior, 9(4), 441–450.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Copyright (c) 2024 International Journal of Organizations