Identifying and Ranking Effectiveness Factors of E-Learning System
Subject Areas :
Hamidreza
Nematollahi
1
(Master's degree, Department of Leadership and Human Capital, Faculty of Management, University of Tehran, Tehran, Iran)
ندا
محمداسمعیلی
2
(Assistant Professor, Department of Leadership and Human Capital, Faculty of Management, University of Tehran, Tehran, Iran)
Arian
Gholipour
3
(Professor, Department of Leadership and Human Capital, Faculty of Management, University of Tehran, Tehran, Iran)
saeed
پاکدل
4
(Vice President of the Scientific Association of Education and Development of Human Resources)
Keywords: e-learning, learning, e-learning improvement, e-learning effectiveness, mixed method,
Abstract :
Electronic education and learning is one of the subjects which has recently received great attention in the educational system. Hence it is important to investigate the factors that have a significant impact on the success of the electronic education process and lead to the improvement or reduction of the quality of this educational system. In this regard, the present study ought to provide a comprehensive classification of effective factors in the e-learning system by using the mixed method. First, this study by using the mixed method (theme analysis) method, tried to provide a comprehensive classification of effective factors in the e-learning system, and then by using TOPSIS method the factors were ranked. With regard to the goal, this was an applied research and in terms of time it is a cross-sectional. The participants in the research were employees, professors and students in different fields of Tehran University. 15 individuals were selected after theoretical saturation and the data was collected through semi-structured interviews. By analyzing the obtained data, 43 organizing themes were extracted from the codes, and with further consideration the researchers reached 6 main and comprehensive themes. As the result of ranking revealed, the factors including standardization of e-learning, content interaction, documentation and monitoring of education, and the factors of pedagogy and educational design have the greatest impact, and the factors including increase in perceived usefulness, personal and skill improvement, and network learning have the least impact.
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