طراحی و آزمون مدل موفقّیت آموزش الکترونیکی در صنعت آموزش
محورهای موضوعی : مدیریت دانش
مجید زارعی
1
,
رسول شفیعیون
2
,
سید محمد رضا میراحمدی
3
1 - دانشجوی دکترا، گروه مدیریت، واحد یزد، دانشگاه آزاد اسلامی، یزد، ایران.
2 - استادیار، گروه مدیریت، واحد مبارکه، دانشگاه آزاد اسلامی، اصفهان، ایران.
3 - استادیار، گروه مدیریت، واحد دولت آباد، دانشگاه آزاد اسلامی، اصفهان، ایران.
کلید واژه: آموزش الکترونیکی, عوامل حیاتی موفقیت, نظریه داده بنیاد, مدل‌سازی معادلات ساختاری.,
چکیده مقاله :
هدف اصلی این پژوهش طراحی و آزمون مدل موفقیت آموزش الکترونیکی در صنعت آموزش است. این مطالعه با استفاده از رویکرد کیفی نظریه داده بنیاد و رویکرد کمّی مدل‌سازی معادلات ساختاری انجام گرفت. صاحب‌نظران، اساتید دانشگاه رشته مدیریت، مدیران مؤسسات آموزش الکترونیکی و افراد خبره جامعه آماری را تشکیل دادند و تعداد 8 نفر از این افراد به عنوان نمونه آماری در بخش کیفی و تعداد 70 نفر از این افراد در بخش کمّی انتخاب شدند. به منظور گردآوری داده‌ها در بخش کیفی از مصاحبه و در بخش کمّی از پرسشنامه استفاده شده است. برای انجام تحلیل‌های مذکور از نرم‌افزار MAXQDA نسخه 2020 در بخش کیفی و نرم‌افزار مدل‌سازی معادلات ساختاری با استفاده از نرم‌افزار Smart PLS نسخه 4 در بخش کمّی استفاده شد. یافته‌های کیفی نشان داد شرایط علّی الگوی موفقیت آموزش الکترونیکی از 33 کد اولیه و 6 مقوله فرعی؛ شرایط زمینه‌ای شامل 24 کد اولیه و 5 مقوله فرعی؛ شرایط مداخله‌گر از 36 کد اولیه و 8 مقوله فرعی تشکیل شده است. راهبردهای الگوی موفقیت آموزش الکترونیکی از مقوله‌های فرعی توسعه جغرافیایی کسب و کار، نقش برنامه‌ریزی در آموزش الکترونیکی، لزوم بهره‌گیری از دستاورد‌های روز، بکارگیری آموزش الکترونیکی در کاهش هزینه‌ها، عوامل فرهنگی و آموزش الکترونیکی، الزامات آموزش الکترونیکی، استراتژی کسب و کار، طراحی بستر اصولی آموزش الکترونیکی، الزامات موفقیت آموزش الکترونیکی، توانایی کسب وکارهای الکترونیکی می‌شود. همچنین، یافته‌ها نشان داد پیامدهای الگوی موفقیت آموزش الکترونیکی شامل مزایای آموزش الکترونیکی، تعامل در محیط‌های یادگیری الکترونیکی، نقش آموزش الکترونیکی در کسب و کارهای آموزشی، جامعه و آموزش الکترونیکی، پتانسیل آموزش الکترونیکی، آموزش الکترونیکی و کسب و کار و توصیه برای آموزش الکترونیکی می‌شود. یافته‌های کمّی نیز نشان داد مدل پژوهش به‌خوبی برازش شده است.
This research aims to design and test the success model of e-learning in the educational industry. This study was conducted using the qualitative approach of grounded theory and the quantitative approach of structural equation modeling. Experts, management university professors, managers of e-learning institutes, and experts formed the statistical community, 8 of these people were selected as a statistical sample in the qualitative section and 70 of these people were selected in the quantitative section. To perform the aforementioned analysis, MAXQDA software version 2020 was used in the qualitative section and structural equation modeling software using Smart PLS version 4 software was used in the quantitative section. Qualitative findings showed that the causal conditions of the e-learning success model consisted of 33 primary codes and 6 sub-categories; background conditions included 24 primary codes and 5 sub-categories; the intervening conditions consisted of 36 primary codes and 8 sub-categories. E-learning success model strategies consisted of sub-categories of geographical business development, the role of planning in electronic education, the need to take advantage of today's achievements, the use of e-learning to reduce costs, cultural factors, and e-learning, e-learning requirements, business strategy, designing the basic platform of electronic education, e-learning success requirements, and the ability of electronic educational businesses. Moreover, the findings showed the consequences of the success model of e-learning including the benefits of e-learning, interaction in electronic learning environments, the role of e-learning in educational businesses, community and e-learning, the potential of e-learning, e-learning and business, and its recommendation for electronic education. Quantitative findings also showed that the research model is well-fitted.
Abdelmalak, M. M. M. (2015). Web 2.0 Technologies and Building Online Learning Communities: Students' Perspectives. Online Learning, 19(2), 2.
Abed, E. K. (2019). Electronic learning and its benefits in education. Eurasia Journal of Mathematics, Science and Technology Education, 15(3), 1672.
Adeyeye, B., Ojih, S. E., Bello, D., Adesina, E., Yartey, D., Ben-Enukora, C., & Adeyeye, Q. (2022). Online learning platforms and covenant university students’ academic performance in practical related courses during COVID-19 pandemic. Sustainability, 14(2), 878.
Al- Hosban, D. (2014). The impact of the use of e-learning technologies by faculty members at Princess Alia University College on for e- learning in learning process. The first international conference entitled Libraries and Information Centers in a Changing Digital Environment - Jordan Libraries and Information Association: Jordan, 335-365.
Al-Fraihat, D., Joy, M., & Sinclair, J. (2020). Evaluating E-learning systems success: An empirical study. Computers in Human Behavior, 102, 67-86.
Al-Rahmi, A. M., Shamsuddin, A., Wahab, E., Al-Rahmi, W. M., Alismaiel, O. A., & Crawford, J. (2022). Social media usage and acceptance in higher education: A structural equation model. In Frontiers in education, 7, 964456.
Alaneme, G., Olayiwola, P., & Reju, C. (2010). Combining Traditional Learning and the E-Learning Methods in Higher Distance Education: Assessing Learners Preference. Puerto Rico: 4th International Conference on Distance Learning and Education (ICDLE).
Ali, S. (2017). E-learning implementation barriers: impact of student’s individual cultural orientation on e-learning device acceptance [Doctoral dissertation, University of Reading].
Alkhateeb, F., Al Maghayreh, E., Aljawarneh, S., Muhsin, Z., & Nsour, A. (2010). E-learning tools and technologies in education: A perspective. E-earning.
Alsmadi, M. K., Al-Marashdeh, I., Alzaqebah, M., Jaradat, G., Alghamdi, F. A., Mohammad, R. M. A., & Tayfour, M. (2021). Digitalization of learning in Saudi Arabia during the COVID-19 outbreak: A survey. Informatics in Medicine Unlocked, 25, 100632.
Aristovnik, A., Keržič, D., Ravšelj, D., & Tomaževič, N. U., L. . (2020). Impacts of the COVID-19 pandemic on life of higher education students: A global perspective. Sustainability, 12(20), 8438.
Atmaca, Ç., Rızaoğlu, F., Türkdoğan, T., & Yaylı, D. (2020). An emotion focused approach in predicting teacher burnout and job satisfaction. Teaching and Teacher Education, 90, 103025.
Christian-Brandt, A. S., Santacrose, D. E., & Barnett, M. L. (2020). In the trauma-informed care trenches: Teacher compassion satisfaction, secondary traumatic stress, burnout, and intent to leave education within underserved elementary schools. Child abuse & neglect, 110, 104437.
Cox, M. J. (2013). Formal to informal learning with IT: research challenges and issues for e‐learning. Journal of Computer Assisted Learning, 29(1), 85-105.
Das, A., Espinoza, M. C., Ming, C., Teoh, K. B., Lee, G. S., Jagdale, A., & Malik, A. (2021). Effectiveness and Efficiency of E-learning among Students of Higher Education during the COVID-19 Pandemic: A Comparative Study of Malaysia and India. International Journal of Tourism and Hospitality in Asia Pasific (IJTHAP), 4(3), 89-101.
Dempsey, M., Geitner, L., Brennan, A., & McAvoy, J. (2021). A review of the success and failure factors for change management. IEEE Engineering Management Review, 50(1), 85-93.
Denan, Z., Munir, Z. A., Razak, R. A., Kamaruddin, K., & Sundram, V. P. K. (2020). Adoption of technology on E-learning effectiveness. Bulletin of Electrical Engineering and Informatics, 9(3), 1121-1126.
Dogbey, J., Kumi-Yeboah, A., & Dogbey, J. (2017). Dialogue pedagogical strategies perceived to enhance online interaction: Instructors perspective. International Journal of Online Pedagogy and Course Design, 7(3), 70–85.
Durodolu, O. (2016). Technology Acceptance Model as a predictor of using information system'to acquire information literacy skills. Library Philosophy & Practice.
Elshami, W., Taha, M. H., Abuzaid, M., Saravanan, C., Al Kawas, S., & Abdalla, M. E. (2021). Satisfaction with online learning in the new normal: perspective of students and faculty at medical and health sciences colleges. Medical education online, 26(1), 1920090.
Fares, Z. E. A., Ala'a, B., Gadelrab, H. F., Lin, C. Y., Aljaberi, M. A., Alhuwailah, A., & Roubi, M. L. (2021). Arabic COVID-19 Psychological Distress Scale: development and initial validation. BMJ open, 11(6), e046006.
Feng, Y., Cheng, Y., Wang, G., Xu, X., Han, H., & Wu, R. (2020). Radar Emitter Identification under Transfer Learning and Online Learning. Information, 11(1), 15.
Giray, G. (2021). An assessment of student satisfaction with e-learning: An empirical study with computer and software engineering undergraduate students in Turkey under pandemic conditions. Education and Information Technologies, 26(6), 6651-6673.
Goh, F. C., Leong, M. C., Kasmin, K., Hii, K. P., & Tan, K. O. (2017). Students’ experiences, learning outcomes and satisfaction in e-learning. Journal of E-learning and Knowledge Society, 13(2), 117–128.
Gupta, M. M., Jankie, S., Pancholi, S. S., Talukdar, D., Sahu, P. K., & Sa, B. (2020). Asynchronous environment assessment: A pertinent option for medical and allied health profession education during the COVID-19 pandemic. Education Sciences, 10(12), 352.
Hardaker, G., & Singh, G. (2011). The adoption and diffusion of eLearning in UK universities: A comparative case study using Giddens's Theory of Structuration. Campus-Wide Information Systems, 28(4), 221-233.
Kintu, M. J., Zhu, C., & Kagambe, E. (2017). Blended learning effectiveness: the relationship between student characteristics, design features and outcomes. International Journal of Educational Technology in Higher Education, 14, 1-20.
Lashkarian, R., Khorshidi, A., Barzeghar, N., Moghaddasi, H., & Moradi, S. (2023). Designing an Electronic Education Model for Medical Sciences Universities in Tehran: A Hybrid Approach. Quarterly journal of Nursing Management, 12(2), 109-120. [In Persian]
Majani, N., & Rezaei Rad, M. (2022). Application of E-learning in nursing students of Islamic Azad Universities of Mazandaran Province. 3 JNE, 11(1), 37-48. [In Persian]
Mohammed, L. A., Aljaberi, M. A., Amidi, A., Abdulsalam, R., Lin, C. Y., Hamat, R. A., & Abdallah, A. M. (2022). Exploring factors affecting graduate Students’ satisfaction toward E-learning in the era of the COVID-19 crisis. European Journal of Investigation in Health, Psychology and Education, 12(8), 1121-1142.
Niyazi, M., Barekat, G., & Bahmaie, L. (2021). Factors affecting the quality of e-learning in Farhangian University of Khuzestan Province: Based on Grounded theory approach. Educational Development of Judishapur, 12(1), 235-247. [In Persian]
Ozkan, S., & Koseler, R. (2009). Multi-dimensional students’ evaluation of e learning systems in the higher education context: An empirical investigation. Computers & Education, 53(1285–1296).
Pham, L., Limbu, Y. B., Bui, T. K., Nguyen, H. T., & Pham, H. T. (2019). Does e-learning service quality influence e-learning student satisfaction and loyalty? Evidence from Vietnam. International Journal of Educational Technology in Higher Education, 16(1), 1-26.
Picciano, A. G. (2021). Theories and frameworks for online education: Seeking an integrated model. In A guide to administering distance learning 79-103.Brill.
Pribilová, K., & Beňo, M. (2024). New Trends in E-learning and New Approaches to the Development of E-learning Educational Materials 193-206. R&E-SOURCE.
Selvaraj, C. (2019). Success of e-learning systems in management education in chennai city-using user’s satisfaction approach. The Online Journal of Distance Education and E-learning, 7(2), 124.
Shahzad, K., & Khan, S. A. (2023). Effects of e-learning technologies on university librarians and libraries: a systematic literature review. The Electronic Library, 41(4), 528-554.
Strong, R., Irby, T. L., Wynn, J. T., & McClure, M. M. (2012). Investigating students’ satisfaction with eLearning courses: The effect of learning environment and social presence. Journal of Agricultural Education, 53(3), 98-110.
Sudarsana, I. K., Armaeni, K. W. A., Sudrajat, D., Abdullah, D., Satria, E., Saddhono, K., & Ekalestari, S. (2019). The implementation of the e-learning concept in education. In Journal of Physics: Conference Series(1). ( IOP Publishing)
Taghizadeh, Z., Zahedi, M., & Alfi, A. (2014). Design and implementation, optimization of E-learning features in a practical case, master's thesis in computer field.Islamic Azad University, Shahrood branch. [In Persian]
Taussi, S. (2023). Factors affecting the success and failure of projects. Technology and Communications.VAASAN AMMATTIKORKEAKOULU, Project Management.
Utomo, H. B., Suminar, D. R., & Hamidah, H. (2019). Capturing teaching motivation of teacher in the disadvantaged areas. Cakrawala Pendidikan, 38(3), 398-410.
Vakilisadeghi, M., Noori, R., & Ebadati, O. (2016). Designing a model for evaluating the success of electronic business models The first international conference and the third national conference on management and humanities research, Tehran. [In Persian]
Valencia-Arias, A., Chalela-Naffah, S., & Bermúdez-Hernández, J. (2019). A proposed model of e-learning tools acceptance among university students in developing countries. Education and Information Technologies, 24(2), 1057-1071.
Webster, J., & Hackley, P. (2017). Teaching effectiveness in technology-mediated distance learning. Academy of Management Journal, 40(6), 1282-1309.
Worth, J., & Van den Brande, J. (2020). Teacher Autonomy: How Does It Relate to Job Satisfaction and Retention? . https://www.nfer.ac.uk/media/3874/teacher_autonomy_how_does_it_relate_to_job_satisfaction_and_retention.pdf
Yacob, A., Kadir, A. Z. A., Zainudin, O., & Zurairah, A. (2012). Student awareness towards e-learning in education. Procedia-Social and Behavioral Sciences, 67, 93-101.
Yang, F., Ren, L., & Gu, C. (2022). A study of college students' intention to use metaverse technology for basketball learning based on UTAUT2. Heliyon, 8(9).
Yang, F. Y., Tsai, M. J., Chiou, G. L., Lee, S. W. Y., Chang, C. C., & Chen, L. L. (2018). Instructional suggestions supporting science learning in digital environments based on a review of eye tracking studies. Journal of Educational Technology & Society, 21(2), 28-45.
Yawson, D. E., & Yamoah, F. A. (2020). Understanding satisfaction essentials of E-learning in higher education: A multi-generational cohort perspective. Heliyon, 6(11).
Yengin, İ., Karahoca, D., Karahoca, A., & Yücel, A. (2010). Roles of teachers in e-learning: How to engage students & how to get free e-learning and the future. Procedia-Social and Behavioral Sciences, 2(2), 5775-5787.
Zabadi, A. M., & Al-Alawi, A. H. (2016). University students’ attitudes towards e-learning: University of Business & Technology (UBT)-Saudi Arabia-Jeddah: A case study. International Journal of Business and Management, 11(6), 286-295.
Zandi, B., Saeidi, S., Masoumi Fard, M., & Sarmadi, M. R. (2023). Explaining the Dimensions and Components of E-learning of Command and Staff University of AJA (With the Approach of Content Analysis). Military Management Quarterly, 23(89), 35-54. [In Persian]