Designing an E-Learning Readiness Model in Educational System of Islamic Azad University of Mahabad

Subject Areas : Virtual Learning

Rouhollah Bagheri Majd ¹ , Naser Sedghi Boukani ²

1 - Assistant Professor, Department of Higher Education Management, University of Sistan and Baluchestan, Zahedan, Iran
2 - Assistant Professor, Department of Educational Sciences, Boukan Branch, Islamic Azad University, Boukan, Iran

Received: 2017-06-25 Accepted : 2017-09-11 Published : 2017-07-23

Keywords: Higher Education, e-learning, e-learning obstacles, e-learning readiness,

Abstract :

The purpose of the present study was to design an e-learning education model in educational system of the Islamic Azad University of Mahabad. The research method included a combination of qualitative and quantitative approaches. The statistical population of research included faculty members of the Islamic Azad University of Mahabad. In the quantitative section, through a simple stratified random sampling method 120 individuals were selected as the sample. In the qualitative section 10 individuals were selected as the sample of the study through a purposive sampling method. In quantitative section, data collection instruments were two questionnaires of preparation for electronic education and barriers of electronic education which had a reliability of 0.91 and 0.86, respectively. The face validity was reported appropriate according to the experts' opinion. In the qualitative section the instrument was semi-structured interview. In order to analyze data, t test, exploratory factor analysis and content analysis (open, axial and selective coding) tests were used. Results were significant in the e-learning readiness section according to t test and in the barriers section of e-learning according to exploratory factor analysis (Varimax rotation), five factors were recognized e.g. pedagogy-behavioral, managerial-structural, economic-cultural, context-technological and individual-professional. Also during interviews, 59 primary conceptual propositions in addition to 5 main category propositions and 14 subsidiary propositions were identified in three sections of causal, contextual and environmental.

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