Presentation an E-Learning assessment Model - Islamic Azad Univesity E-Campus

Subject Areas :

Salar Ghanbri ¹ (PhD Student of Management, Faculty of Management, Islamic Azad University, West Tehran Branch, Tehran, Iran)
Hadi Rezghishirsavar ² (DEPARTMENT OF MANAGEMENT, FACULTY OF EDUCATION AND PSYCHOLOGY, ISLAMIC AZAD UNIVERSITY, GARMSAR BRANCH, SEMNAN, IRAN)
Mohamad sadegh Ziyaeei ³ (Department of Management, Faculty of Management, Islamic Azad University West Tehran Branch, Tehran, Iran)
Maryam Mosleh ⁴ (Department of Mathematics, Faculty of Management, Islamic Azad University, West Tehran Branch, Tehran, Iran)

Received: 2019-10-16 Accepted : 2019-10-22 Published : 2019-09-23

Keywords: E-learning, assessment, : virtual education,

Abstract :

The main purpose of the study is "providing an e-learning assessment model". The research method is descriptive survey. The statistical population of the study includes all students of the electronic unit of Islamic Azad University. The sample size of the Morgan table consisted of 413 individuals who were selected through simple random sampling. The research tool is a 30-item researcher-made questionnaire. Cronbach's alpha was calculated to be 0.896. The results of exploratory and confirmatory factor analysis showed that the most important components of e-learning assessment include: system quality, information and content quality, facilitation factors, teacher quality, interaction between the teacher and the student, user's desire and the success of virtual education.The results showed the implementation of the structural test and the final model of e-learning assessment indicate that the highest path coefficient is related to the facilitator's component and in the second place the interaction between the teacher and the student. And in the third place is the user's desire. The results showed that the highest level of correlation between facilitator components and the quality of the teacher with a correlation coefficient of 0.79 was in the second place among the facilitators and the success of virtual education with a correlation coefficient of 0.78 and in the third place between the components of the system quality and The success of virtual education with a correlation coefficient of 0.76 and the fourth place was the quality of information and content and the success of virtual education