Investigating the effective components and indicators in the implementation of virtual education in order to design and validate the electronic preparation model in education in fars province.
abbas Eslahi
1
(
farseducation organization
)
Nader Shahamat
2
(
Assistant Professor, Department of Educational Management, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran.
)
Ebadollah Ahmadi
3
(
Assistant Professor, Department of Educational Management, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran.
)
Moslem slahi
4
(
Assistant Professor, Department of Educational Management, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran.
)
Keywords: Model, Virtual Education, Electronic readiness, education of Fars,
Abstract :
The current research was conducted with the aim of designing and validating the electronic preparation model for the implementation of virtual education in education in Fars province.
research methodology: The research method was a case study in the qualitative part and a descriptive survey in the quantitative part. The statistical population included all managers and employees of education in Fars province, numbering 61,205 people. The selection of the sample in the qualitative section was done by purposeful sampling method and criteria-based technique. The sample size up to the stage of order emergence and non-excessive expansion was 20 people. Quantitative sampling was done as stratified sampling and the sample size was 382 people based on Morgan's table (1970). The data collection tool in The qualitative part consisted of two parts, a semi-structured interview in the field part and the review and exploration of upstream documents and education documents in the library part. In the quantitative part, a researcher-made questionnaire based on a five-point Likert scale was used to collect data. The reliability of the questionnaire was obtained by calculating Cronbach's alpha coefficient of 0.889 for the entire questionnaire.
Findings:Data analysis was done in the qualitative section based on thematic analysis. Also, in the quantitative part, confirmatory factor analysis was used to verify the validity of the questionnaire and structural equation modeling was used to determine the fit of the model. In the quantitative part, Spss-23 and Lisrel-8 software were used. The obtained results led to the identification of 13 components and 6 dimensions and finally the research model was presented. The results showed that each of the dimensions, respectively: dimension of educational quality (0.624), dimension of technical quality (0.571), dimension of human and system infrastructure (0.433), dimension of educational effectiveness (0.391) The implementation of virtual training had an effect and Bentlerbont's normalized fit indices, relative fit, incremental fit, adaptive model indices showed that the designed structural model had a good fit.