Investigating the Problems of the Distance Learning Centers: The Viewpoints of the Teachers and the Students of Isfahan’s High Schools in the Academic Year 2008-2009

Subject Areas : Research in Curriculum Planning

مریم اعتضادی ¹ , زهره آقا کثیری ² , مژگان عارفی ³

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Received: 2017-10-17 Accepted : 2017-10-17 Published : 2009-09-23

Keywords: students of distance learning centers, distance learning centers, problems of distance learning centers, teachers of distance learning centers information and communication technology,

Abstract :

The present study was aimed at investigating the instructional, financial, administrative, and information technology problems of the distance learning centers as far as the viewpoints of the teachers and the students of Esfahan high schools were concerned. The research population included 4021 male/female students and 402 high school teachers during the academic year 2008-2009 (1387-1388). The population included 300 students and 110 teachers as the research subjects selected through multi-phase cluster random sampling. The study was a descriptive survey.To achieve the purposes of the study, two researcher-made Likert-scale questionnaires were administered to the subjects. The face validity and the content validity of the instruments were well established at the experts’ discretion. To examine their reliability, the Cronbach Alpha was used the resulting coefficients were quite satisfactory (for teachers’ α=0.88 and for students’ α=0.87).The data analysis included the application of the Analysis of Variance (ANOVA), the student t-test and the Independent t-test. The research findings revealed that as far as the students’ viewpoints were concerned, all types of the problems were greater than the average at the confidential level of probability (P≤0.05) whereas the teachers believed that only the instructional problems and information technology were greater than the average. The findings also revealed that from the viewpoints of the students, there were significant differences in the amount of information technology problems in terms of gender differences. Moreover, a significant difference was found in assessing the amount of problems from the viewpoints of the teachers and students.