ORIGINAL_ARTICLE
The Analysis of the Factors Affecting the Acceptance of E-learning in Higher Education
Background As the main step to implement and develop electronic learning (e-learning), it is very important to understand how learners accept it. The current study aimed at examining the main factors of e-learning acceptance by the students of Garmsar branch of Payam Noor University, Garmsar, Iran. Methods The descriptive methodology was used in the current study. The statistical population included 184 postgraduate e-students in Garmsar Payam Noor University in the academic year of 2014 - 15, out of which 124 persons participated in the study. The data collection instrument was a researcher-made questionnaire developed by the relevant research tools; the judgmental method was applied to reach the validity and Cronbach’s alpha value was 0.73. Collected data were analyzed by SPSS version 22.0 to conduct a basic analysis of the means and standard deviations and regression. Results The findings of the current study indicated that behavioral intention was under the influence of 3 factors including perceived ease of use (β = 0.62, Sig = 0.000), perceived usefulness (β = 0.63, Sig = 0.017), and attitude (β = 0.85, Sig = 0.000). Conclusions According to the findings, by increasing the students’ awareness about e-learning systems, their tendency toward using such systems increases.
https://ijvlms.sums.ac.ir/article_44802_8e26751e54fc7adb445079f1857aed95.pdf
2017-03-01
10.5812/ijvlms.11158
Distance Education
Acceptance Process
E-Learning
Telecommunication
Mahdi
Mahmodi
mahmodi@se.pnu.ac.ir
1
Educational Sciences and Psychology Department, Payam Noor University, Tehran, Iran
LEAD_AUTHOR
ORIGINAL_ARTICLE
The Strategies for Using ICT in Smartization of Schools: A Qualitative Study on a Group of Experts
Context The present era of information and communication technology have affected various aspects of individual and social life. In smart schools, information and communication technologies are accompanied with a comprehensive and holistic model, entering predetermined goals and missions into the field of education. The present study aimed at exploring the challenges and strategies in the use of ICT to smartize schools. Methods A qualitative approach was adopted in the present study in conducting interviews with 3 focus group experts (faculty members, teachers, and specialists in educational technology) in the city of Sanandaj. Semi-structured interview was used for data collection. Criterion-based purposive sampling method was used to study the experts ‘viewpoints (4 faculty members, 7 experienced teachers, and 4 experts of information and communication technology in education). In addition, thematic content analysis was used to encode data and summarize the interviews. Finally, strategies were developed using the environmental analysis of SWOT. Results The findings suggested that smartization of schools have noteworthy strengths. These strengths are as follow: encouraging active learners, developing the identity of students, offering opportunities for interactive learning in educational settings, and promoting qualitative development of education. The weaknesses of school smartization process were insufficiency of specialized human resources, incorrect culture in use of ICT tools, and certain challenges (weakness in policymaking, ICT development strategies, and disruption of structural and infrastructure-related factors. Conclusions Fundamental contributive steps could be taken by minimizing weaknesses and challenges, maximizing strengths and opportunities for smart schools, and adopting appropriate strategies for smart schools by experts.
https://ijvlms.sums.ac.ir/article_44803_9a753cc08dbfffee8a2a401f6d40f15a.pdf
2017-03-01
10.5812/ijvlms.11191
Smartization of Schools
Instructional Technology
Strategies and Challenges
SWOT Model
Experts Group
Jamal
Salimi
j_salimi2003@yahoo.com
1
Curriculum Planning, Department of Educational Sciences, University of Kurdistan, IR Iran
AUTHOR
Ghobad
Ramezani
ramazanighobad@gmail.com
2
Educational Planning from Department of Educational Sciences Department of Educational Sciences, University of Kurdistan, IR Iran
LEAD_AUTHOR
Mohammad
Asadi
asadymohammad26@gmail.com
3
PhD Student in Higher Education Development Planning, Department of Educational Sciences, University of Kurdistan, IR Iran
AUTHOR
ORIGINAL_ARTICLE
Relationship Between the Components of Interpersonal Self-Efficacy and Computer Self-Efficacy Among Teachers in Dezful City
Background Teachers have a key role in using technology in educational settings. They deal with many variables that can interact with each other and facilitate or weaken their acceptance of technology. In this regard, self-efficacy is an important variable that should be emphasized when examining the use of information and communication technology. This study aimed to investigate the relationship between interpersonal self-efficacy and computer self-efficacy among teachers. Methods This was a correlational study conducted in 2014 - 2015. The study population included 994 teachers in Dezful city among whom, 278 teachers were selected as sample according to Cochran formula using stratified random sampling method. The research tools included teacher’s interpersonal self-efficacy scale and computer self-efficacy scale. Construct validity and reliability of the questionnaires were confirmed through factor analysis and Cronbach’s alpha coefficient, respectively. Following the collection of the questionnaires, the data were analyzed using descriptive statistics and regression analysis in SPSS version 20. Results The findings indicated that teachers’ self-efficacy in using computer was moderate. However, Pearson’s correlation coefficient showed that there was a significant positive relationship between interpersonal self-efficacy and computer self-efficacy in teachers and this variable could explain about 23% of computer self-efficacy variance (P = 0.05); nevertheless, the variable is affected by several other factors. Conclusions Researchers have identified several factors associated with computer self-efficacy; however, different aspects of the issue have not been completely known yet and further research is required in this area. The results of this study provided useful information for educational authorities and other researchers on the importance of interpersonal self-efficacy over computer self-efficacy.
https://ijvlms.sums.ac.ir/article_44804_f835b9490485b0a4276ef592897c0a39.pdf
2017-03-01
10.5812/ijvlms.11497
Self Efficacy
Computer
Instruction
Teachers
Saeed
Moshtaghi
saeed1788@gmail.com
1
Educational Psychology, Dezful Branch, Islamic Azad University, Dezful, IR Iran
LEAD_AUTHOR
Neda
Fathi
neda.sns.khoozestan@gmail.com
2
Educational Planning, Dezful branch, Islamic Azad University, Dezful, IR Iran
AUTHOR
ORIGINAL_ARTICLE
A Thematic Analysis of the Conceptual Framework of E-Learning in Higher Education
Background E-learning is one of the new educational methods, integrating information and communication technology. It has managed to revolutionize teaching and learning methods by focusing on learners. In addition, many universities around the world are now educating students through designing and providing training programs and E-learning courses. The main objective of the current study was to present a conceptual framework of E-learning in higher education. Methods By reviewing various E-learning models and frameworks proposed during 2005 - 2016 by researchers or higher education institutes, we identified the common components with regard to 3 major criteria, ie, scientific basis of the model, international experience in higher education and universities of economic cooperation council, and availability of information. The gathered data were analyzed through inductive analysis and thematic network method, using Nvivo 8 software. Results Based on data analysis, 7 major themes, including individual characteristics, presentation practices, evaluation, infrastructure, content, media, and interaction, as well as 35 secondary themes, were introduced for E-learning in Iranian institutes of higher education. Conclusions Overall, the results of this study revealed the major and secondary themes of E-learning systems in the country, based on the extracted components and indicators in the E-learning model; also, the presented E-learning model was validated.
https://ijvlms.sums.ac.ir/article_44805_57de4a66e3bb75d8a52b33a13dc6de87.pdf
2017-03-01
10.5812/ijvlms.11498
E-Learning
Higher Education
Qualitative Approach
Thematic Analysis
Conceptual Framework
Mona
Ghoreishi
mona_ghoreishi@yahoo.com
1
Educational Psychology, Department of Educational Psychology, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
AUTHOR
Mohammad Ali
Nadi
mnadi@khuisf.ac.ir
2
Educational Science, Management, Department of Educational Science, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
LEAD_AUTHOR
Gholamreza
Manshee
smanshaee@yahoo.com
3
Psychology, Department of Educational Psychology, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
AUTHOR
Narges
Saeedian
nsaeidiane@yahoo.com
4
Educational Management, Department of Management, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
AUTHOR
ORIGINAL_ARTICLE
The Effectiveness of Positive Thinking Skills on Academic Procrastination of High School Female Students Kermanshah City
Introduction Positive psychology interventions with focus on strengths of individual, is one of the new approaches in helping people due to develop their ability and emits .the aim of this study was to determine the effectiveness of positive thinking skills on academic procrastination of high school female students. Methods Research type was semi-experimental, pretest-posttest design with control group. Population was all female high school students in 3 section education organization Kermanshah city, 2014-2015. The research sample included 120 female from 22 Bahman high school students who were selected through multistage random cluster sampling method and then based on entrance and existence criteria assigned into two groups (experimental and control) randomly. The instruments used were academic procrastination Scale (validity = 0.65 & reliability = 0.83). The positive thinking skills intervention included 8 sessions, each 90 minutes, twice in week for experimental group. Because of effectiveness these interventions sessions were applied for control groups after posttest. Data analyzed with analysis of covariance using spss-21. Results The results showed that positive thinking skills is effective on academic procrastination of high school female students (P ≤ 0.001). Conclusions Regarding the divergences between two groups' positive skills training scan be effective in reducing procrastination. Findings indicated the necessity of applying positive thinking program training in schools due to reducing academic procrastination and increasing success and progress of their academic performance in students.
https://ijvlms.sums.ac.ir/article_44806_1380f64777f318a36f9bec6fd289f3a0.pdf
2017-03-01
10.5812/ijvlms.11784
Somayeh
Moradi
somayemoradi42@yahoo.com
1
School Counseling, Faculty of Social Sciences, Razi University, Kermanshah, IR Iran
AUTHOR
Alireza
Rashidi
alrashidi@razi.ac.ir
2
Philosophy of Education, Faculty of Social Sciences, Razi University, Kermanshah, IR Iran
AUTHOR
Mohsen
Golmohammadian
mgolmohammadian@gmail.com
3
Counseling, Faculty of Social Sciences, Razi University, Kermanshah, IR Iran
LEAD_AUTHOR
ORIGINAL_ARTICLE
The Effect of E-Content Designed by Absorb-Type Activities on the Learning and Retention of Students
Background Absorb-type activities are informative and inspiring. Such activities stimulate learners to access the updated information they need. They have been known as an effective and necessary part to design e-learning content. This study aimed at comparing the effect of e-content designed by absorb-type activities approach with conventional e-content on the learning and retention of students. Methods This was a quasi-experimental study with pre- and posttest, and control group. The study population included third-grade students at a high school in Tehran. Using convenience sampling technique, 52 students were selected and randomly assigned into 2 experimental and control groups. The experimental group was trained by e-content, designed by the absorb-type activities approach, while the control group was trained by e-content designed by conventional methods. The measurement instrument was expert-made pre-and posttests in physics. The reliability of the pretest and posttest using Cronbach’s alpha coefficient was 0.82 and 0.89, respectively. Experts and physics teachers also confirmed the face and content validity. For data analysis, descriptive (mean and standard deviation) and inferential statistics (analysis of covariance), and SPSS version 16 software were used. Results The study results revealed that the mean difference of learning (17.15 ± 1.15) and retention scores (14.84 ± 2.41) in the experimental group was significantly different from learning (14.61 ± 1.89) and retention scores (12.92 ± 2.71) in the control group (learning: P = 0.001; retention: P = 0.008). Conclusions According to the results of the study, designing e-learning content with absorb-type activities approach had a positive effect on increasing learning and retention of students compared to conventional e-content and can be used to enrich e-content.
https://ijvlms.sums.ac.ir/article_44807_a1f3975a1f40824feab13d9de79edd0e.pdf
2017-03-01
10.5812/ijvlms.12656
E-Learning
Absorb-Type Activities
E-Content
Educational Technology
education
Student
Ehsan
Toofaninejad
toofanien@yahoo.com
1
Educational Technology, School of Psychology and Education, Allameh Tabataba’i University, Tehran, Iran
LEAD_AUTHOR
Azad
Alahkarami
2
Educational Technology, School of Psychology and Education, Allameh Tabataba’i University, Tehran, Iran
AUTHOR
ORIGINAL_ARTICLE
Study of the Role of Individual, Cultural, and Organizational Factors in Acceptance of Information Technology Among Students of Urmia University
Background Nowadays, the use of information technology to be consistent with environmental change and gain flexibility is necessary. The use of IT in the education system or any other system and organization has different effects. Understanding these factors will facilitate the use of this technology. This study investigated the relationship between individual, cultural, and organizational factors and acceptance of information technology among students of Urmia University. Methods This correlational descriptive study was conducted at Urmia University in 2014. The statistical population comprised 1500 students. A sample of 200 students were selected among literature, engineering, physical education, and art students using relative stratified sampling method. We used two types of questionnaires with 85 items for gathering the data. The reliability of individual, cultural, and organizational questionnaire was 85% and the reliability of IT questionnaire was obtained as 88%. Validity of the questionnaires was confirmed by a panel of experts and the supervisor. Analysis of the data was done using “SPSS” version 20 and multiple regression method. Results The results showed that there was a significant positive relationship between all the organizational factors and IT adoption, while no significant relationship was found between two culture components (manhood/womanhood and ambiguity aversion) and IT adoption. Also, in terms of individual variation, there was not any relationship between computerized stress and IT adoption (P = 0.406). There was a positive relationship between computerized self-efficiency and IT adoption. Conclusions Universities have realized the importance of IT and its effective role in increasing productivity, decreasing face-to-face communication, increasing the rate of work done outside the university, and saving time required to do things; thus, they have convinced own and their organization to use this technology. If students have more experience in using computer, they will have more efficacy and therefore less stress in working with computer.
https://ijvlms.sums.ac.ir/article_44808_2f444d5b062d50f52417cefd64105760.pdf
2017-03-01
10.5812/ijvlms.14950
Organization
Cross-Cultural
Individual Factors
Information Technology
Students
university
Hasan
Galavandi
galavandi@gmail.com
1
Faculty Member and Associate Professor of Education, Faculty of Literature and Humanities, Urmia University, Urmia, Iran
AUTHOR
Farugh
Ahmadi
ahmadi.farugh@gmail.com
2
Educational Administration, Urmia University, Urmia, Iran
LEAD_AUTHOR