Authors
1
Educational Psychology, Department of Educational Psychology, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
2
Educational Science, Management, Department of Educational Science, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
3
Psychology, Department of Educational Psychology, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
4
Educational Management, Department of Management, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
Abstract
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.
Keywords
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