Background: As we entered the 21st century, the necessity for educational transformation became clear, with technology playing a key role. Although many studies have explored virtual education, research on enhancing online learners' experiences to achieve educational goals is still lacking. The current research investigated the relationship of e-learning with the perception of a constructive environment and the mediating role of learner and teacher abilities in high schools in Kerman City, Iran.
Methods: This correlational study was performed using the Structural Equation Model (SEM) between 2020 and 2021. The study population consisted of 1,157 high school principals, experts, teachers, and students from high schools in Kerman City. A total of 150 participants were selected through convenience sampling. Among these, 30 were experts and school teachers, while 120 were high school students.  The data gathering tool was a 45-question researcher-made questionnaire of the factors related to the enrichment of online education and a questionnaire of the perception of the constructivist learning environment based on Haghayeghi and Karsheki (2014). The face validity of the researcher-made questionnaire was confirmed based on the experts’ opinions, and the exploratory factor analysis confirmed the 4-factor structure of the questionnaire. The reliability of the questionnaire was confirmed based on Cronbach’s alpha coefficient. Data analysis was done using the structural equation modeling method in AMOS software.
Results: Using structural equation modeling, the relationship between family structure, educational system, learner ability, teacher ability, and perception of constructivist learning environment was investigated. The values of path coefficients and indirect effects showed that family structure with a path coefficient (0.45) and educational system with a path coefficient (0.18) indirectly influenced the perception of the constructivist environment through the students' ability. Also, the educational system with a path coefficient (0.26) indirectly influenced the perception of a constructivist environment through the teacher’s ability. The mean and standard deviation of the sample group’s scores in learner ability were 27.39±4.10, teacher ability was 21.37±4.08, and perception of the constructivist learning environment was 79.05±7.79. These variables represented different dimensions, with score ranges of 2 to 10, 2 to 4, and 10 to 50, respectively. 
Conclusion: The results of this study indicate that the design and management of the online learning system should focus on enhancing multiple aspects, including knowledge, learners, educators, and families.