The E-Learning Ecosystem in the University, An Interpretation of the Lived Experiences of Professors and Students
Volume 18, Issue 67, Autumn 2024, Pages 87-108
https://doi.org/10.22034/jiera.2025.523271.3319
Saeed Ghiasi Nodooshan
Abstract Objective:
The present study aims to explore the conditions for realizing an e-learning ecosystem at Allameh Tabataba'i University based on the lived experiences of professors and students with e-learning.
Methodology:
The research method employed in this study is qualitative, specifically grounded theory, which was further enriched through focus group interviews. The study population consisted of professors and students who had experienced at least one semester of virtual education. A purposive sampling method was used, ensuring representation from various faculties, disciplines, and both genders among professors and students who had experienced e-learning. Data collection was conducted through interviews, Data analysis was performed using open, axial, and selective coding
Findings:
Among the most significant findings of the study are the factors influencing the educational ecosystem, which are categorized into three groups: human factors, educational factors, and infrastructural factors. Human factors include those related to professors (initial challenges, course design, teaching assistants, evaluation of professor performance, and evaluation of student performance by professors), factors related to students (assessment of student status at the beginning and obstacles faced by students), and factors related to interaction (interaction in virtual education and professor-student interaction). Educational factors encompass educational resources and digital libraries. Finally, infrastructural factors include educational infrastructure and technical and support services
Conclusion:
Based on the findings, it can be concluded that the realization of an e-learning ecosystem requires systematic planning and the development of programs for various university departments and processes to transform the current ecosystem and adapt it to new needs.
The Role of Modern Technologies in the Development of E-learning (Looking at the Opportunities and Challenges Facing Universities and Higher Education Institutions)
Volume 12, Issue 40, Spring 2018, Pages 205-222
https://doi.org/10.22034/jiera.2018.66311
abbas ali rezaee, mohammad hadi zahedi
Abstract ICT had greatly affected the various dimensions of human life in recent years, and its use in various areas of life can help improve the quality of life. By employing information technology and the influence of telecommunications, the tools and methods of education had also been transformed. The evolution of these tools was that a person can study using available facilities. As a result, e-learning has grown rapidly and has become one of the most popular educational methods, and its use has improved the quality of education. In this article mention the development and advancement of new technologies such as cloud computing, Internet of Things, big data, responsive design and wearable technology, and their unparalleled role in e-learning. In addition, the challenges ahead in e-learning have been studied. Education in the world today is considered as an influential and influential industry; in 2016, the world's income from inhuman and web-based education was $ 51.5 billion, with Asia's share of $ 11.5 billion and the share of Western Asian countries $ 560 million. Therefore, attention and utilization of new concepts and new technologies in this field is indispensable and inevitable.
Identifying Causal Factors Affecting the University Virtual Learning Pattern in Iran
Volume 11, Issue 36, Summer 2017, Pages 121-144
https://doi.org/10.22034/jiera.2017.51088
Habibolah Roodsaz, Amin Reza Kamalian, Maghsood Amiri, Ahmad Ghaem Maghami Tabrizi
Abstract E-learning development in
Iran can play a key role in growth and improvement of the countryin
near future. Main aim of this study was identifying the factors that have
influenced E-learning model in Iranian Universities. Present study was
conducted in-depth interviews with experts in the subject area. Snowball
sampling method and 22 qualitative interviews were conducted in order to test
the findings of research. The results were analyzed in three ways: open, axial
and selective. The findings indicated 80 effective marks in virtual academic
educational model categorized in 11 concept which includes: Organizational
issues, integrated management, competitive advantage, targeted educational
quality, knowledge management, technology, measurement, ease of access,
innovation and creativity, Foresight and meritocracy. Finally, executive
strategies have been offered, which could be a key guide for virtual education
and its successful implementation
amo
Volume 7, Issue 21, Summer 2013, Pages 133-154
magsod amin khandgy, mah kaz
Abstract
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Volume 6, Issue 16, Spring 2012, Pages 107-129
as za, mo pa, mo gh, ha ta
Abstract
شئ
Volume 5, Issue 13, Summer 2011, Pages 9-34
ho ab, a d, al s, r t
Abstract
am
Volume 5, Issue 13, Summer 2011, Pages 91-117
f df, ha fg, ma ra
Abstract
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Volume 5, Issue 13, Summer 2011, Pages 119-136
as za, mo da
Abstract
fa
Volume 5, Issue 13, Summer 2011, Pages 153-170
mo ja, da na
Abstract
amoz
Volume 5, Issue 13, Summer 2011, Pages 235-253
mo ha
Abstract