آمار

تعداد نشریات11
تعداد شماره‌ها228
تعداد مقالات2,317
تعداد مشاهده مقاله3,623,807
تعداد دریافت فایل اصل مقاله2,663,796
نارنجی ثانی, فاطمه, پورکریمی, جواد, حجازی, سمانه. (1400). شناسایی مؤلفه‌های ارزشیابی نظام یادگیری الکترونیکی در دانشگاه تهران. فناوری آموزش, 15(2), 321-337. doi: 10.22061/tej.2020.6130.2336
فاطمه نارنجی ثانی; جواد پورکریمی; سمانه حجازی. "شناسایی مؤلفه‌های ارزشیابی نظام یادگیری الکترونیکی در دانشگاه تهران". فناوری آموزش, 15, 2, 1400, 321-337. doi: 10.22061/tej.2020.6130.2336
نارنجی ثانی, فاطمه, پورکریمی, جواد, حجازی, سمانه. (1400). 'شناسایی مؤلفه‌های ارزشیابی نظام یادگیری الکترونیکی در دانشگاه تهران', فناوری آموزش, 15(2), pp. 321-337. doi: 10.22061/tej.2020.6130.2336
نارنجی ثانی, فاطمه, پورکریمی, جواد, حجازی, سمانه. شناسایی مؤلفه‌های ارزشیابی نظام یادگیری الکترونیکی در دانشگاه تهران. فناوری آموزش, 1400; 15(2): 321-337. doi: 10.22061/tej.2020.6130.2336

شناسایی مؤلفه‌های ارزشیابی نظام یادگیری الکترونیکی در دانشگاه تهران

فناوری آموزش
مقاله 9، دوره 15، شماره 2 - شماره پیاپی 58، فروردین 1400، صفحه 321-337    اصل مقاله (973.41 K)
نوع مقاله: مقاله پژوهشی
شناسه دیجیتال (DOI): 10.22061/tej.2020.6130.2336
نویسندگان
فاطمه نارنجی ثانی* ؛ جواد پورکریمی؛ سمانه حجازی
گروه مدیریت و برنامه ریزی آموزشی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران
تاریخ دریافت: 03 مرداد 1399،  تاریخ بازنگری: 10 مهر 1399،  تاریخ پذیرش: 22 مهر 1399 
چکیده
پیشینه اهداف: یادگیری الکترونیکی ضرورت جامعه اطلاعاتی و یکی از شرایط اصلی برای تحقق هدف برنامه چهارم توسعه کشور (توسعه مبتنی بر دانایی) است.  در برنامه ی مذکور به دانشگاه ها اجازه داده شده است که به  منظور پاسخگویی مناسب به افزایش تقاضا برای ورود به نظام آموزش عالی از یک سو و دسترسی به فرصت های برابر آموزشی و ارتقای پوشش جمعیت دانشجویی از سوی دیگر، توجه ویژه‌ای به رویکرد یادگیری الکترونیکی در فرایند یاددهی-یادگیری مؤسسه های آموزش عالی و دانشگاه ها نمایند.  همگام با توسعه یادگیری الکترونیکی در سطح دانشگاه‌ها و مؤسسات آموزش عالی، موضوع ارزشیابی نظام یادگیری الکترونیکی و توجیه اجرای برنامه‌ها و لزوم تأمین الزامات و استانداردهای مورد نظر برای طراحی، توسعه و پیاده‌سازی یادگیری الکترونیکی در آموزش عالی دارای اهمیت است. با توجه به اینکه ساختار یادگیری الکترونیکی پیچیده بوده و از مؤلفه های گوناگونی تشکیل شده، لازم است برای ارزیابی نظام یادگیری الکترونیکی تمام این مؤلفه ها بررسی شوند، بنابراین ضروری است با انجام مطالعه ای جامع، شاخص های اصلی و عملی ارزشیابی نظام یادگیری الکترونیکی شناسایی و معرفی گردند تا با استفاده از آنها به طراحی و تدوین چارچوب و ابزارهایی مناسب برای ارزشیابی این نظام پرداخته شود. ارزشیابی نظام یادگیری الکترونیکی به دست اندرکاران و مدیران مربوطه در مراکز آموزش عالی این فرصت را می دهد تا نقاط قوت و ضعف این نظام را شناخته و برای تقویت نقاط قوت و یا رفع کاستی ها و نقص های احتمالی اقدام نمایند.
روش‌ها‌: این پژوهش جستاری در تجربه زیسته اعضای هیات علمی دانشگاه تهران در سال 1398 از ارزشیابی نظام یادگیری الکترونیکی بوده است. در این مطالعه تلاش شد تا با بهره‌گیری از روش‌شناسی کیفی مؤلفه‌های ارزشیابی نظام یادگیری الکترونیکی در دانشگاه تهران شناسایی شوند. داده های این پژوهش از طریق رویکرد کیفی و با روشی پدیدارشناسانه توصیفی و با ابزار مصاحبه نیمه ساختاریافته استخراج شده است و داده ها از طریق روش کدگذاری و مقوله بندی تجزیه و تحلیل شده اند.نمونه گیری در این پژوهش از طریق هدفمند و از نوع معیاری بوده و در مجموع 17نفر از متخصصان در زمینه یادگیری الکترونیکی دانشگاه تهران شرکت نموده اند. روایی داده‌های کیفی با استفاده از چهار معیار قضاوت لینکن و گوبا (1985) شامل؛ باورپذیری، قابلیت انتقال/انتقال‌پذیری، قابلیت تأیید یا بی‌طرفی و قابلیت اطمینان یا سازگاری و پایایی داده‌های کیفی توسط کدگذاری مجدد توسط کدگذار دوم و خودِ کدگذار تأیید شده است.
یافته‌ها: بر اساس یافته های پژوهش عوامل مرتبط با ارزشیابی نظام یادگیری الکترونیکی در سه بعد پداگوژی، سازمانی و فناوری دسته بندی شده که در مجموع دارای 17 مؤلفه و 95 مفهوم بوده است. این مؤلفه‌ها در قالب استاد، دانشجو، دستیار آموزشی، فرایند یاددهی- یادگیری، محتوا، ارزشیابی، خدمات پشتیبانی، تعامل، نظام آموزش و توانمندسازی، نظام انگیزش، اهداف و استراتژی‌های دانشگاه، نظام مدیریت دانش، فرهنگ، منابع کالبدی، نرم‌افزار، سخت‌افزار و زیرساخت شناسایی شده‌اند.
نتیجه‌گیری: به طور کلی نتایج این پژوهش بیانگر نکات مهمی است که می تواند اطلاعات ارزشمندی را برای مدیران و مسوولان دانشگاه تهران در حوزه یادگیری الکترونیکی فراهم آورد تا با اتخاذ سیاست های اصولی در خصوص ارزشیابی این نظام در جهت بهبود و ارتقاء کیفیت و اثربخشی یادگیری الکترونیکی گام های اساسی بردارند. توصیه می‌شود دانشگاه به منظور ارزشیابی نظام یادگیری الکترونیکی دانشگاه تهران، از الگوی ارائه شده در پژوهش حاضر استفاده نماید.
کلیدواژه‌ها
یادگیری الکترونیکی؛ دانشگاه تهران؛ نظام یادگیری الکترونیکی
موضوعات
آموزش الکترونیکی
عنوان مقاله [English]
Identifying the components of e-learning system at University of Tehran
نویسندگان [English]
F. Narenjithani؛ J. pourkarimi؛ S. Hejazi
Department of Educational Administration, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran
چکیده [English]
Background and Objectives: E-learning is the necessity of the information society and the main condition for achieving the goal of the Fourth National Development Plan (Knowledge-Based Development) which has paid special attention to the university activities while benefitting from the electronic learning in higher education in order to provide equal education opportunities and increasing the coverage of the student population. Along with the development of e-learning at the level of universities and institutions of higher education, the issue of evaluating the e-learning system and justifying the implementation of programs and the need to meet the proper requirements and standards for designing, developing and implementing e-learning in higher education is important. Given that the structure of e- learning is complex and consists of various components, it is necessary to examine all these components to evaluate the e-learning system. Therefore, it is necessary to conduct a comprehensive study to identify and introduce the main and practical indicators of evaluating the e-learning system so that they can be used for designing and developing appropriate frameworks and tools for evaluation of this system. Evaluation of the e-learning system provides the relevant staff and managers in higher education with the opportunity to identify the strengths and weaknesses of this system and enhance the strengths or eliminate possible deficiencies and shortcomings.
Methods: This research was an inquiry into the lived experiences of the faculty members of the University of Tehran in 2019 of evaluating the e-learning system. In this study, an attempt was made to identify the components of e-learning system evaluation in the University of Tehran by using qualitative methodology. The data of this research have been extracted through a qualitative approach with a descriptive phenomenological method and with semi-structured interview tools and the data have been analyzed through coding and categorization methods. Sampling in this study has been purposeful and standard and a total of 17 experts in the field of e-learning from Tehran University have participated in thestudy. The validity of qualitative data using four judgment criteria of Lincoln and Goba)1985( including validity or reliability, transferability verifiability or neutrality, and reliability or compatibility and reliability of qualitative data through recoding by the second encoder and the encoder himself has been confirmed.
Findings: Based on the research findings, the factors related to the evaluation of e-learning system are classified into three dimensions of pedagogy, organization and technology which, on the whole has 17 components and 95 concepts. These components have been identified in the form of teacher, student, teaching assistant, teaching-learning process, content, evaluation, support services, interaction, education and empowerment system, motivation system, university goals and strategies, knowledge management system, culture, physical resources, software, hardware and infrastructure.
Conclusion: In general, the results of this study indicate important points that can provide valuable information for administrators and authorities the University of Tehran in the field of e-learning system to adopt principled policies regarding the evaluation of this system to improve and enhance the quality and effectiveness of e-learning. It is recommended that the university uses the model presented in the present study in order to evaluate the e-learning system of the University of Tehran.
کلیدواژه‌ها [English]
e-learnind, e-learning system, university of tehran
مراجع

[1] Salehi K, GhasemiM, .Shalbaf A , Namdari V.[Analysis of Cognitive themes of professors' lived experience about the quality of virtual education courses].  Applied Psychological Research Quarterl.  2015; 7(1): 115-136. Persian.

[2] Gohari M, Habibi S. Guilan. [Payame Noor university students' attitude toward e-learning and learning]. Journal of Psychological and Educational Sciences Studies. 2018; 3(4): 48-53. Persian.

[3] Safaee Movahed S. and Mohabbat .[Translation of E-Learning]. Naidu S.(Author). Tehran: Iran Industrial Research & Training Center; 2011.  Persian.

[4] Liu, Y., and Wang, H. A comparative study on e‐learning technologies and products: from the East to the West. Systems Research and Behavioral Science: The Official Journal of the International Federation for Systems Research.2009: 26(2):191-209.

[5] Arkorful V, and Abaidoo N. The role of e-learning, advantages and disadvantages of its adoption in higher education. International Journal of Instructional Technology and Distance Learning. 2015; 12(1): 29-42

[6] Garavan TN, Carbery R, O'Malley G, and O'Donnell D. [Understanding participation in e‐learning in organizations: a large‐scale empirical study of employees]. International Journal of Training and Development. 2010; 3(14): 155-168.‏ Persian.

[7] Garavand A (2019)Evaluating the effectiveness of e-Learning at Tehran university.[master’s thesis]. Tehran: University of Tehran; 2019. Persian.

[8] Hammad J, Hariadi M, Purnomo, MH, JabariN, and Kurniawan F. E-learning and adaptive e-learning review. International Journal of Computer Science and Network Security. 2018; 18(2): 48-55.‏

[9] Baruque L B, Baruque C B, and Melo R N. Towards a framework for corporate e-learning evaluation. In Proceedings of the 2007 Euro American conference on Telematics and information systems. ACM. 2007.

[10] Zammel I B, Najar T, Belghith A. Determinants of e-learning effectiveness: The case of Tunisian virtual school of post office. Paper presented in International Conference on Digital Economy.2018; 165-172.

[11] Ataran M.  Information Technology and Education, Tehran: Institute of development of Educational Information Technology of Smart Schools. 2004. Persian.

[12] Dadashzade, M. R. Evaluation of E-learning program in medical engineering course in Amirkabir University of Technology. [doctoral dissertation]. Tehran: Allameh Tabataba'i University; 2011.

[13] Alijani E.  Evaluation of E-learning Courses at Farhangian University[master's thesis]. Tehran: Allameh Tabataba'i Universit; .2018. Persian.

[14] Afandideh N. The need to evaluate e-learning courses. Tehran: Arena Publications. 2014. Persian.

[15] Anari najad A, SaketiP, Safavi A. [Designing a Cconceptual Fframework for Eevaluating e-learning Pprograms in Iranian higher education institutions]. Journal of Technology of Education. 2010; 3(4):191-201. Persian.

[16] Hodges AH. Corporate e-learning: How three healthcare companies implement and measure the effectiveness of e-learning [doctoral dissertation]. US: University of Alabama; 2009.

[17] Ramezanpour N. Students' satisfaction with e-learning management system in e-learning centers of University of Tehran and Mehr Alborz institute of higher education. [master’s thesis]. Tehan: University of Tehran; 2014. Persian.

[18] Afandideh N. Evaluation of Ppostgraduatee-learning course in medical education in University of Tehran of medical sciences. [master’s thesis]. Tehan: University of Tehran; 2010. Persian.

[19] Zarif Sanaieiy N. [Evaluation of quality and effectiveness criteria for e-learning in higher education]. Interdisciplinary Journal of Virtual Learning in Medical Sciences; 2011; 1 (3):24-3 . Persian.

[20] Jafarpoor M. [Study and identification of mobile commerce expansion obstacles in Iran]. Quarterly Journal of BI Management Studies; 2015; 1(1):91-121. Persian.

[21] GamageD, FernandoS, & Perera, I. Factors affecting to effective eLearning: Learners perspective. Scientific Research Journal  )SCIRJ .2014; 5(2): 42-48.

[22] Yazdani F, Ebrahimzadeh E, Zandi B, Alipour A, Zare H      . [Recognizing of Fundamental Factors in Effectiveness of E-learning Systems]. Journal of Information Processing and Management. 2012; 2(27):385-411. Persian.

[23] Noesgaard S S, and orngreen, R.   The ffectiveness of  e-learning: An explorative and integrative review of the definitions, methodologies and factors that promote e-learning effectiveness. Electronic Journal of e-Learning. 2015;13(4): 278-290.‏

[24] Raman K, Othman N, Danaraj G. Investigating key factors for successful e-learning implementation. Asia Proceedings of Social Sciences. 2019; 4(2):49-52.‏

[25] Alhabeeb A, Rowley J.   E-learning critical success factors: Comparing perspectives from academic staff and students. Computers & Education. 2015; 127:1–12.

[26] Hadullo K, Oboko R, OmwengaE.  A model for evaluating e-learning systems quality in higher education in developing countries. International Journal of Education and Development using ICT. 2017; 13(2).

[27] Vlachopoulos D. Assuring quality in e-learning course design: The roadmap. The International Review of Research in Open and Distributed Learning. 2016; 17(6): 183-205

[28] Mbarek R, Zaddem F. The examination of factors affecting e-learning effectiveness. International Journal of Innovation and Applied Studies. 2013; 2 (4): 423-435.‏

[29] Tseng L M, Lin J R, Chen P H.   Evaluating the effectiveness of e-learning system in uncertainty. Industrial Management & Data Systems. 2011;  111(6):869-889.

[30] Islam  A M, Chittithaworn C, Rozali ZA, Liang H Factors affecting e-learning effectiveness in a higher learning institution in Malaysia. Journal Pendidikan Malaysia, Malaysian Journal of Education; 2010; 35(2): 51-60

[31] Javadibora M, Ebrahim Zadeh E, Farajollahi M, Sarmadi M. [Designing a model for Eevaluating the Eeffectiveness of distance education system at Payame Noor University]. Quarterly Journal of Information and Communication Technology in Educational Sciences; 2012;  2 (1): 79-98. Persian.

[32] Conn S R., Roberts RL, Powell B M Attitudes and satisfaction with a hybrid model of counseling supervision. Journal of Educational Technology & Society. 2009; 12(2):298-306.‏

[33] Wang, Y S, Wang H Y, Shee D Y Measuring e-learning systems success in an organizational context: Scale development and validation.   Computers in Human Behavior. 2007; 23(4):1792-1808.‏

[34] Selim H M. Critical success factors for e-Iearning acceptance: Confirmatory factor models. Computers and Education. 2007; 49(2): 396-413.

[35] AbdoliS, Mohammad Hasani, N.   [Research Synthesis of Used Components, Tools and Methods in E-Learning and Presenting a Comprehensive Model for E-Learning Evaluation].  Quarterly Journal of Educational Measurement and Evaluation Studies; 2015;  5(9):153-172. Persian.

[36] ValchevaD, Todorova M.    Defining a system of indicators for evaluation the effectiveness of e-learning.   In proceedings of the International Conference on Computer Systems and Technologies-Compsystech. 2005; p. 1-5

[37] Salehi najafabadi N.[The analysis appropriat components for present an conceptual model qualifizing e-learning (case study: Payam-e- Noor university].JournalofManagement System; 2018;  9 (4):217-247. Persian.

[38] Mahmodi M, Mostashiri E.[Analyzing the Practical Indicators for Evaluation of E-Learning in Iranian Higher Education ,Case study: Virtual College in University of the Holy Quran]. Journal of Higher Education Letter. 2016;  9(35): 77-96. Persian.

[39] Mahjob EshratabadiH, Vosoghy A, Gharone  D, Mehri ,D. Evaluation of e-learning quality assessment criteria in organizational education and providing a framework for evaluating these types of learning.  Paper presented in the 3rd National Conference on Organizational Pathology of Organizational Education with Applied Approach Based on Executive Experience in Organizations: 2015.Persian.

[40] KheyrandishM.[Expaining model of affecting factors on e-learning effectiveness in post graduate courses].Journal of Information Technology Management.2015;  6 (4): 629-648. Persian.

[41] Ghorbankhani M, Salehi K.[Representation the characteristics of the successful professors in the virtual education in Iran’s higher education system from the viewpoint of students and professors: a phenomenological study].  Journal of Technology of Education.  2017;  11 (4): 327-347. Persian.

[42] Heidari  M, Alipoor A, FarzadV, Ibrahimzade I , Zandi B. [Introducing the characteristics and skills of the independent learner model CSILM in e-learning system].Research in Teaching. 2013;  1(1):7-21. Persian.

[43] Abili Kh, Mostafavi Z, Narenji Sani F.[Identifying the competencies of teaching assistants in the e-learning teaching process: A qualitative research]. Quarterly Journal of Training & Development of Human Resources. 2018;1-20. Persian.

[44] Boazar N. Explaining the teaching-learning process based on the philosophy of education of the Islamic Republic of Iran. [Master thesis].Ahva: Ahra Uniersity;  2017.

[45]  Khalifeh Gh, Razavi A.[Quality Assurance and Evaluation in Electronic Learning Using the Importance- Performance Analysis Model].Interdisciplinary Journal of Virtual Learning in Medical Sciences. 2012;  3(1):33-44. Persian.

[46] BabaiyM. Introduction to E-learning. Tehran: Chapar Publications. 2011. Persian.

[47] Feizi T. ShohaiyB, Gerami pour M.[Identifying Faculty members Motivation Factors in Tehran Payam-e-noor University]. Quarterly Journal Public Administration; 2013; 4 (12):73-88. Persian.

[48] HowellS, Saba, LF, Lindsay N K, Williams, PB.  . Seven strategies for enabling faculty success in distance education.  Internet and Higher Education. 2004; 7(1): 33–49.

[49] Maesomi D, Maesomi B. [Educational cultural infrastructures in the design and implementation of e-learning environments].Management and Planning Biennial in Educational Systems.  2014; 6 (10):27-47. Persian.

[50] Maesomi D, MaesomiB. [Educational cultural infrastructures in the design and implementation of e-learning environments]. Management and Planning Biennial in Educational Systems. 2014; 6 (10):27-47. Persian.

[51] Khazaei Jalil S, Shahbazian B, Montazeri A S, Abbasi A.[The impact of educational software designed on operating room students' learning of practical skills]. Research in Medical Education. 2016; 7(4):13-19. Persian.

[52] Khan B H. Managing e-learning strategies-design, delivery, implementation and evaluation. London, UK: IGI Publishing. 2005.

[53] Mahdion R, Ghahremani M, FarasatkhahM, Hosseini A.  Dimensions and Components of E-Learning Quality Assurance in Higher Education and Providing a Conceptual Model for it. Paper presented in the 6th National Conference and the Third International Conference on E-Learning and Learning. Tehran University of E-Learning Center. 2012. Persian.

[54] SerajiF.  Providing a Framework for Evaluating the quality of education in e-universities. Paper presented in the  5th Conference on Quality Assessment in the University System. University of Tehran, College of Engineering. 2012. Persian.

[55] Rezazadeh A, Hosseini D, Sarmadi M, Farajollahi M.  [Evaluation and prioritization of factors affecting quality of education in e-learning environments using hierarchical analysis process technique].Journal of Education and Evaluation. 2018;  11(41):115-134. Persian.

[56] Khorasani A, Aelami F, RazavizadehSh.[ Identification of key success factors of academic e-learning centers qualitative study]. Quarterly Journal of Information and Communication Technology in Educational Sciences. 2017; 7 (2):5-37. Persian.

[57] Puri G. Critical success factors in e-learning: An empirical study. International Journal of Multidisciplinary Research. 2012;  2 (1):149-161.

[58] Eghbal M, Yaeghobi A, Hosseini L.[Factors affecting e-learning success in universities].Journal of Information and Communication Technology in Educational Sciences.  2016; 1 (6):71-85. Persian.

[59] ArastiZ, SefidgarA, ZaefarianR.[  Explanation the role of the personal, environmental and system factors on the success of entrepreneurship electronic learning in university of Tehran]. Journal of Entrepreneurship Development.  2015 8(1):61-79. Persian.

[60] Khodabakhshi A, Movahed Mohammadi H, Shabanali FamiH. [Analysis of components of quality of  e-learning in the Iranian agricultural higher education].Iranian Journal of Agricultural Economics and Development Research.  2014; 44 (4):693-707. Persian.

[61] Menchaca MP, Bekele T. Learner and instructor identified success factors in distance education. Distance Education. 2008; 29(3):231-252.

آمار
تعداد مشاهده مقاله: 2,678
تعداد دریافت فایل اصل مقاله: 1,557


سامانه مدیریت نشریات علمی. طراحی و پیاده سازی از سیناوب