مطالب

Nowadays, fast technological development has increased society's dependence on information technology. One of the technology variants is the online learning, which is one of the challenges of a higher education’s institutions. The purpose of this study was to examine simple and multiple relationships among perceived ease of use and perceived usefulness with E-learning acceptance. The methodology of this study was descriptive-correlation method and conducted at the University of Mohaghegh Ardabili during the fall semester of 2014-2015. The data were collected via a questionnaire with high level of reliability (Cronbach’s alpha=.86) from 146 university instructors. The sampling method was proportional and randomized. The authors used correlation and regression to analyze the simple and multiple relationships between variables. The results revealed that the perceived usefulness (Beta =.210) for predicting E-learning acceptance was statistically significant, but for the Perceived ease of use (Beta = .013), it was not statistically significant. The study found that perceived usefulness had a positive effect on e-learning acceptance. Hence, perceived usefulness is an influential factor on instructors’ intention and their actual use of the systems adoption. Furthermore, Perceived ease of use didn’t show a significant relation on E-learning acceptance. Thus, further research could be directed to [study] this issue.

The present study aims at identifying the appropriate approach to improve the quality of e-learning in Payame Noor University. The research is applied in terms of purpose, is descriptive in terms of nature, and is a mixed method in terms of implementation applying an interview and a survey. The research population consists of all professors and students in e-learning department of Payame Noor University studying in academic year of 2016-2017. The research samples, consisting of 327 students and 291 professors, were selected through stratified random sampling. For data collection, in the first stage, after reviewing the related literature and conducting a semi-structured interview with distance education professionals and experts, the quality indexes in e-learning were identified. Then, in the second stage, two researcher-made questionnaires, based on a 5-likert scale, were prepared and after verifying the content and construct validity and calculating the reliability through Cronbach's alpha formula above 0.70, they were distributed among students and professors. The results of study suggest that if we are to take steps to improve the quality of e-learning in PNU, in addition to paying attention to maintaining the current quality and keeping its improvement through two components of strategies, policies, and general objectives and technology infrastructures, which had the greatest impact on e-learning quality, we should also take action through these factors to increase the impact of other components. Also, in order to improve the quality of e-learning in PNU, strategies such as paying attention to the quality of interaction, preventing significant changes in management decisions at the university, and paying attention to the empowerment of all human factors were suggested.

Aims: We investigated gender differences among adolescents in quality of sleep, psychophysiological problems, dream frequency, emotional states, and personality traits and also if the effect of quality of sleep on psychophysiological problems, dream frequency, emotional states, and personality traits was moderated by gender. Method: High school pupils (n1 = 155, n2 = 142, and n3 = 325) responded to the Uppsala Sleep Inventory, the Positive Affect Negative Affect Schedule, Beck’s Depression Inventory, the Type A-Personality Scale, and the Temperament and Character Inventory. Gender differences were investigated using Multivariate Analyses of Variance and moderation using multi-group Structural Equation Modeling. Results: Girls scored higher in major sleep problems, difficulties falling asleep, night awakenings, psychophysiological problems, dream frequency, negative affect, depression, stress, and Type A-personality. Boys scored higher in novelty seeking, harm avoidance, and persistence. Girls’ quality of sleep was related to their psychophysiological problems, dream frequency, positive affect, negative affect, stress, novelty seeking, reward dependence, persistence, and self-directedness. Boys’ quality of sleep was related to their psychophysiological problems, negative affect, stress, Type A-personality, novelty seeking, harm avoidance, reward dependence, and self-directedness. Conclusion: Girls showed the unhealthiest sleep-psychophysiological-emotional-personality profile. For both genders, good quality of sleep or “beauty sleep” might result in less psychophysiological problems, less negative affect, less stress, less novelty seeking, and less self-directedness. However, for boys, “sleeping beauty” comprises less Type A-behaviour, ss harm avoidance, and more reward dependence; while for girls “sleeping beauty” comprises less frequency of vivid dreams, more positive affect, less reward dependence, and more persistent behaviour.