E-Learning

The present article aimed at recognizing the barriers of E-leaning in front of Tabriz Payame Noor university students and providing a model. The statistical society was Tabriz Payame Noor university students during 2018-2019; among them, 384 students were selected in the random classified way through the Cochran formula. The researcher`s self-made questionnaire was used as the instrument of the study with content validity and 0.84 reliability was gained through Cronbach’s alpha technique. The data were analyzed through SPSS software; through exploratory factor analysis six indexes of 1. Lack of skills and continuous communication, 2. Lack of motivation, 3. Inaccessibility to the technology, 4. The inability of learning through media, 5. Lack of online group conversation, and 6. Lack of aligned issues with success in E-Learning as the barriers of E-learning for students. The model of E-learning barriers was designed too. The obtained results of the Friedman ranking test revealed that due to the lack of skills and continuous communications between students and professors of the university; this factor was the most important barrier in the process of university students’ E-learning.

Abstract: The aim of this study was to determine the capabilities of the electronic platform of webinars in digital media education in the educational system. The present study is a quasi-experimental study and the sampling method was census. The statistical population includes 60 associate degree students in the Department of Electrical and Computer Engineering, Khorramabad Boys and Girls Technical and Vocational University, who participated in a digital media training seminar in the second semester of the academic year 2020-2021. The duration of the seminar was 240 minutes. In this online seminar, 30 students had a personal computer system. All students were fully acquainted with the method of e-learning. Students who had a personal computer system installed InDesign software at the same time as the instructor. Then, they learned the complete InDesign software training according to the InDesign software training topics, and then the instructor taught digital media. At the end of the seminar, the instructor gave the same task to all the students and the students who had a personal computer system at the time of the seminar were asked to send the homework to the instructor's e-mail. According to the review of assignments sent by students to the teacher, among students who had a personal computer system, the level of access to educational objectives in 80% of cases was complete, 15% moderate and 5% poor. The content adequacy of educational materials was mentioned in 85% of cases as complete, 10% as moderate and 5% as poor.

The presented study examined the effect of applying software technology, (i.e., WhiteSmoke Writing Software (TM 2020), on the improvement of EFL learners' writing skills. To do so, 55 EFL learners ranged in age from 20 to 22 who were studying English as a Foreign Language in Bahar Institute of Higher Education, Iran were invited to participate in the research. During the study, the participants who were already studying Passages coursebook were informed that for 7 weeks the class orientation and focus will change to writing instruction, which was most welcome by them. One class was considered as an experimental group of 26 students, while the other one was a control group of 29 students. Based on the prior completion of the course, all were considered intermediate. Control group students worked conventionally on the book and received feedback on their performance from the teacher while the learners in the experimental group worked with WhiteSmoke Writing Software which is the most comprehensive grammar checker. At the end of the study, the comparison of the pretest and posttest demonstrated that the participants in the experimental group outperformed the control group subjects at a 0.05 significant level. The outcomes of the current study approved that the application of software technology in the classroom context was treasured. Also, the utilization of software made the learners be in charge of their own learning process, which can be a great advantage on the part of online teaching and learning.

Teaching grammar to EFL students has always been a challenge for EFL teachers. Many studies have acknowledged the role of using mobile apps to remove this problem. Therefore, the present study was conducted to see if the use of English Grammar Ultimate Software app can enhance the use of verb tenses by Iranian intermediate students. To this end, thirty-two students participated in this study based on their performance in a Quick Oxford Placement Test. They were randomly assigned to experimental and control groups. Each group consisted of 16 learners. Then a test of grammar was administered to two groups as the pre-test to assess their knowledge of simple present, simple past, present continuous, past continuous, and simple future tenses and ensure their homogeneity. Learners in the control group were taught these tenses through traditional language classrooms and received no extra treatment at all. However, learners in the experimental group were taught those tenses through English Grammar Ultimate Software app. Finally, in order to measure the effect of the treatment, a posttest was given to both groups. The results of the comparison between and within groups showed that the participants who had benefited from mobile-assisted learning had a significantly better performance on the post-test than the participants in the control group. The findings of the present study can have implications for material developers and EFL language teachers teaching grammar.

INTRODUCTION: Today, cardiopulmonary resuscitation (CPR) training is highly important to save the lives of people in need of CPR by those present at the scene, and it is useful to study new training tools in this field. This study aimed to determine and compare the effect of basic CPR face-to-face and electronic training on the self-efficacy of high school students. METHODS: This randomized controlled field trial study was conducted on second-grade high school students in Tabas, Iran, referring to high schools by an announced call. The samples (n=62) were randomly selected and divided into two groups of e-learning and face-to-face training (n=31 each). Both groups completed the Basic Resuscitation Skills Self-Efficacy Scale at the baseline and 1 week and 2 months after the training intervention. The collected data were analyzed in SPSS software (version 20) using statistical measures of mean and standard deviation and statistical tests of t-test, Chi-square, and repeated measures analysis of variance. FINDINGS: The results showed that both e-learning and face-to-face training methods significantly increased the self-efficacy of high school students in CPR in 1 week and 2 months after training. In addition, a significant difference was observed between the two methods regarding the mean score of basic CPR self-efficacy 1 week after the intervention (P<0.001). CONCLUSION: Considering the benefits of e-learning on students' CPR learning, this method should be used seriously for basic CPR self-efficacy training.

The main aim of this thesis is to investigate the factors that could affect the students to adopt e-learning system in Libyan universities. This study is quantitative approach, a questionnaire was adopted from previous studies and distributed among the students to collect the data. The sample of the study consists 365 students from Libya. AMOS software was used to analysis the data. The results indicated that Performance Expectancy, Efforts Expectancy, Facilitating Conditions, Habit and Trust have significant impact on behavioural intention. Moreover, the relationship between Behavioural intention and use behaviour is also significantly positive. However, the relationship of social influence and behavioural intention was not found significant. Finally, the moderation effect was significant and supported between social influence, trust, and Habit with behavioural intention.

Purpose: Since the prevalence of Covid-19 increased the use of e-learning and its dual importance in teaching methods, this study aimed to compare the effect of two teaching methods of brainstorming and group discussion by e-learning on learning level and interest in teamwork in social studies course. Methodology: This was an applied study in terms of purpose and semi-experimental with pre-test and post-test design in terms of implementation method. The study population was the third-grade elementary school students in district 20 of Tehran in the academic year of 2020-2021. The sample size was 60 students in two classes with 30 ones who were selected by available sampling method. One of the classes was considered as a teaching group with brainstorming method in a random way and the other class was considered as a teaching group with group discussion method. The teacher-made test of learning level in the social studies course and the teamwork interest questionnaire (Evans & Jarvis, 1986) were used to collect the data. Findings: The results of paired t-test showed that both methods of teaching brainstorming and group discussion by e-learning enhanced the level of learning and interest in teamwork in social studies course (P <0.001). The results of univariate analysis of covariance showed that the group discussion teaching method in comparison with the brainstorming teaching method enhanced the learning level and interest in teamwork in the social studies course (P <0.001). Conclusion: The results showed the effectiveness of both methods and the greater impact of group discussion teaching method compared to the brainstorming teaching method in both variables of learning level and interest in teamwork. Therefore, the use of group discussion teaching method should be prioritized to improve academic performance in social studies course.

In early 2020, the coronavirus outbreak compelled higher education institutions worldwide to cancel campus-based teaching and conduct a variety of electronic learning which led to assessment of the quality of e-learning and its results, such as learning and self-efficacy. Thus, this study aimed to determine the effect of problem-based e-learning (PBe-L) on the learning and academic efficacy of students during the COVID-19 pandemic in ‘An Introduction of Educational Technology Course’. The research method was quasi-experimental with pre-test/ post-test design with experimental and control groups. The statistical population of this study consisted of undergraduate students in the field of educational sciences studying in the University of Tehran. 38 students were selected as the research sample using the available sampling method and were randomly divided into experimental and control groups. PBe-L was conducted for the experimental group and the control group experienced the direct learning approach. A researcher-made learning test and Morgan-Jinks Student Efficacy Scale (1999) were used. The results showed that the mean of learning and self-efficacy of the experimental group increased from 7.92 and 57.00 in the pre-test to 18.51 and 76.57 in the post-test respectively. The results of covariance showed that the mean scores of the post-test of the two groups were statistically significant (p≥0.005). The results of this study showed that the use of PBe-L during the COVID-19 pandemic can be effective in increasing the students’ learning and academic efficacy.

Purpose: Covid-19 pandemic increased the use of e-learning and the ensuing academic stress. This research aims to study the relationship between e-learning induced academic stress and academic self-efficacy in the Yazd branch of Payame Noor University in Iran. Methodology: This is a descriptive-correlational study. The study population was the Yazd branch of Payme Noore University students in the 2020-21 academic year. Cochran’s formula gave us a sample size of 319 people. Due to the Covid-19 pandemic and the unavailability of some of the sample members, we used voluntary sampling. Our research tools were the academic stress scale (Pooladi Reyshahri, 1995) and the academic self-efficacy scale (Owen and Froman, 1988). We sent the scale to the subjects electronically. The scales’ alpha Cronbach reliabilities were 0.90 and 0.84, respectively. We analyzed the data using the T-test, correlation, and regression in SPSS version 21. Findings: Our findings showed that e-learning induced academic stress, and its subscales (academic conditions and economic environment stresses) were significantly below average in the students. Students’ academic stress and academic self-efficacy were significantly and inversely related. Academic stress could significantly explain self-efficacy (P < .001). Conclusion: Our results showed the negative role of academic stress in explaining students’ academic self-efficacy. Reducing students' academic stressors through academic workshops can significantly increase academic self-efficacy.

Over the last few decades, both developed and developing countries have an increasing trend in technology but with an enormous gap, particularly in the education sector. The e-learning following institutions can achieve benefits by evaluating their e-learning readiness through up-front analysis. Moreover, several models have been introduced to measure e-learning readiness for developed countries but these are not adequate for developing countries.  This paper introduced the e-learning readiness evaluation model for the developing country, Libya, by considering the primary education sector. Furthermore, this study examines the e-learning level of readiness in the staff of the primary school. The purpose of this study is to evaluate the e-learning readiness of staff by directing factors of e-learning readiness i.e. cultural readiness, content readiness, and technology readiness. To achieve this objective, this paper collects data through questionnaires, and respondents are 110 staff member of primary schools in Yefren, Libya. Therefore, the multivariate analysis shows that the e-learning readiness factors have e significant relationship with the adoption of e-learning because most teachers are well prepared and ready. Likewise, results indicate that technology is the most significant factor instead of other e-learning readiness factors. According to the views of staff, there should be more content development training required for primary school staff. Thus, the demographic structure is inadequate to enhance the e-learning but the staff is ready for e-learning. Consequently, this study emphasizes the significance of cultural readiness and its relationship with the adoption of e-learning in primary education sectors’ development in Yefren, Libya.

E-Learning is an important tool in higher education in the digital age and has led to the creation of a learning environment on based learner, flexibility in learning methods and the introduction of changes in teaching and learning process in higher education system. This changes led to challenges such as increasing or decreasing academic performance. Thus the purpose this research was the analysis of relationship between quality of e-learning system and student’s academic performance. The type of research was descriptive-correlative and the statistical population included students at University of Kashan (N=6473), through Cochran's formula and stratified random sampling 236 ones were selected as a sample. In order to collect data’s, used from the e-learning system quality questionnaire consisting of 47 answers closed items. To determine academic performance, the average of four semesters leading to the corona pandemic period was used. The reliability of the questionnaire was estimated 0.91 through Cronbach's alpha coefficient. Data’s analysis was performed at two levels of descriptive and inferential statistic. Findings showed that the mean of all components of e-learning system except evaluation quality (2.90±0.95) is higher than the cut-off point 3. The mean of the students’ academic performance (16.45±1.58) is higher than the average 10. Pearson correlation coefficient showed there is positive & significant relation between quality of e-learning system and students’ academic performance. In addition, regression coefficients showed that among the components, only the component of class holding quality (Beta=0.23 & P= 0.015) can predict students' academic performance.

Virtual education will be an effective educational system in the effective learning of students during the outbreak of Covid-19 and after its eradication. This study aims to identify the challenges of distance education from the view point of Islamic Azad University students under Covid-19 pandemic So the research method is qualitative(grounded theory). In total, 40 MSc students of Electronic Management in the second semester of 2019-2020 were selected by purposive sampling in order to participate in structured interviews. Thematic analysis of the data obtained from the interviews was performed, and the approaches of member check and peer debriefing were used to approve the results’ credibility. Notably, the results were modified in several steps. In addition, the reliability coefficient between the encoders (75%) was applied to evaluate reliability. Data analysis was performed in Maxqda 12. According to the results, challenges of distance education for students included two individual and organizational dimensions, seven educational (11 items), communication (9 items), managerial (11 items), structural (6 items), technological (9 items), cultural (8 items), and personality component (6 items), and 60 indexes for distance learning during COVID-19 pandemic.

COVID-19 pandemic has been a worldwide grave issue that unfavorably affected people’s life, including education. This study aimed to examine the impact of the COVID-19 pandemic on students’ learning in Iran EFL context. A mixed method research design was employed in carrying out the study. The quantitative data were gathered through an online survey questionnaire from 139 students in Islamic Azad university (IAU) selected on convenience sampling method and six semi-structured interviews were conducted to collect qualitative data. The quantitative data analyzed through Statistical Package for Social Sciences (SPSS) showed that the students were not involved in a continual online teaching and learning during the COVID-19 pandemic. They also revealed that the pandemic unspeakably affected students’ learning in Iran. In addition, the qualitative data coded and analyzed thematically showed that the students had problems with the Internet and technological facilities, and they suggested that the IAU design and introduce a resourceful online platform which will be free for and accessible to poor Internet connection users because some of the students live in areas where the Internet speed is very slow. The finding of the study may help educational managers and higher education leaders to review and adopt policies for teaching and learning in emergency cases. It will also help lecturers to design a proper plan and improve their instruction in these cases.

The purpose of this study is to provide a conceptual framework for the e-learning system of higher education institutions in the Iran, based on the views of experts related to the field of e-learning at the level of higher education institutions and prioritizing factors over each other. The present study is applied in terms of purpose; It is descriptive-exploratory in terms of how data is collected and qualitative in terms of the nature of the data. Accordingly, in order to collect qualitative data, after reviewing the literature related to the research topic, a framework was developed to ask questions of interviews with experts. Then, using purposive sampling method (snowball), the opinions of 15 experts up to the theoretical saturation stage were used. The interviews were coded using Clark and Brown six-step inductive theme analysis. Accordingly, the identified speech evidence from the interview text was labeled in the form of 53 initial codes. Then, the initial codes were drawn in the form of 12 sub-themes and then, three main themes including specialized requirements of e-education system, general requirements of e-education system, results and consequences of e-education system, classification and conceptual conceptual framework of e-education system of higher education institutions. Then, in order to validate the results of the interviews and confirm the components of the research conceptual framework, the fuzzy Delphi questionnaire and method were used and in order to prioritize the components of the research conceptual framework, the fuzzy hierarchy questionnaire and process (FAHP) were used. Based on the results of the research in the Delphi section, all 12 sub-themes or questions of the Delphi questionnaire were approved by the research experts. The results of fuzzy hierarchical analysis also showed that the technical requirements of e-learning have the highest priority among the specialized requirements, followed by the quality requirements of the education system, support requirements, requirements related to professors, requirements for educational quality and related requirements. With students, they are in the next ranks. Also, achieving effectiveness is the highest priority among the general requirements of the e-learning system, followed by satisfaction, optimal use and utilization, in the next ranks. In addition, saving time and money is the highest priority. Among the factors and then the development of learning and integration of education, are in the next ranks.

Purpose: The research is intended to extract repetitive themes in the field of semantic-rich learning and to express the basic opportunities and challenges therein. Method: The method applied was to review the articles published in the WOS database, during the years 2000 to 2020 by using the paradigm funnel technique; moreover the Nvivo software was used for document analysis and theme extraction. Findings: In the study, it was found that establishing access to appropriate educational content, proper analysis and representation of knowledge, human capabilities enhancement, personalization of learning, and improving the quality of assessment, are the most important positive effects of using STs in learning; Also, in this study, nine themes and seven major challenges in the field of semantic-rich learning were identified. Conclusion: personalization and adaptation, and the development of various ontologies, are the most cited themes; and access to learning content and concerns about the design and development of learning systems are the most important challenges facing semantic-rich learning environments. We believe that in order to overcome the enumerated challenges, the combination of STs with other emerging cognitive and communication technologies, such as IoT, is necessary and could be the subject of future research in this field.

By presenting the possibility of automatic reasoning by machines, semantic technology provides a new method for managing data and utilizing artificial intelligence based on formal and explicit patterns; emergence of these technologies in e-learning has enabled the development of next-generation learning and has created semantic-rich learning environments; So that, some researchers refer to this phenomenon as the next big wave in educational technologies. Despite the undeniable importance of this phenomenon and the many studies that have been done on semantic-rich learning environments, there is no combined knowledge that can demonstrate the evolved nature of these environments and related theories. the research, with the aim of extracting repetitive themes in the field of semantic-rich learning and expressing the basic opportunities and challenges in this field, systematically reviews the articles published in the WOS database, during the years 2000 to 2020 using the paradigm funnel technique; and has used Nvivo software in document analysis and theme extraction.

The issue of culture is very important in the field of e-education. Accordingly, the purpose of present study was to investigate the learners’ cultural characteristics of e-education at PNU. The research method was descriptive and the instrument was a researcher-made questionnaire which was designed based on the four dimensions of Hofstede's cultural theory. These four dimensions investigated were power distance, uncertainty avoidance versus uncertainty acceptance, masculinity versus femininity, and collectivism versus individualism. Its content validity was determined by experts and its reliability was estimated using Cronbach alpha (83%). Participants were the students of PNU in Khuzestan province, who were studying in e-education courses in the academic year 2021-2022, and 897 participants responded to the online questionnaire using the available sampling method. Mean, standard deviation and one sample t-test were used for data analysis. The results compared with the test value of number three revealed: the mean of cultural characteristics of learners in PNU students in power distance are higher than that of the society mean, and the mean of the uncertainty avoidance factors is higher than the society mean and the mean of the factors of Uncertainty acceptance is lower than the society mean, in the dimension of masculinity verses femininity in both factors, the mean is higher than the society mean, in the dimension of collectivism verses individualism, mean of the factors related to collectivism is lower than the society mean and the mean of the factors related to Individualism was higher than the society mean. The research results provide guidelines for the design and implementation of e-learning courses.

The present study investigated the relationship between technology acceptance, electronic assessment (e-assessment) methods and the satisfaction of students at Shahid Bahonar University of Kerman, Iran, using a descriptive-correlational design. The research population consisted of all the students (n = 14096) studying at Shahid Bahonar University of Kerman in the academic year 2021-2023. A sample of 387 students was selected using quota sampling. The data were collected using the Technology Acceptance Questionnaire (Teo, 2009) and two researcher-made satisfaction and e-assessment questionnaires, whose validity and reliability were estimated as 0.96 and 0.88, respectively. The collected data were analyzed using descriptive statistics and structural equation modeling (SEM). The proposed model was evaluated using a two-step approach (Anderson & Gerbing, 1988). The Baron and Kenny (1986) approach and Sobel’s test (1982) were used to test the mediating relationships in the proposed model and their significance. The results showed a positive and significant relationship between e-assessment and student satisfaction (β=0.78). There was also a positive and significant relationship between the degree of technology acceptance and student satisfaction (β=0.16), but no significant relationship was found between e-assessment and the degree of technology acceptance among the students (β=0.01). These findings imply that technology acceptance cannot play a mediating role in the relationship between e-assessment and student satisfaction at Shahid Bahonar University of Kerman. However, satisfaction acted as a mediating variable in the relationship between technology acceptance and the assessment method. Keywords: E-assessment, Technology Acceptance, Student Satisfaction, Students, University.

The conditions of the corona virus forced online education with LMS (learning management system). The main purpose of this research is to investigate the desirability of the quality of electronic education of Payam Noor University from the students' point of view of ISFAHAN LMS. The current research is a survey. The research tool was the USELEARN questionnaire and the checklist of the National Learning Association website. The statistical population includes all students who were studying at the Bachelor's degree and Master's degree (LMS) in the 2023 at Payam Noor University through electronic education. The simple random sampling method was used. The sample size was 384 students.Benson et al.'s and Salmon's models have been used to evaluate the quality indicators and components of Payam Noor University's electronic education. The average values of the ratings showed that the indices of "Professor", Information Technology" and "University Support" had the highest average and the most importance, and the index of "Contextual Factors" had the least importance. Based on the ratio test, the factors "teacher ", "electronic interaction” and “Access to facilities” are desirable factors.”University support and support" has been evaluated as a low desirability. There is a significant difference between the evaluations of the desirability of the quality of e-learning indicators and gender.Multivariate regression analysis showed that among the independent variables entered into the equation, the variables of the “Electronic lesson score”, “The teacher's interest and friendly behavior toward all students”, “Inviting students to use electronic education”, “Evaluation of face-to-face training” and” Ease of use of electronic education system” have the greatest impact on evaluating the desirability of electronic education that could explain 73% of the variance of the changes related to the dependent variable. The variables have been able to explain 73% of the variance of changes related to the dependent variable.