چکیده:
In the digital age, e-learning systems have been employed as new equipment in the higher education system in different universities. Consideringthe importance of optimization of this system, this research is aimed at providing a modelfor the effectiveness of e-learning at in higher education systems. The study is a descriptive survey study in terms of its data collection method.The population includes all the students of electronic courses at the University of Tehran. This population includes 1481 students of the University of Tehran in the academic year 2019-2020. Regarding the population size, 300 students were selectedbased onstratified sampling, using Cochran’s formula.Lisrel and Amos softwarewere used for data analysis. In the first step, byliterature review, and based on the collected information, 87 components were identified to be related toe-learning effectiveness. Then, based on the highest frequency of the identified components in one hand, and their significance from the experts’ viewpoints, on the other hand, 14 components were finally selected and classified in three major classes including;pedagogical, individual and technicalrelated factors.
خلاصه ماشینی:
Considering the importance of optimization of this system, this research is aimed at providing a model for the effectiveness of e-learning at in higher education systems .
Thus, this study is mainly aimed at identifying and evaluating the factors related to e-learning effectiveness, and consequently designing a model for evaluating the system in higher education.
They identified ten factors to analyze e-learning effectiveness, including interaction, cooperation, motivation, opportunities network, education, content, evaluation, usability, technology, and support.
Thus, the present study attempts to propose an e-learning effectiveness evaluation model in higher education from the perspective of students (including individual, organizational, and technological dimensions) through the utilization of a comprehensive framework obtained from forty-three e-learning effectiveness evaluation models (with an emphasis on the models designed by Noesgard & Ørngreen , 2015 and Attwell , 2006).
pedagogical factors included 8 components; evaluation of the teaching-learning process (Zhang & Cheng, 2012), usability (Alrawashdeh et al, 2013; Hand, 2012; Ahmad, 2010; Ali, Hossain, & Ahmed, 2018), accessibility (Cheawjindakarn, 2013; Hand, 2012; Ali, Hossain, & Ahmed , 2018; Ahmed, 2010), organization (Yunus & Salim, 2013; Balyk, Oleksiuk, & Shmyger, 2017; Sridharan et al, 2010), content quality (Ali, Hossain, & Ahmed, 2018; Sridharan et al, 2010; Ahmad , 2010; Abdellatief et al, 2011; Yunus & Salim, 2013; Sfenrianto et al , 2018), quality of service (Farid et al, 2018; Abdellatief et al, 2011; Alsabwy, 2011), methods of Teaching-learning (Yunus & Salim, 2013; Cheawjindakarn, 2013; Kay, 2011; Masoumi as cited Upadhyaya et al, 2019) and supporting resources (Noesgaard et al, 2015).