Fatemeh Rahimpour; Mehri Daraei; Amin Rahimikia
Abstract
Purpose: The purpose of this study was to design an E-learning model in Payame Noor University of Lorestan.Methodology: The present research method was integrated (qualitative-quantitative) and practical in terms of implementation. The qualitative research community included university experts from Khorramabad ...
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Purpose: The purpose of this study was to design an E-learning model in Payame Noor University of Lorestan.Methodology: The present research method was integrated (qualitative-quantitative) and practical in terms of implementation. The qualitative research community included university experts from Khorramabad city in the academic year of 2019-2019, and 40 people were selected based on the rule of theoretical saturation and by purposive sampling method. The statistical population of the quantitative part included 552 university professors in Shahram Khorramabad in the academic year 2020-21. The tools of the qualitative part of the interview and the quantitative part of the questionnaire were made by the researcher. The validity of the qualitative part of the tool was done with face validity, and the reliability was 0.82 with the agreement coefficient between the coders. Also, in the quantitative part of the research, formal validity and reliability were obtained with Cronbach's alpha of 0.85. The analysis of the qualitative part was done with the coding method in MAXQDA3 software and the quantitative part was done with the partial least squares method in Pls smart3 software.Findings: In the qualitative section, 5 components (content, evaluation, technical infrastructure, planning and learning environment) and 41 indicators were identified for the e-learning model. Based on the results of the quantitative part, the factor load, which is the correlation coefficient between the implicit variable (e-learning) and the obvious variables in a model, is related to planning (0.74), content compilation (0.63), evaluation (0.58), respectively, technical infrastructure (0.51) and learning environment (0.5). Also, according to the results of structural equation modeling, the planning component with a coefficient of 0.42, content compilation with a coefficient of 0.21, evaluation with a coefficient of 0.18, technical infrastructure and learning environment with a coefficient of 0.14 respectively had the greatest effect on e-learning.Conclusion: Covid-19 showed that e-learning is the necessity of the educational system in the future. Therefore, the first step is to seek opinions from professors and experts to identify and solve the challenges of e-learning and plan for the implementation of this system in the higher education system according to the components of content, evaluation, technical infrastructure, planning and learning environment.
