Explaining the components of e-learning and learning in the workplace
Subject Areas : Innovation and Invention
Azam Rastgoo
1
(Department of Educational Sciences, Ardabil Branch, Islamic Azad University, Ardabil, Iran.)
leyla mohammadi
2
(Ardabil Branch, Islamic Azad University. Ardabil, Iran)
Asghar Nakhostin Goldost
3
(Ardabil Branch, Islamic Azad University, Ardabil, Iran)
Nooreddin Mirzaee
4
(Zanjan Branch, Islamic Azad University, Zanjan, Iran)
Saeed Mazbohi
5
(Allame Tabatabayi University. Tehran)
Keywords: E-learning components, Learning components, Learning in the work environment, Azad Universities of Tehran,
Abstract :
The purpose of this research is to explain the components of e-learning and learning in the workplace. research method according to applied purpose; According to the time of data collection, it is cross-sectional and quantitative in the form of non-random (targeted or judgmental) sampling. The statistical population of this research includes: the first group includes three sources of information and the second group includes journalists and experts familiar with the subject of the research. The results showed that for e-learning and learning in the workplace, there are nine main categories or themes with sub-components involved: Category 1. Organization and management (managerial, financial, educational, environmental factors) Category 2. Information and content (quality of information and content; up-to-dateness of information and content; availability of information and content; needs-based information; access to information and content). Category 3. Interaction and communication (inclusive interaction with the content; inclusive with the teacher; inclusive with the inclusive; inclusive with the system; inclusive with educational factors) Category 5. Effectiveness (inclusiveness, continuous learning, multimedia content, variety of educational resources, variety of educational methods, variety of educational services) Category 6. Technical quality (security quality of the system; technical standards of the system; satisfaction with support services; quality of access to the system); Category 7. Learning objectives (individual development; achieving organizational goals; motivational stimuli; social stimuli; individual knowledge management; organizational knowledge management) Category 8. Learning requirements (requirements: technological; individual; environmental; communication; knowledge-oriented). educational; organizational) and category 9. Dimensions of learning (dimensions: technological; educational; organizational; managerial).
1. Doosti Hajiabadi H, Fathi Vajargah K, Khorasani A. Conceptualizing of workplace curriculum discourses; Neglected or emerging discourse. Research in Curriculum Planning. 2017. 13 (25). 28- 34. [Persian]
2. Namkhah Sarkande N, Abbaspour A, Abdollahi H. Feasibility study of implementing a personal development program based on work environment learning In the National Petrochemical C. Quarterly of Research on Educational Leadership and Management Allameh Tabataba’i University. 2020. 5 (20). 9- 36. [Persian]
3. Rezaei Rad M. Identifying the success factors in e- learning programs. Research in Curriculum. 2012. 9 (6). 106- 115. [Persian]
4. Bell BS, Kozlowski SWJ. Adaptive guidance: enhancing self-regulation, knowledge, and performance in technology-based training". Personnel Psychology. 2020. 55 (2). 267- 306.
5. Al-Boghbish MR. Evaluation of E-learning courses in Karaj city based on the general framework of e-learning (Khan Model). A thesis Degree of Master of Arts (MA). Tehran: Kharazmi University. 2016. [Persian]
6. Rezaei Rad M. Identifying the success factors in e- learning programs. Research in Curriculum. 2012. 9 (6). 106- 115. [Persian]
7. Sharma A. Designing Learning for Millennials. TD magazine. 2016. 6 (2). 3-6.
8. Fathi F. Development of workplace learning framework based on a grounded theory research. A thesis Degree of Master of Arts (MA). Tehran: Kharazmi University. 2019. [Persian]
9. Lambardozzi C. Cultivating Valuable Learning Environments. TD magazine. 2016. 5 (3). 1- 3.
10. Sharafinia M, Emadi B, Jannatian AH. Investigating the effect of E-learning on the motivation of elementary school students. New Advances in Educational Management. 2022. 2 (1). 16- 29. [Persian]
11. Khushnit H. Implementation of emotional education system with the help of intelligent methods. A thesis Degree of Master of Arts (MA). Tehran: Tarbiat Modares University. 2010. [Persian]
12. Zarkaran M. Identification and ranking of effective factors in providing effective electronic education in Payam Noor University of Ardabil. A thesis Degree of Master of Arts (MA). Ardabil: Payam Noor University. 2017. [Persian]
13. Haddadian A. Surveying National E-Learning System in the Globalization Era. Journal Strategic Studies of Public Policy. 2011. 2 (4). 117-148. [Persian]
14. Shahbeigi F, Nazari S. Virtual education: Benefits and limitations. The Journal of Medical Education and Development. 2016. 1 (4). 47- 54. [Persian]
15. Ahmadi S, Garhami J, Abbaszadeh-Sehron Y. Providing a model for the electronic educational system of higher education institutions. Quarterly Journal of Educational Leadership & Administration. 2022. 15 (1). 137-163. [Persian]
16. Pourkarimi J, Alimardani Z. Factor's affecting interactions in e-learning environments (study of meta-synthesis). Quarterly Journal of Information and Communication Technology in Educational Sciences. 2020. 11 (1). 25-44. [Persian]
17. Sabbagh-Harandi M, Khosravi N, Mahdian Z. investigating the parameters of the effectiveness of virtual training in in-service training. The second international conference on innovation and research in educational sciences, management and psychology. Tehran: Soroush Hekmat Mortazavi Center for Islamic Studies and Research. 2017. [Persian]
18. O'Brien E, McCarthy J, Hamburg I, Delaney Y. Problem-based learning in the Irish SME workplace. Journal of workplace learning. 2019. 31 (6). 391- 407.
19. Bagheri Majd R, Sedghi Boukani N. Designing an E-Learning Readiness Model in Educational System of Islamic Azad University of Mahabad. Quarterly Journal of Information and Communication Technology in Educational Sciences. 2017. 7 (4). 149- 172. [Persian]
20. Audye Cidral WA, Oliveira T, Di Felicea M. Apariciobc M. E-learning success determinants: Brazilian empirical study. Computers & Education. 2017. 122. 273- 290.
21. Iman MT. Paradigmatic foundations of quantitative and qualitative research methods in humanities. Qom: Research Institute of Hawzah and University. 2019. [Persian]
22. M Iman MT, Noushadi MR. Qualitative content analysis. Pazhuhesh. 2011-12. 3 (2). 15- 44. [Persian]
23. V Braun, V Clarke. Using Thematic Analysis in Psychology. 2008. Qualitative Research in Psychology. 3 (2). 77- 101.
24. Mohammadzadeh N .Critical Success Factors of E-learning from the Perspective of Faculty Members, Students and Experts using Delphi-AHP Method at Virtual School of Tehran University Of Medical Sciences. A thesis degree of Ph.D. Urmia: Urmia University. 2017. [Persian]
25. Jennings C, Wargnier J. Effective learning with 70:20:10”. The new frontier for the extended enterprise. Cross Knowledge: 2015.
26. Overton L, Dixon, G. In- Focus: Transforming Formal Learning. Www.towardsmaturity.org. Accessed: Feb 2020.
27. Ahmadi S, Garhami J, Abbaszadeh-Sehron Y. Providing a model for the electronic educational system of higher education institutions. Quarterly Journal of Educational Leadership & Administration. 2022. 15 (1). 137-163. [Persian]