فهرست مطالب mehran farjollahi

The aim of this study was to evaluate and prioritize the different dimension of e-learning and criteria associated with them, using the analytic hierarchy process. To achieve this goal, library method and a description research method was used. The statistical population of the study consisted of all references related to models, frameworks, standards related to the quality of web-based education and internal and external experiences. In addition, all scholars, experts, and specialists in e-learning centers and virtual universities in the country including the study population and members of the sample with respect to the objectives and research questions were selected of them purposefully. The tools data collection were questionnaire-made that its validity and reliability have been confirmed. Factors affecting the quality of education in electronic learning environments of the research literature identified and techniques AHP was used to prioritize them.
Analysis of data using software export Choice showed that the share of institutional and managerial factors pedagogical and instructional design; technological factors; factors providing education and factors associated with support services in the quality of education in E-learning environments, respectively 26%; 24%; 20%; 18% and 12% were evaluated.

The aim of this study was to investigate the viewpoints of teachers on barriers to applying information and communications technology in the process of teaching and learning. With respect to the purpose، this research was applied، and its method of performing was descriptive-survey. By means of simple random sampling method، and using the Cochrane formula، 240 people were selected as the sample. The data collecting tool was the researcher-made questionnaire consisting of 42 questions. The opinions of education experts were used to determine the validity. Via Cronbach Alpha and using the SPSS software، the reliability of the questionnaire has equaled 0. 86. In order to analyze the questions of the research and indentify barriers، exploratory factor analysis method has been used. The research results indicated that the barriers to applying ICT in teaching and learning process involve six factors: Physical infrastructure weakness، managerial infrastructure weakness، weakness of support services for teachers، lack of teachers’ cognitive preparation، lack of training for teachers to teach the new model of teaching، and lack of technical lesson planning and teachers’ cultural readiness.