The purpose of research is designing and validating the E-learning model in in-service training in order to provide e-learning environment and learning opportunities for employees based on individual, vocational and organizational situation and validating the model. Research methods blended and research plan is exploratory blended that main elements and dimentiona of topic can be explained. The factors and dimentions of e-learning Model are collected through literature review and interview with subject matter experts and collected data is analysed. Finaly the E-learning Model is designed and validated internally and externaly. E-learning Model include three factors: E-learning policy making and steering, instructional designing based on pedagogy and andragogy principles and implementation and support. The factor is divided to several indexes and items that can be used in in-service training E-learning. The E-learning Model is validated using first, second and final of factorial analysis. External validation is validated implementing a E-learning course based on the items compared to face to face training course. E-learning course based on the items was  more effective than face to face training course.

Planning to design and perform a sustainable and effective E-learning educational system needs a correct understanding of the impact of information and communication technology on the higher education market as well as knowledge about the learning-teaching processes. Considering previous experiences and studies، various E-learning models have been presented. These models opt to define suitable frameworks for challenges that learners face when using technology in education in order to provide an effective E-learning experience. The presented models for E-learning are beneficial tools for evaluating existing experiences and factors that influence its effectiveness. These factors are used in planning the development of E-learning at universities. Therefore، in this article various E-learning models have been assessed.

E-learning is one of the new educational methods, integrating information and communication technology. It has managed to revolutionize teaching and learning methods by focusing on learners. In addition, many universities around the world are now educating students through designing and providing training programs and E-learning courses. The main objective of the current study was to present a conceptual framework of E-learning in higher education.
By reviewing various E-learning models and frameworks proposed during 2005 - 2016 by researchers or higher education institutes, we identified the common components with regard to 3 major criteria, ie, scientific basis of the model, international experience in higher education and universities of economic cooperation council, and availability of information. The gathered data were analyzed through inductive analysis and thematic network method, using Nvivo 8 software.
Based on data analysis, 7 major themes, including individual characteristics, presentation practices, evaluation, infrastructure, content, media, and interaction, as well as 35 secondary themes, were introduced for E-learning in Iranian institutes of higher education.
Overall, the results of this study revealed the major and secondary themes of E-learning systems in the country, based on the extracted components and indicators in the E-learning model; also, the presented E-learning model was validated.

Nowadays, countries must be able to live and interact in the digital world and be able to interact with people and institutions in cyberspace. The subject of this article is to introduce the components of the e-learning model. This issue has already been studied in different articles and given different aspects. In this paper, the components of e-learning and relationships between them are introduced using a mixed qualitative research method and by receiving the opinions of the elites and summarizing them. Scholars in the field of education believe that principled planning for education in any environment, age, subject and context requires a redefinition of principles in the three bases. These three pillars are needs assessment, training and evaluation. In the present study, each of these factors is examined and the general components of the e-learning model are introduced along with the relationships between them. Also, in this paper, different types of offline and online e-learning are classified and the differences of some previous categories are reported. According to the results of this study, expert-based evaluation method is more appropriate for this problem.

One of the most important aspects of ADHD is the academic performance and learning. There is little cognition about effective educational interventions that can lead to improving academic performance of patients. This study aims at improving the development and learning motivations providing e-learning validated models for learners with ADHD.
The study was conducted using a mixed method. 41 qualitative in-depth interviews conducted using field and coding analysis and e-learning model was developed in the quantitative phase. 30 samples with targeted manner and taking into account factors of research and obtaining consent for studying were placed in 2 groups of 15 individuals who were relatively and homologically controlled and trialed. Based on the design content, participants were equally distributed in each group. Completion of the ISM questionnaire in the two stage of pre-test and post-test, and the questionnaire of academic achievement in the form of the post-test were administered.
5 component of analysis, design, deliver, support and evaluation were identified in the e-learning model in the e-learning model in qualitative phase and the final model was designed.Average paired t-test results in the pre-test and post-test academic motivation in the examination group showed significant statistical increase from 2.857 to 3.044 (p Electronic based training method leads to increase in the academic motivation and achievement of learners with ADHD.

In e-learning, people get involved in a process and create the content (product) and make it available for virtual learners. The present study was carried out in order to evaluate the first virtual master program in medical education at Shiraz University of Medical Sciences according to P3 Model.
This is an evaluation research study with post single group design used to determine how effective this program was. All students 60 who participated more than one year in this virtual program and 21 experts including teachers and directors participated in this evaluation project. Based on the P3 e-learning model, an evaluation tool with 5-point Likert rating scale was designed and applied to collect the descriptive data.
Students reported storyboard and course design as the most desirable element of learning environment (2.30±0.76), but they declared technical support as the less desirable part (1.17±1.23).
Presence of such framework in this regard and using it within the format of appropriate tools for evaluation of e-learning in universities and higher education institutes, which present e-learning curricula in the country, may contribute to implementation of the present and future e-learning curricula efficiently and guarantee its implementation in an appropriate way.

E-learning development in Iran can play a key role in growth and improvement of the country in near future. Main aim of this study was identifying the factors that have influenced E-learning model in Iranian Universities. Present study was conducted in-depth interviews with experts in the subject area. Snowball sampling method and 22 qualitative interviews were conducted in order to test the findings of research. The results were analyzed in three ways: open, axial and selective. The findings indicated 80 effective marks in virtual academic educational model categorized in 11 concept which includes: Organizational issues, integrated management, competitive advantage, targeted educational quality, knowledge management, technology, measurement, ease of access, innovation and creativity, Foresight and meritocracy. Finally, executive strategies have been offered, which could be a key guide for virtual education and its successful implementation.

Training and learning play an important role in the growth of organizations, especially in the military organizatios. Meanwhile e-learning is becoming more and more important. The purpose of this study is to provide an e-learning maturity model to improve the efficiency and performance of command and control systems in the organization under study. For this purpose, e-learning methods and their evaluation criteria through the study of theoretical literature related to the subject and e-learning course design handbooks, identified and validated with the opinion of experts inside and outside the organization and then in the form of 10 options (e-learning methods) and 10 criteria have been entered in the multi-criteria analysis process. We used a questionnaire completed by educational experts outside the organization to grade the options. The weighting of the criteria was done with another questionnaire which was answered by the employees of the studied organization. By combining the results of two questionnaires, the final scores of each educational method were determined. Then, Picciano’s Multimodal Model was used to develope e-learning models based on the research results. Finally, using Marshall and Michelle's maturity model and based on the needs, limitations and facilities of the organization under study, a model for the development of e-learning was proposed, which includes 5 operational phases, methods used and course topics of each phase.

E-learning on how to deal with the environment has a significant impact on strengthening the environmental culture and achieving the goals of sustainable development. The current study aimed at identifying e-learning components in general offices of environment of Northeast of Iran.
The current qualitative study was conducted on 18 elite staff from general offices of environment of Northeast of Iran by purposive sampling until data saturation in 2016. Data were obtained through semi-structured interviews, the effective factors of e-learning components were identified, and then they were categorized and placed in the subtheme and main theme.
The results of decoding and analyzing the content of the theme showed that the causative factors (design, implementation, evaluation, human factors, and management) and the underlying factors (learning culture, context, educational environment, and technology infrastructure) and environmental factors (structure and policies of education and technological culture) as factors influencing the identification of e-learning components by interviewees in the general offices of environment of Northeast of Iran.
The identification of the components of e-learning by environmental elites can lead to the localization of an e-learning model. Results of the current study indicated that more attention should be shifted by the general offices of environment from the traditional method to e-learning. Since the application of these methods can be considered as a learning complement by providing a positive experience and a long lasting and deep learning

The overall objective of this study was to validate the primary e-learning model in Iraq.

This study was conducted using a descriptive survey method. The statistical population included all primary school teachers and administrators in Iraq, of whom 381 were selected through a quota sampling method to participate in the study. The research tool was the e-learning model questionnaire with 152 items on a five-point Likert scale. The data were analyzed using confirmatory factor analysis and structural equation modeling.

The e-learning model included 15 main categories and 31 subcategories, all of which had a favorable fit. Key factors included moving towards change in educational services, changing needs of the target community, and the digitalization of the world were identified as causal conditions. Also, changes in the nature of knowledge, social justice discourse, and unpredictability were identified as intervening factors, and infrastructure and support systems were identified as contextual factors. System development strategies and learning space management were also introduced as effective strategies. Individual, organizational, and social outcomes were the results of implementing e-learning.

The research findings showed that the e-learning model for primary education in Iraq has good validity and fit. This model can be used as an effective framework for improving the education process in the Iraqi education system and has significant positive effects on individual, organizational, and social performance. Improving infrastructure, increasing digital literacy, and adapting to technological changes are essential for the successful implementation of e-learning.