The Study of the Status of Factors Affecting the E-learning Quality Assurance from the Student Teachers’ Point of View
Background: The obvious point is that the optimal use of e-learning education for student teachers needs to examine the executive factors that play a decisive role in improving the quality of e-learning. This study aimed to investigate the status of factors affecting the quality of e-learning from a...
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| Formato: | article |
| Lenguaje: | EN |
| Publicado: |
Shiraz University of Medical Sciences
2021
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| Materias: | |
| Acceso en línea: | https://doaj.org/article/9963d3d9e5a14cbe8b5fb5c05216f525 |
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| Sumario: | Background: The obvious point is that the optimal use of e-learning education for student teachers needs to examine the executive factors that play a decisive role in improving the quality of e-learning. This study aimed to investigate the status of factors affecting the quality of e-learning from a student teachers’ point of view at the Farhangian University of Yazd. Methods: This descriptive survey was conducted among 314 student teachers at Farhangian University. The samples were selected through simple stratified random sampling during AprilJuly 2021. The status of factors affecting the quality assurance of e-learning was assessed with a researcher-made questionnaire. Data were analyzed in SPSS v.23 using a one-sample t-test, and all statistical tests were run at a significance level of 0.05. Results: The results showed that the component status of the students’ skills was at a favorable level (3.82). However, the status of factors such as technology infrastructure (2.41), skills of professors (2.28), ease of access to services (2.35), and management structure (2.45) were not in a favorable situation in the implementation of e-learning quality assurance at the Farhangian University of Yazd. Conclusion: As a result, in order to improve e-learning, university administrators must consider all of the factors influencing the implementation of e-learning quality assurance for teacher students’ learning effectiveness. |
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