Examining the Components of E-learning Effectiveness in Higher Education

Document Type : Scientific - Research


1 Assistant Professor, Department of Educational Administration and Planning, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran

2 MA of Educational Administration, Department of Educational Administration and Planning, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran



Objective: This study aimed to study the related components of the effectiveness of m-learning in higher education.
Materials and Methods: The research method applied in terms of purpose and data collection is mixed (qualitative-quantitative). The study's statistical population includes; All students studying (1068 people) at Mehr Alborz Institute of Higher Education. Using a simple random sampling method and the Cochran formula, 282 people were selected as the sample. First, the existing and relevant literature review is examined to achieve the purpose. Then by studying and combining existing models in the field of related components to m-learning effectiveness on the one hand and selecting the components mentioned by most researchers, the component was identified, and based on it, the conceptual model of the research was represented. The mentioned components are; Students' attitude towards mobile learning, intention to continue mobile learning, ICT literacy, support system(financial, technical, educational, and student), flexibility, interaction in mobile learning, quality of electronic content, understanding of the usefulness of mobile learning, ease of using mobile learning, Independence, self-efficacy and mental norms of the learner, the existence of infrastructure and access to the software and hardware required for mobile learning. Then the identified components are based on the degree of semantic and content relationship in three more general components, including; Components related to the teaching-learning process, individual characteristics of the learner, and technology. In the next stage, to validate the conceptual model and review the current situation of the institution, a questionnaire with 60 closed-ended questions was prepared and implemented. The validity of the questionnaire was calculated and confirmed by experts, the validity of the structure using factor analysis, and its reliability was calculated using Cronbach's alpha of 0.97%.
Discussion and Conclusion: The results of the data analysis show: 1. The designed model has a good fit. 2. From the students' point of view, the current situation of all components related to the effectiveness of m- learning is lower than the theoretical average (2.5). 3. Finally, students state that among the identified components, the learner's mental norms are the most important in the effectiveness, and appropriate infrastructure is of the most minor importance.
Executors and policymakers of Mehr Alborz Higher Education Institute (electronic) Before implementing the m- learning system and when developing a strategic and operational plan, it is necessary to pay attention to issues such as; the intention of continuing mobile learning, information, and communication technology literacy, understanding the usefulness of mobile learning, ease of using mobile learning and providing the appropriate infrastructure for its implementation. In this regard, to continuously improve the quality and increase the effectiveness of mobile learning, it is suggested that operational mechanisms be designed, implemented, and continuously evaluated based on the most critical identified challenges.


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