Abstract:
In this study, we tried to identify the components of internal efficacy evaluation of academic e-courses through a qualitative study approach. The research method is qualitative and in particular "qualitative case study.” Thus, potential contributors to this study included all faculty members of Virtual Colleges of Shiraz Universities, Payam Noor, and Allameh Tabatabai University Virtual Education Lecturers and a number of content specialists and producers and training designers (n = 25) was selected based on criteria (expertise and experience) and data saturation using the sample Purposeful sampling. The data obtained were analyzed through content analysis technique and the findings were categorized into a set of basic, organizing and pervasive themes and thematic networks. In this regard, in accordance with the stated purpose, interviews were conducted with experts in this field, and with analyzing the data obtained from interviews with upstream documents (laws and regulations adopted by national standards), as well as aligning with the theoretical foundations and results of previous researches, The components of evaluation of e-learning effectiveness in this study have been identified with 16 basic themes that need to be considered in evaluation of e-learning courses.It is expected that the findings of this study will enable to make the e-learning system more efficient and effective due to the increasing complexity and innovations and to meet the needs of the interactive university environment appropriate to the native model of e-learning
Machine summary:
ir The most important of these themes include: readiness, satisfaction and meeting the needs of learners, readiness, motivation and skills of instructors, intrinsic quality of education, intelligence of structure and systematic nature of education, objectivity and suitability of goals, design of content production and quality evaluation processes, design of e-learning processes, learning environment architecture, design of effective learning courses, updating education, development of interactions, and development of technical infrastructures.
Keywords: intrinsic effectiveness, evaluation, e-learning Introduction Despite the speed of transformations resulting from the progress of modern technologies in the field of information and communication and its amazing entry into the field of education, it was expected (similar to other fields such as various manufacturing and service industries, e-government, e-banking, e-commerce, and various social and organizational networks and services) that we would witness a special, effective, and remarkable brilliance in the field of e-learning in various educational spaces, including universities; however, in practice and after nearly two decades, signs of inefficiency, lack of quality, ineffectiveness, and dissatisfaction among the learners of these courses are observed.
Problem Statement Based on what has been said, on one hand, the necessity and sensitivity of addressing e-learning and its influential role in the continuity of the meaningful life of the university can be inferred; and on the other hand, it becomes clear that improving and upgrading the quality level of this type of education requires investigating and identifying various internal and external factors affecting it and performing a set of intelligent actions continuously and with a systemic approach.
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