چکیده:
Background and Objective: this research has been carried out with the aim of improving the effectiveness of electronic education in the universities of the Iranian Army in order to face bio-viral crises.Design/methodology/approach: This research conducted based on a mixed approach (qualitative-quantitative) and during a descriptive-exploratory study. The statistical population includes 210 managers, professors, and experts of army universities, as well as experienced deputies, managers, and chiefs in the army headquarters with at least a master's degree and more than 20 years of service and at least 5 years of educational experience. The data collection tool in the first stage includes a semi-structured interview and in the second stage a 31-question questionnaire to measure the relationships between research variables. Findings: The findings of the qualitative stage showed that Three factors, including human factors (through the promotion of teachers, students and education managers), technological (through the promotion of electronic education software, the promotion of the platform for providing education and the promotion of technological support) and educational (through the promotion of the content of education, the promotion of education resources and improving educational support) were effective on Improving the effectiveness of e- education in bio-viral crises.Conclusion: In order to improve the effectiveness of e- education in army universities in bio-viral crises similar to Covid-19, it is necessary to implement educational planning with an emphasis on the exploitation of human, technological and educational factors.
خلاصه ماشینی:
Researchers, by summarizing the views of experts and overlapping them, extracted the factors that have been effective in improving the effectiveness of e-learning and 8 7 / Military Management Quarterly, Year 25, Number 2, Summer 2025 Researcher / Year Title Result and colleagues A qualitative study on instructors 1- Facilitating active participation of learners in the learning process 2- Adopting activities and skills to increase students' sense of presence in the teaching process 3- Active responsiveness before, during, and after class 4- Facilitating interaction between learners 5- Creating motivation and interest in the learner Instructor knowledge: 1- Instructor's technological knowledge 2- Instructor's subject matter knowledge 3- Instructor's attitude towards the effectiveness of e-learning Psychological characteristics of the instructor: 1- Instructor's interest and enthusiasm for technology and teaching through it Effective components within university e-learning courses include: 1- Satisfaction 2- Motivation and meeting learners' needs 3- Learners' readiness and awareness 4- Professors' competence and skills 5- Professors' readiness and motivation 6- Internal quality of e-learning 7- Intelligence of the educational structure 8- Systematization and review of evaluation components Hengari and 139 educational evaluation 9- Objectivity and suitability of educational goals 10- Internal effectiveness of colleagues 8 the design and content production process 11- Content quality 12- university e-learning courses Designing e-learning processes 13- Architecture of the e-learning environment 14- Planning, designing, and presenting effective learning courses 15- Updating training based on learning theories and emerging needs, 16- Developing interactions, developing technical infrastructures including software, hardware, and communications.
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