چکیده:
The present research was conducted with the aim of designing a model for e-learning readiness of the University of Tehran in facing the COVID-19 disease. It is an applied type of research, conducted using the phenomenological method and the distribution of questionnaires among 603 faculty members working in 36 faculties of the University of Tehran via email as well as audio and video calls. Its validity and reliability were calculated through three actions and participant review. A model consisting of 8 sub-elements was introduced through inductive content analysis, open coding, and main categorization: development of teaching-learning processes, time management, enrichment of educational content, continuity in education, establishing educational justice, promoting the social responsibility of the university, continuity and development of e-learning and training, and improvement of class supervision and evaluation. In other words, the expansion of e-learning as a new approach in higher education requires the creation of four types of readiness: socio-cultural readiness, pedagogical readiness, organizational readiness, and technological readiness in connection with the revised Bloom's model. The synergy of these elements in current conditions can be considered a strategy for learning that is necessary and essential for the continuous improvement of e-learning during the COVID-19 outbreak. Therefore, the suggestions of this research can be applied to universities.
خلاصه ماشینی:
Main components Sub-components Sources extracted from interviews Reducing energy consumption Reducing pollution and environmental preservation Adopting the culture of electronic teaching and learning, overcoming spatial and temporal limitations Educational justice, possibility of equal access to educational content Cheaper access to education Integrated presentation of topics, questions, and assignments in an interactive system environment, possibility of diverse application and use of stored knowledge, increasing and diversifying student participation methods, improving question and answer processes, developing improvement processes, improving teaching and learning troubleshooting processes Strengthening learning through reviewing and repeating class videos, systematic access to educational content Networking of professors and students through communication channels Readiness Systematic documentation and storage of educational content Pedagogical Sharing supplementary and diverse educational resources Simultaneous use of various resources during teaching Enriching learning content, interactive and continuous updating of educational content Interactive and continuous review and monitoring of educational content, diversity in teaching methods and knowledge transfer Continuity of the teaching and learning process in critical conditions, continuity of the teaching and learning process during holidays Continuity of education Facilitating the holding of remedial classes in normal conditions, maintaining rapid and flexible communication with students Repairing and upgrading existing infrastructures based on feedback, upgrading professors' e-learning teaching skills Continuity and development of education and Upgrading students' e-learning skills E-learning Increasing motivation and belief in information and communication technology, strengthening the self-direction capability and independence of learners Readiness Saving commuting time Organizational Flexibility in class scheduling Time management, concise and focused teaching by the professor Possibility of re-accessing recorded content at any desired time, timely and online (live) submission of assignments Possibility of continuous monitoring and evaluation of classes by the university 64 E-learning readiness model of universities in facing the COVID-19 disease Please refer to the page image.
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