Volume 4, Issue 1 (March 2025)
IJER 2025, 4(1): 215-228 |
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Khoramirooz S, Gholtash A, Ahmadbeigi F. (2025). Identifying Factors Affecting the Efficiency of Distance Education: A Qualitative Study. IJER. 4(1), 215-228. doi:10.22034/4.1.215
URL: http://ijer.hormozgan.ac.ir/article-1-326-en.html
URL: http://ijer.hormozgan.ac.ir/article-1-326-en.html
1- Department of Educational Sciences, North Tehran Branch, Azad Islamic School, Tehran, Iran
2- Department of Educational Sciences, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran ,Abbas.Gholtash@iau.ac.ir
3- Department of Educational Sciences, North Tehran Branch, Islamic Azad University, Tehran, Iran
2- Department of Educational Sciences, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran ,
3- Department of Educational Sciences, North Tehran Branch, Islamic Azad University, Tehran, Iran
Abstract: (1620 Views)
Objective: The primary aim of the current investigation was to elucidate the determinants influencing the efficacy of distance education.
Methods: This research employed a qualitative methodological framework. Purposeful sampling was executed utilizing the expert network technique, culminating in the participation of 13 individuals in the interview process. To evaluate the variables pertinent to the study, a semi-structured interview was administered to ascertain the factors influencing the assessment of the efficacy of distance education. An agreement coefficient of 0.78 for the interviews, alongside the Cronbach's alpha coefficient for each variable within the questionnaire, underscores the high reliability of the research instruments. The analysis of the data was based on open, selective, and theoretical coding.
Results: The conclusive findings of the study, derived from the interview data, indicated that the factors influencing the assessment of the efficacy of distance education encompass: 1) causal factors (modern technology; perceived ease of use; suitable educational software; qualified instructors; learner motivation and interest); 2) contextual factors (legislative frameworks and regulations, adequate technological infrastructure, support mechanisms for distance learning, proficiency in information technology, diversity and relevance of content); 3) intervention factors (internet connectivity speed, shortage of skilled personnel, inadequate planning, limited accessibility, unsuitable educational content, procrastination); 4) strategies (planning, resource analysis, facilities and equipment evaluation, training for educators and students, breadth of access to distance learning); Components for appraising the effectiveness of distance learning comprise learner satisfaction with distance education, relevance of content, adequate internet infrastructure, effective evaluation systems, engaging learning environments and outcomes include enhanced access to education, cost savings, improvement in teaching quality.
Conclusions: The findings from the study collectively corroborated and validated the factors influencing the efficacy of distance education.
Methods: This research employed a qualitative methodological framework. Purposeful sampling was executed utilizing the expert network technique, culminating in the participation of 13 individuals in the interview process. To evaluate the variables pertinent to the study, a semi-structured interview was administered to ascertain the factors influencing the assessment of the efficacy of distance education. An agreement coefficient of 0.78 for the interviews, alongside the Cronbach's alpha coefficient for each variable within the questionnaire, underscores the high reliability of the research instruments. The analysis of the data was based on open, selective, and theoretical coding.
Results: The conclusive findings of the study, derived from the interview data, indicated that the factors influencing the assessment of the efficacy of distance education encompass: 1) causal factors (modern technology; perceived ease of use; suitable educational software; qualified instructors; learner motivation and interest); 2) contextual factors (legislative frameworks and regulations, adequate technological infrastructure, support mechanisms for distance learning, proficiency in information technology, diversity and relevance of content); 3) intervention factors (internet connectivity speed, shortage of skilled personnel, inadequate planning, limited accessibility, unsuitable educational content, procrastination); 4) strategies (planning, resource analysis, facilities and equipment evaluation, training for educators and students, breadth of access to distance learning); Components for appraising the effectiveness of distance learning comprise learner satisfaction with distance education, relevance of content, adequate internet infrastructure, effective evaluation systems, engaging learning environments and outcomes include enhanced access to education, cost savings, improvement in teaching quality.
Conclusions: The findings from the study collectively corroborated and validated the factors influencing the efficacy of distance education.
Type of Study: Original |
Subject:
Educational Studies
Received: 2024/03/22 | Accepted: 2024/09/17 | Published: 2025/03/1
Received: 2024/03/22 | Accepted: 2024/09/17 | Published: 2025/03/1
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