Marziyeh Fallah Kordabadi; Sayed Ali Asghar Razavi; Safiyeh Tahmasebi Limooni
Abstract
Purpose: The field of providing information and the method of publishing information has permanently been subject to modification and alteration, and as we know, with the introduction of computer technology in the field of librarianship and the change in the way of providing services, the imperative ...
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Purpose: The field of providing information and the method of publishing information has permanently been subject to modification and alteration, and as we know, with the introduction of computer technology in the field of librarianship and the change in the way of providing services, the imperative task of information dissemination has been reserved for librarians. The dissemination of information technology into the education system has led to the emergence of a new concept called e-learning. The task of libraries is to provide infrastructures for information retrieval through the production of integration, organization, and distribution of knowledge. The methods that libraries employ for e-learning include learning collections, tools, and facilities necessary for studying, improving the quality of reference services, and ensuring universal access to books. Therefore, this research aims to identify the factors influencing e-learning in information retrieval.Method: This current research is developmental was conducted using a qualitative approach and grounded theory. The population of the study consisted of 20 experts in the field of information technology in public libraries across the country, who were selected through purposive non-probability sampling. Data were collected through interviews and analyzed through three stages of open, axial, and selective coding, based on which the research model was designed.Findings: The findings showed that e-learning in information retrieval contains of six main dimensions, 45 sub-dimensions, and 85 concepts, which are presented in a paradigm model including causal factors (quality of e-learning website design, quality of education in e-learning environments, employees' enthusiasm for developing knowledge capabilities, employees' belief in continuous training), contextual factors (suitable technical equipment (hardware, software, and network), availability of necessary infrastructure, high accessibility, periodic purchase of required equipment, ease of learning and simplicity of teaching platforms (instructors)), interveners (competence of instructors in course delivery, course development based on indigenous data, organizational culture and atmosphere), central factors (strategies for enhancing the quality of e-learning in information retrieval, processes for improving the quality of e-learning in information retrieval, infrastructures for improving the quality of e-learning in information retrieval), strategic factors (existence of an appropriate incentive system for promoting knowledge sharing (systemic strategy), security of software used (educational approach), efficient support and feedback mechanisms (responsiveness strategy)), and consequences (consistency of goals and plans, adequate understanding of e-learning, formulation of standards, capability in information retrieval).Conclusion: Based on the dimensions, main factors, and sub-factors, the impacts of e-learning in information retrieval can be measured and managed in the studied community.
Saheb Ahmadi; Jafar Gharemani; Yadolah AbbasZadeh Sahroun
Abstract
The purpose of this study is to provide a conceptual framework for the e-learning system of higher education institutions in the Iran, based on the views of experts related to the field of e-learning at the level of higher education institutions and prioritizing factors over each other. The present study ...
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The purpose of this study is to provide a conceptual framework for the e-learning system of higher education institutions in the Iran, based on the views of experts related to the field of e-learning at the level of higher education institutions and prioritizing factors over each other. The present study is applied in terms of purpose; It is descriptive-exploratory in terms of how data is collected and qualitative in terms of the nature of the data. Accordingly, in order to collect qualitative data, after reviewing the literature related to the research topic, a framework was developed to ask questions of interviews with experts. Then, using purposive sampling method (snowball), the opinions of 15 experts up to the theoretical saturation stage were used. The interviews were coded using Clark and Brown six-step inductive theme analysis. Accordingly, the identified speech evidence from the interview text was labeled in the form of 53 initial codes. Then, the initial codes were drawn in the form of 12 sub-themes and then, three main themes including specialized requirements of e-education system, general requirements of e-education system, results and consequences of e-education system, classification and conceptual conceptual framework of e-education system of higher education institutions. Then, in order to validate the results of the interviews and confirm the components of the research conceptual framework, the fuzzy Delphi questionnaire and method were used and in order to prioritize the components of the research conceptual framework, the fuzzy hierarchy questionnaire and process (FAHP) were used. Based on the results of the research in the Delphi section, all 12 sub-themes or questions of the Delphi questionnaire were approved by the research experts. The results of fuzzy hierarchical analysis also showed that the technical requirements of e-learning have the highest priority among the specialized requirements, followed by the quality requirements of the education system, support requirements, requirements related to professors, requirements for educational quality and related requirements. With students, they are in the next ranks. Also, achieving effectiveness is the highest priority among the general requirements of the e-learning system, followed by satisfaction, optimal use and utilization, in the next ranks. In addition, saving time and money is the highest priority. Among the factors and then the development of learning and integration of education, are in the next ranks.
