Volume 6, Issue 4 (December 2024)
IEEPJ 2024, 6(4): 133-148 |
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Khoramirooz S, Gholtash A, Ahmadbeigi F. (2024). Developing a Model for Evaluating the Effectiveness of Distance Education at Islamic Azad University (North Tehran Branch). IEEPJ. 6(4), 133-148. doi:10.22034/6.4.133
URL: http://ieepj.hormozgan.ac.ir/article-1-959-en.html
URL: http://ieepj.hormozgan.ac.ir/article-1-959-en.html
1- PhD student in Curriculum Planning, Department of Educational Sciences, North Tehran Branch, Azad Islamic School, Tehran, Iran
2- Associate Professor, Department of Educational Sciences, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran ,goltash578@yahoo.com
3- Assistant Professor, Department of Educational Sciences, North Tehran Branch, Islamic Azad University, Tehran, Iran
2- Associate Professor, Department of Educational Sciences, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran ,
3- Assistant Professor, Department of Educational Sciences, North Tehran Branch, Islamic Azad University, Tehran, Iran
Abstract: (1926 Views)
Objective: The primary aim of the present investigation was to delineate a framework for assessing the efficacy of distance education within the Islamic Azad University, specifically the North Tehran branch.
Methods: A descriptive survey research methodology was employed in this study. The statistical population encompassed all personnel and academic staff affiliated with the Islamic Azad University, North Tehran Branch, from which a total of 295 individuals were systematically selected through stratified random sampling techniques. A questionnaire, specifically developed by the researcher, was utilized to assess the variables influencing the effectiveness of distance education.
Results: The findings indicated that the causal factors (such as current technology) exert a positive and statistically significant influence on the effectiveness of distance education, whereas the impact of a qualified instructor was found to be insignificant. The results further revealed that contextual factors (such as legal frameworks) positively and significantly affect the efficacy of distance learning; however, the diversity and applicability of content did not demonstrate a significant influence on its effectiveness. Additionally, the data indicated that the intervening factors (such as Internet bandwidth) have a negative and statistically significant impact on the effectiveness of distance education and its associated strategies; however, inappropriate educational content, Internet speed, and procrastination did not significantly influence the strategies of distance learning. The results also indicated that the assessment of distance education positively and significantly influences the implementation of strategies.
Conclusions: In conclusion, the findings indicated that strategies substantially and positively affect outcomes (enhanced access to education, cost savings, and improved teaching quality) and may serve as a foundational basis for the implementation of online instructional plans.
Methods: A descriptive survey research methodology was employed in this study. The statistical population encompassed all personnel and academic staff affiliated with the Islamic Azad University, North Tehran Branch, from which a total of 295 individuals were systematically selected through stratified random sampling techniques. A questionnaire, specifically developed by the researcher, was utilized to assess the variables influencing the effectiveness of distance education.
Results: The findings indicated that the causal factors (such as current technology) exert a positive and statistically significant influence on the effectiveness of distance education, whereas the impact of a qualified instructor was found to be insignificant. The results further revealed that contextual factors (such as legal frameworks) positively and significantly affect the efficacy of distance learning; however, the diversity and applicability of content did not demonstrate a significant influence on its effectiveness. Additionally, the data indicated that the intervening factors (such as Internet bandwidth) have a negative and statistically significant impact on the effectiveness of distance education and its associated strategies; however, inappropriate educational content, Internet speed, and procrastination did not significantly influence the strategies of distance learning. The results also indicated that the assessment of distance education positively and significantly influences the implementation of strategies.
Conclusions: In conclusion, the findings indicated that strategies substantially and positively affect outcomes (enhanced access to education, cost savings, and improved teaching quality) and may serve as a foundational basis for the implementation of online instructional plans.
Type of Study: Original |
Subject:
Evolutionary Psychology
Received: 2024/02/2 | Accepted: 2024/09/11 | Published: 2024/12/1
Received: 2024/02/2 | Accepted: 2024/09/11 | Published: 2024/12/1
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