شناسایی فرایند یاددهی-یادگیری در بستر الکترونیک دانشگاه تهران: مطالعه‌ای پدیدارشناختی

References

Abili, K., Mostafavi, Z., Narenji Thani, F., & Shahosseini, M. A. (2021). A systematic review of the factors and criteria for the accreditation of higher education institutions in the e-learning environment. Information and Communication Technology in Educational Sciences, 12(46), 89-108. https://sanad.iau.ir/en/Article/1006932 (In Persian)

Abou El-Seoud, M. S., Taj-Eddin, I. A., Seddiek, N., El-Khouly, M. M., & Nosseir, A. (2014). E-learning and students' motivation: A research study on the effect of e-learning on higher education. International Journal of Emerging Technologies in Learning, 9(4), 20-26. https://doi.org/10.3991/ijet.v9i4.3465

Abdoli, A., Poorshafei, H., & Zeynoddini Meymand, F. (2017). A study on the quality of teaching in higher education system: The need to pay attention to interactive teaching (case study: undergraduate students of Comprehensive Applied- Scientific University of Southern Khorasan). Scientific Quarterly of Social-Cultural Studies of Khorasan, 11(3), 47-76. https://dorl.net/dor/20.1001.1.26766116.1396.11.3.3.9 (In Persian)

Al Rawashdeh, A. Z., Mohammed, E. Y., Al Arab, A. R., Alara, M., & Al-Rawashdeh, B. (2021). Advantages and disadvantages of using e-learning in university education: Analyzing students’ perspectives. Electronic Journal of E-Learning, 19(3), 107-117. https://doi.org/10.34190/ejel.19.3.2168

Al-Fraihat, D., Joy, M., & Sinclair, J. (2020). Evaluating E-learning systems success: An empirical study. Computers in Human Behavior, 102, 67-86. https://doi.org/10.1016/j.chb.2019.08.004

Alhabeeb, A., & Rowley, J. (2018). E-learning critical success factors: Comparing perspectives from academic staff and students. Computers & Education, 127, 1-12. https://doi.org/10.1016/j.compedu.2018.08.007

Alsabawy, A. Y., Cater-Steel, A., & Soar, J. (2013). IT infrastructure services as a requirement for e-learning system success. Computers & Education, 69, 431-451. https://doi.org/10.1016/j.compedu.2013.07.035

Alsoud, A. R., & Harasis, A. A. (2021). The impact of COVID-19 pandemic on student’s e-learning experience in Jordan. Journal of Theoretical and Applied Electronic Commerce Research, 16(5), 1404-1414. https://doi.org/10.3390/jtaer16050079

Alsoufi, A., Alsuyihili, A., Msherghi, A., Elhadi, A., Atiyah, H., Ashini, A., ... & Elhadi, M. (2020). Impact of the COVID-19 pandemic on medical education: Medical students’ knowledge, attitudes, and practices regarding electronic learning. PloS One, 15(11), e0242905. https://doi.org/10.1371/journal.pone.0242905

Archambault, L. M., & Barnett, J. H. (2010). Revisiting technological pedagogical content knowledge: Exploring the TPACK framework. Computers & Education, 55(4), 1656-1662. https://doi.org/10.1016/j.compedu.2010.07.009

Bazargan, A. (2008). Introduction to qualitative and mixed research methods: common approaches in behavioral sciences. Tehran: Didar Publishing. (In Persian)

Bhuasiri, W., Xaymoungkhoun, O., Zo, H., Rho, J. J., & Ciganek, A. P. (2012). Critical success factors for e-learning in developing countries: A comparative analysis between ICT experts and faculty. Computers & Education, 58(2), 843-855. https://doi.org/10.1016/j.compedu.2011.10.010

Bozkurt, A., Jung, I., Xiao, J., Vladimirschi, V., Schuwer, R., Egorov, G., ... & Paskevicius, M. (2020). A global outlook to the interruption of education due to COVID-19 pandemic: Navigating in a time of uncertainty and crisis. Asian Journal of Distance Education, 15(1), 1–126. https://doi.org/10.5281/zenodo.3878572

Drlik, M., & Skalka, J. (2011). Virtual faculty development using top-down implementation strategy and adapted EES model. Procedia-Social and Behavioral Sciences, 28, 616-621. https://doi.org/10.1016/j.sbspro.2011.11.117

Dudung, A., Hasanah, U., Salman, I., Priyanto, S., & Ramdhan, T. (2022). Achievement of student graduates: The role of e-readiness, e-learning and e-book. International Journal of Data and Network Science, 6(2), 375-382. http://dx.doi.org/10.5267/j.ijdns.2021.12.017

Edisherashvili, N., Saks, K., Pedaste, M., & Leijen, Ä. (2022). Supporting self-regulated learning in distance learning contexts at higher education level: systematic literature review. Frontiers in psychology, 12, 792422. https://doi.org/10.3389/fpsyg.2021.792422

Elameer, A. S., & Idrus, R. M. (2011). Elameer-Idrus Orbital E-Education Framework for the University of Mustansiriyah (Uomust). TOJET, 10(4), 165–173. http://www.tojet.net/articles/v10i4/10416.pdf

Encarnacion, R. F. E., Galang, A. A. D., & Hallar, B. J. A. (2021). The impact and effectiveness of e-learning on teaching and learning. Online Submission, 5(1), 383-397. http://dx.doi.org/10.25147/ijcsr.2017.001.1.47

Hagos, Y., Anteneh, S., & Garfield, M. J. (2018). A conceptual model of e-learning systems success and its implication for future research. 17^th International Conference on Information Technology Based Higher Education and Training, April 2018 (ITHET), Olhao, Portugal, 2018, pp. 1-9. http://dx.doi.org/10.1109/ITHET.2018.8424771

Hays, D. G., & McKibben, W. B. (2021). Promoting rigorous research: Generalizability and qualitative research. Journal of Counseling & Development, 99(2), 178-188. https://doi.org/10.1002/jcad.12365

Hejazi, E. (2017). Educational psychology in the third millennium (ed.). Tehran: University of Tehran Tehran Publishing. (In Persian)

Hooshyar, D., Pedaste, M., Saks, K., Leijen, Ä., Bardone, E., & Wang, M. (2020). Open learner models in supporting self-regulated learning in higher education: A systematic literature review. Computers & education, 154, 103878. https://doi.org/10.1016/j.compedu.2020.103878

Islam, N., Beer, M., & Slack, F. (2015). E-learning challenges faced by academics in higher education: A literature review. Journal of Education and Training Studies, 3(5), 102–112. https://doi.org/10.11114/jets.v3i5.947

Johnson, J. B., Reddy, P., Chand, R., & Naiker, M. (2021). Attitudes and awareness of regional Pacific Island students towards e-learning. International Journal of Educational Technology in Higher Education, 18(1), 13. https://doi.org/10.1186/s41239-021-00248-z

Keshavarz, M. (2019). The effect of learner-centered educational method on students' understanding and learning. Jun 2019. 8^th scientific research conference of educational sciences and psychology, social and cultural injuries. https://civilica.com/doc/1030981 (In Persian)

Khan, B. H. (2005). Managing E-Learning Strategies: Design, Delivery, Implementation and Evaluation. Hershey: Information Science Publishing. Available from: IGI Global. http://dx.doi.org/10.4018/978-1-59140-634-1

Khan, B. H. (2019). Microlearning: Quick and meaningful snippets for training solutions. International Journal of Research in Educational Sciences., 2(2), 275–284. https://iafh.net/index.php/IJRES/article/view/107

Khosravi, R., & Kafizadeh, M. (2011). Investigating the relationship between active teaching methods and enhanced motivation towards research in students. Educational Researches, 6(28), 29-56. https://sanad.iau.ir/en/Journal/educ/Article/941437 (In Persian)

Kozan, K., & Caskurlu, S. (2018). On the Nth presence for the community of inquiry framework. Computers & Education, 122, 104–118. https://doi.org/10.1016/j.compedu.2018.03.010

Lam, P. L., Ng, H. K., Tse, A. H., Lu, M., & Wong, B. Y. (2021). eLearning technology and the advancement of practical constructivist pedagogies: Illustrations from classroom observations. Education and Information Technologies, 26(1), 89-101. https://doi.org/10.1007/s10639-020-10245-w

Lee, R., Hoe Looi, K., Faulkner, M., & Neale, L. (2021). The moderating influence of environment factors in an extended community of inquiry model of e-learning. Asia Pacific Journal of Education, 41(1), 1-15. https://doi.org/10.1080/02188791.2020.1758032

Lincoln, Y. S., Lynham, S. A., & Guba, E. G. (2011). Paradigmatic controversies, contradictions, and emerging confluences, revisited. In. N. K. Denzin & Y. S. Lincoln (Eds.), The sage handbook of qualitative research (pp. 97–128). Los Angeles, CA: Sage.

Ma, J., Han, X., Yang, J., & Cheng, J. (2015). Examining the necessary condition for engagement in an online learning environment based on learning analytics approach: The role of the instructor. The Internet and Higher Education, 24, 26-34. https://doi.org/10.1016/j.iheduc.2014.09.005

Maatuk, A. M., Elberkawi, E. K., Aljawarneh, S., Rashaideh, H., & Alharbi, H. (2022). The COVID-19 pandemic and E-learning: Challenges and opportunities from the perspective of students and instructors. Journal of Computing in Higher Education, 34, 21–38. https://doi.org/10.1007/s12528-021-09274-2

Mahghani, Z., Hejazi, E., & Sajjadieh, N. (2021). Adolescents’ Perception and Knowledge of Agency: A Phenomenological Study. Journal of Applied Psychological Research, 12(1), 19-38. https://doi.org/10.22059/japr.2021.279514.643239 (In Persian)

Malas, R. I., & Hamtini, T. M. (2016). A gamified e-learning design model to promote and improve learning. International Review on Computers and Software, 11(1), 8–19. https://doi.org/10.15866/irecos.v11i1.7913

Mastan, I. A., Sensuse, D. I., Suryono, R. R., & Kautsarina, K. (2022). Evaluation of distance learning system (e-learning): a systematic literature review. Jurnal Teknoinfo, 16(1), 132-137

Mseleku, Z. (2020). A literature review of e-learning and e-teaching in the era of Covid-19 pandemic. International Journal of Innovative Science and Research Technology, 5(10), 588-597. https://ijisrt.com/assets/upload/files/IJISRT20OCT430.pdf

Onwuegbuzie, A. J., & Leech, N. L. (2007). A call for qualitative power analyses. Quality & Quantity, 41(1), 105-121. https://doi.org/10.1007/s11135-005-1098-1

Onwuegbuzie, A. J., & Leech, N. L. (2021). Qualitizing data. In The Routledge Reviewer's Guide to Mixed Methods Analysis (pp. 141-150). London: Routledge Publishing.

Pavel, A.-P., Fruth, A., & Neacsu, M.-N. (2015). ICT and e-learning–catalysts for innovation and quality in higher education. Procedia Economics and Finance, 23, 704–711. https://doi.org/10.1016/S2212-5671(15)00409-8

Pinho, C., Franco, M., & Mendes, L. (2021). Application of innovation diffusion theory to the E-learning process: higher education context. Education and Information Technologies, 26, 421-440. https://doi.org/10.1007/s10639-020-10269-2

Rajab, K. D. (2018). The effectiveness and potential of E-learning in war zones: An empirical comparison of face-to-face and online education in Saudi Arabia. IEEE Access, 6, 6783–6794. https://doi.org/10.1109/ACCESS.2018.2800164

Regmi, K., & Jones, L. (2020). A systematic review of the factors–enablers and barriers–affecting e-learning in health sciences education. BMC Medical Education, 20(1), 1-18. https://doi.org/10.1186/s12909-020-02007-6

Sailer, M., Schultz-Pernice, F., & Fischer, F. (2021). Contextual facilitators for learning activities involving technology in higher education: The C♭-model. Computers in Human Behavior,121, 106794. https://doi.org/10.1016/j.chb.2021.106794

Sharov, S., Filatova, O., & Sharova, T. (2020). The development of an online platform for studying Ukrainian literature. TEM Journal, 9(3), 1171-1178. https://doi.org/10.18421/TEM93-43

Shaw, P., Green, P., Gration, M., Rhodes, C., Sheffield, D., & Stone, J. (2020). Within these hyperporous walls: An examination of a rebundled online learning model of higher education. Australasian Journal of Educational Technology, 36(5), 85–101. https://doi.org/10.14742/ajet.6061

Shosha, G. A. (2012). Employment of Colaizzi’s strategy in descriptive phenomenology: A reflection of a researcher. European Scientific Journal, 8(27), 31-43. https://core.ac.uk/download/pdf/236417203.pdf

Singh, N., Benmamoun, M., Meyr, E., & Arikan, R. H. (2021). Verifying rigor: analyzing qualitative research in international marketing. International Marketing Review, 38(6), 1289-1307. https://doi.org/10.1108/IMR-03-2020-0040

Sun, H. M., Li, S. P., Zhu, Y. Q., & Hsiao, B. (2015). The effect of user's perceived presence and promotion focus on usability for interacting in virtual environments. Applied Ergonomics, 50, 126-132. https://doi.org/10.1016/j.apergo.2015.03.006

United Nation Eduvational, Scientific and Cultural Organization. (2021). AI and education: Guidance for policy-makers. UNESDOC Biblioteca Digital. https://doi.org/10.54675/PCSP7350

Zheng, Y., Wang, J., Doll, W., Deng, X., & Williams, M. (2018). The impact of organisational support, technical support, and self-efficacy on faculty perceived benefits of using learning management system. Behaviour & Information Technology, 37(4), 311-319. https://doi.org/10.1080/0144929X.2018.1436590