Evaluation and ranking of factors affecting the effectiveness of online education through TOPSIS (case study: specialized webinars of educational groups in North Khorasan education)

Lida Javidan; Javad Jahan

doi:10.61838/kman.jayps.1.1.13

Authors

Lida Javidan PhD in educational management and lecturer at Farhangian University, North Khorasan, Iran Author https://orcid.org/0000-0003-4935-1496
Javad Jahan PhD in Curriculum Planning, Lecturer in the Department of Educational Sciences, Farhangian University, Kermanshah, Iran Author https://orcid.org/0000-0002-4769-2409

DOI:

https://doi.org/10.61838/kman.jayps.1.1.13

Keywords:

Evaluation, online training, TOPSIS, specialized webinar

Abstract

Background and Aim: This research aims to evaluate the effectiveness of online courses in specialized webinars of educational groups in North Khorasan education. Methods: This research was conducted using a survey method, and the statistical population of this research is 180 online course teachers. A statistical sample of 118 people was selected based on the table of Krejecie and Morgan. The data collection tool is a researcher-made questionnaire. Data analysis was done on two levels (descriptive and inferential statistics (one-sample t-test). Results: The results of the research showed that content elements, page design, organization of educational materials, flexibility, workload, and evaluation methods affect the effectiveness of online education. It significantly affects the specialized webinars of educational groups in the education and training of North Khorasan. In addition, the elements of teaching-learning activities, providing feedback, helping the participants and the ability to motivate the participants are insignificant. These elements are at an average level of effectiveness. Conclusion: Prioritization with TOPSIS showed that educational content, organization of educational materials, assistance, flexibility, motivation, appropriate volume, evaluation methods, teaching-learning activities, appropriate design of pages, and feedback are influential factors for online education.

Downloads

Download data is not yet available.

References

Badrian, M. (2008). Evaluation of the electronic curriculum of the computer engineering field of Khwaja Nasiruddin Tousi University based on the Roderick Sims model (Master's thesis). Allameh Tabataba'i University. [Persian].

Pasban Razavi, M. (2014). Comparison of interpersonal relationships in face-to-face and virtual classes of Ferdowsi University of Mashhad. Regional Conference on Quality Components in Higher Education, Roudhen Branch. [Persian].

Zulfaqari, M., Mehrdad, N., Parsa Yekta, Z., Salmani Barouq, N., & Behrani, N. (2008). The effect of electronic education and lecture methods on learning in the maternal and child health course among nursing students. Iranian Journal of Medical Education, 7(1), 31–39. [Persian].

Rabiei, H. R. (2002). National Plan for the Development of Virtual Higher Education Centers. Tehran: Ministry of Science, Research and Technology. [Persian].

Rahmani, B. (2005). Content analysis of educational programs of the virtual experimental course of the Faculty of Hadith Sciences in Shahr-e Rey based on predetermined goals (Master's thesis). Allameh Tabataba'i University. [Persian].

Rostgar, K. (2016). Evaluation of virtual training programs in industrial engineering at Khwaja Nasiruddin Tousi University and presentation of appropriate solutions (2016–2018) (Master's thesis). Tarbiat Moallem University, Tehran. [Persian].

Sarmad, Z., Bazargan, A., & Hejazi, E. (2007). Research Methods in Behavioral Sciences. Tehran: Aghaz Publications. [Persian].

Dhamani, F., & Kardan, S. (2009). The effect of information and communication technology on learning mathematics. Information and Communication Technology Quarterly in Educational Sciences, 1(1), 23–38. [Persian].

Abadi, R. (2004). Electronic Learning and Education. Tehran: Aftab Mehr. [Persian].

Arab Mazar Yazdi, M., & Azad Manesh, N. (2006). Cost-benefit analytical framework of virtual education and its comparison with traditional education. Accountant Journal, 174, 22–29. [Persian].

Qaidi, B. (2006). Evaluation of the virtual education curriculum of computer engineering (Information Technology) from the perspective of professors and students at Iran University of Science and Technology (Master's thesis). Tarbiat Moallem University, Tehran. [Persian].

Ghorchian, N. Q., & Jafari, P. (2004). Education in a virtual university: A suitable model for establishing a virtual university in Iran. Journal of Dialogue Report, 16–24. [Persian].

Karimkhanloui, G., Mousavi Nasab, N., & Fayazi, A. (2008). Comparison of the success rate of medical and pharmacy students in English language courses taught through virtual and traditional education. Journal of Education Development in Medical Sciences, 2, 13–16. [Persian].

Mantazar, G. (2004). Comparative Study of Information Development in the Education Systems of Different Countries: Curriculum in the Age of Technology. Tehran: Aizh Publications. [Persian].

Momani Rad, M. (2009). Evaluation of the quality of the information technology e-learning course at Khwaja Nasiruddin Tousi University based on e-learning standards (Master's thesis). Allameh Tabataba'i University. [Persian].

Nasiri, A. (2004). Management of Virtual Universities and E-learning Centers. Tehran: University of Tehran, Faculty of Management Publications. [Persian].

Alestalo, M. H., & Peltola, U. (2006). The problem of a market-oriented university. Higher Education, 52(2), 251–281.

Brodnet, B. (2000). Championing e-learning. Retrieved from Learning Hub.

Cao, J. (2005). Learning with virtual mentors: How to make e-learning interactive and effective? Retrieved from ProQuest.

Chen, N., Lin, K., & Kinshuk, C. (2004). Assessment of e-learning satisfaction from a critical incidents perspective. Proceedings of the 6th International Conference on Enterprise Information Systems, Porto, Portugal.

Clark, R. E. (1994). Media will never influence learning. Educational Technology Research and Development, 42(2), 21–29.

Guidera, S. (2003). College teaching in the virtual classroom: Faculty perceptions of the effectiveness of online instruction. Retrieved from ProQuest.

Dobbs, K. (2014). The coming shakeout in e-learning. Training, 37(10), 114–118.

Jerry, B. (2000). The e-learning potential. Retrieved from KDG Online.

Khan, B. H. (2004). People, process, and product continuum in e-learning: The e-learning P3 model. Educational Technology, 44(5), 33–40.

Ladouceur, A., & Hum, D. (2001). E-learning: The New Frontier. Retrieved from CATA.

Lawenstein, A. (2001). Education: Virtual is becoming reality. Rockford Register.

McGorry, S. Y. (2003). Measuring quality in online programs. Internet and Higher Education, 6(2), 159–177.

Nichols, M. (2003). A theory for e-learning. Educational Technology & Society, 6(2), 1–10.

Ong, P. (2004). A descriptive study to identify deterrents to participation in employer-provided e-learning (Doctoral dissertation). Capella University.

Russell, T. L. (1999). The No Significant Difference Phenomenon. Chapel Hill, NC: Office of Instructional Telecommunications, University of North Carolina.

Song, H. (2004). The perceptions of college students regarding the instructional quality of online courses delivered via WebCT (Doctoral dissertation). University of Houston.

Steve, R., Scott, B., & Freeman, H. (2001). The Virtual University: The Internet and Resource-Based Learning. London: Kogan Page.

Wentz, M. (2003). Learning effectiveness from a student's perspective. Retrieved from University of Wisconsin–Stout.