مدیریت یادگیری الکترونیکی در نظام آموزش و پرورش ایران

مریم  ایرانی; آزیتا جویباری; بابک  نصیری قرقانی

Authors

Maryam Irani Department of Educational Governance and Human Capital, WT.C., Islamic Azad University, Tehran, Iran Author https://orcid.org/0009-0007-7429-5613
Azita Jooybari Department of Educational Governance and Human Capital, WT.C., Islamic Azad University, Tehran, Iran Corresponding author https://orcid.org/0000-0001-5533-6845
Babak Nasiri Ghareghani Department of Educational Governance and Human Capital, WT.C., Islamic Azad University, Tehran, Iran Author https://orcid.org/0000-0003-1056-1234

Keywords:

E, Learning Management, Education System, Grounded Theory, Structural Equation Modeling, Learning, Educational Management

Abstract

This study aimed to develop and validate an e-learning management model for the Iranian education system. This applied study employed an exploratory sequential mixed-methods design with qualitative and quantitative phases. In the qualitative phase, grounded theory was used, and 17 experts in educational management and e-learning were selected through purposive sampling and interviewed using semi-structured interviews until theoretical saturation was achieved. Qualitative data were analyzed through open, axial, and selective coding using MAXQDA. In the quantitative phase, 401 school principals from the Iranian education system participated in the study. Data were collected using a researcher-developed questionnaire derived from the qualitative findings. Statistical analyses were conducted using descriptive statistics, confirmatory factor analysis, and structural equation modeling in SPSS and SmartPLS 4. Structural model results showed that causal conditions had a positive and significant effect on the central phenomenon (β=0.681, t=22.90, p<0.001). Contextual conditions significantly affected strategies (β=0.112, t=2.03, p=0.042), and intervening conditions also significantly predicted strategies (β=0.509, t=9.38, p<0.001). The central phenomenon significantly affected strategies (β=0.133, t=2.16, p=0.031), while strategies significantly predicted consequences (β=0.566, t=14.22, p<0.001). The SRMR value was 0.076, indicating acceptable overall model fit. R² values were 0.464 for the central phenomenon and 0.320 for consequences. The indirect effects of strategies on interaction restructuring, technological transformations, psychological consequences, changes in teachers’ workload, and educational and learning transformations were all statistically significant. The proposed model demonstrated that e-learning management in the Iranian education system is a multidimensional process shaped by the interaction of causal, contextual, and intervening conditions with the central phenomenon and managerial strategies, resulting in educational, technological, interactional, psychological, and professional consequences. Effective implementation requires infrastructure development, process standardization, empowerment of teachers and administrators, stronger interaction and support systems, and continuous quality monitoring.

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