Volume 7, Issue 4 (12-2024)
Iranian Journal of Educational Sociology 2024, 7(4): 108-120 |
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Hoveidi Alkhafaji H K M, Shahtalebi B, Altamimi W N M R, Fadavi M S. (2024). Identification of Strategies and Outcomes of the E-Learning Model in the Education Ecosystem of Iraq's Primary Education. Iranian Journal of Educational Sociology. 7(4), 108-120. doi:10.61838/kman.ijes.7.4.11
URL: http://iase-idje.ir/article-1-1463-en.html
URL: http://iase-idje.ir/article-1-1463-en.html
Hossein khalil Majid Hoveidi Alkhafaji1 
, Badri Shahtalebi2 , Wissam Najm Mohammad Rashed Altamimi3 , Mahboubeh Sadat Fadavi2
, Badri Shahtalebi2 , Wissam Najm Mohammad Rashed Altamimi3 , Mahboubeh Sadat Fadavi2
1- PhD student, Department of Educational Management, Isfahan (Khorasgan) Branch,Islamic Azad University, Isfahan, Iran.
2- Associate Professor, Department of Educational Management, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran.
3- Assistant Professor, Department of Educational Sciences , sumer University, sumer, Iraq.
2- Associate Professor, Department of Educational Management, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran.
3- Assistant Professor, Department of Educational Sciences , sumer University, sumer, Iraq.
Abstract: (599 Views)
Purpose: The purpose of this study was to identify the strategies and outcomes of the e-learning model within the education ecosystem of Iraq's primary education sector. The research aimed to explore the essential strategies for effective e-learning implementation and assess the individual, organizational, and social outcomes of such educational approaches.
Methodology: This research employed a mixed-methods approach, combining qualitative research based on grounded theory and quantitative descriptive-survey research. The study sample included administrators, teachers, and technology experts selected through purposive criterion-based sampling. In the quantitative phase, a sample of 381 primary school teachers and administrators in Iraq was selected. Data collection instruments included semi-structured interviews for the qualitative phase and a researcher-made questionnaire for the quantitative phase. AMOS23 software was used for confirmatory factor analysis to assess construct validity.
Findings: The findings revealed three main e-learning strategies: human development (including student preparation and teacher empowerment), systemic development (encompassing hardware and software development), and learning space management (comprising process management and physical reorganization). The quantitative analysis confirmed that all factor loadings for these categories were above 0.3, indicating robust model fit. The study also identified significant individual, organizational, and social outcomes of e-learning, such as enhanced teacher and student capabilities, improved classroom management, and positive environmental impacts.
Conclusion: The study concludes that e-learning strategies, particularly in human and systemic development and learning space management, are crucial for enhancing the quality of primary education in Iraq. Empowering teachers and students, developing robust hardware and software infrastructures, and effectively managing learning environments are essential.
Methodology: This research employed a mixed-methods approach, combining qualitative research based on grounded theory and quantitative descriptive-survey research. The study sample included administrators, teachers, and technology experts selected through purposive criterion-based sampling. In the quantitative phase, a sample of 381 primary school teachers and administrators in Iraq was selected. Data collection instruments included semi-structured interviews for the qualitative phase and a researcher-made questionnaire for the quantitative phase. AMOS23 software was used for confirmatory factor analysis to assess construct validity.
Findings: The findings revealed three main e-learning strategies: human development (including student preparation and teacher empowerment), systemic development (encompassing hardware and software development), and learning space management (comprising process management and physical reorganization). The quantitative analysis confirmed that all factor loadings for these categories were above 0.3, indicating robust model fit. The study also identified significant individual, organizational, and social outcomes of e-learning, such as enhanced teacher and student capabilities, improved classroom management, and positive environmental impacts.
Conclusion: The study concludes that e-learning strategies, particularly in human and systemic development and learning space management, are crucial for enhancing the quality of primary education in Iraq. Empowering teachers and students, developing robust hardware and software infrastructures, and effectively managing learning environments are essential.
Type of Study: Research Article |
Subject:
Special
Received: 2024/05/30 | Accepted: 2024/07/28 | Published: 2024/11/2
Received: 2024/05/30 | Accepted: 2024/07/28 | Published: 2024/11/2
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