Investigating attitudes, challenges and incentives for e-learning in school intelligence

Document Type : Original Article

Authors

1 Department of Educational Administration, Farhangian University, P.O. Box 14665-889, Tehran, Iran

2 PhD in Curriculum Planning, Faculty of Psychology and Educational Sciences, University of Tehran, Iran.

Abstract

The purpose of this study is to reflect on the development of school intelligence by emphasizing the attitudes, challenges and incentives of e-learning from the perspective of junior high school teachers. The statistical population in this study was 13062 people working in the first secondary school (experimental, formal and contractual) in Khorasan Razavi province in 1399. The sample size was determined using Morgan and Krejcie table of 374 people and 186 males and 188 females were selected using stratified sampling method. The data collection tool in this study was a researcher-made questionnaire, the face and content validity of the questionnaire was obtained using a collective opinion of specialists and experts in e-learning courses and the validity of the questionnaire (Cronbach's alpha) was calculated to be 0.88. In order to analyze the data in the inferential statistics section, factor analysis and one-sample t-test were used. Findings of this study showed that teachers' attitudes toward e-learning are positive in improving school intelligence, as well as teachers' factors such as lack of planning for e-learning, concerns about increasing teachers' workload, concerns about Internet security issues and poor Internet in schools.

Keywords

Quarterly Journal of Education Studies
Volume 9, Issue 33
June 2023
Pages 62-71

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