طراحی الگوی تدوین محتوای الکترونیکی براساس عوامل مؤثر بر رضایتمندی از یادگیری الکترونیکی

Background Objectives: Despite enormous potential of Electronic Learning (e-learning), learners sometimes decide drop out of school are reluctant pursue educating; therefore, it is so important find variables accept it. Among these variables, satisfaction is a key factor Which is one of important indicators in quality of education. Experts consider several effective factors for satisfied e-learning including quality of e-content. The of content in e-learning curriculum is much more prominent influential than of content in conventional education curriculum. Because in e-learning, content also plays a in other elements of curriculum, including; Teaching role, teaching-learning activities, time, place, evaluation feedback. Therefore, in compiling electronic content, which is a process content, special should be paid basics of education sciences.; This issue is raised, can e-content be developed based on factors those affect e-learning satisfaction? What are these factors? And how can a good e-content design model be created satisfy e-learning? The general purpose of this study was design a pattern for developing electronic content based on factors affecting satisfaction in E- learning. The Sub- objectives of study were as follows: 1) Identifying factors affecting e-learner satisfaction with e-learning according research proposal 2) Determining characteristics of e-content based on satisfaction from perspective of experts 3) Determining of e-content characteristics on satisfaction Electronic. Methods: This was conducted with a hybrid exploratory. Method in three stages. In first stage, meta-analysis research method was used identify factors affecting satisfaction in next stage, a Descriptive - Survey method was used analyze experts’ opinions. The statistical population of this study consists of two groups: a) research studies related factors affecting satisfaction in E-learning which have been published in internal external credible journals; b) experts working in field of E-learning all over country. The statistical samples of this study consisted of ،three groups: A) In meta-analysis section, research that was most relevant research topic purposefully selected evaluated (29 foreign studies 19 domestic studies, a total of 48 studies). B) In Qualitative section (interview), 30 e-learning professionals were identified nationwide through targeted sampling. In quantitative section (questionnaire), 117 specialists were identified. In this study, following three tools were used collect data: 1- Checklist (in meta-analysis section), 2- Interview without construction (in qualitative section),3- researcher-made questionnaire (in quantitative section).In order perform data analysis, 48 studies were first studied in first phase in meta-analysis section And 209 satisfaction-related factors were identified, some of which were duplicate, that is, exactly one word was used a number of words were different but synonymous with same meaning purpose. In analysis section, researcher placed same synonymous factors in one class, which eventually formed 41 classes, frequency percentage of their frequency were calculated. Then, in second stage, after conducting interviews writing them, researcher examined analyzed code for each of interviews. In this way, written content of interviews was read each significant unit that represented an electronic content feature (analysis unit) was written in column below category. After studying all content of interviews identifying units of analysis, it was time re-read categorize them, columns of categories were obtained after studying categorizing categories, main components were identified. In third step, data from questionnaire were analyzed at levels of descriptive inferential statistics. Findings: The results of study in meta-analysis stage are indicative of fact that factors such as content, interaction, technology, teacher, service quality, design, ease of perceived use, personalization, perceived usefulness, learner, perceived value self-efficacy are among most important factors affecting satisfaction in E-learning. Regarding interview, from viewpoint of experts developing electronic content, principles of content development, learner, consequential implications, approaches related learning of have most significant impact on learner’s satisfaction in E-learning, respectively. Conclusion: All of components are measure structure of electronic content characteristics in such a way that component related approaches of learning of with path coefficient (0.99) consequential implications with path coefficient (0.89) principles of content design with path coefficient (0.85) features of with path coefficient (0.82) were confirmed by experts are ones developing model. The model states that attention should be paid learning-related approaches in polygonal rule, that is, this component is basis of content development. The two components of learner teacher role should be placed on both sides of pattern, which is characteristic of two main elements of electronic content processes. Implicit and on the reminder side leads to adherence principles of content design.  In total, paying these five components will lead development of effective electronic content. ===================================================================================== COPYRIGHTS©2021 The author(s). 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