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The Effect of Electronic Education (E-Learning) on Students'

in Payam Noor University

* Kamal Asadpour

PhD in Educational Technology, Talented students' center teacher in Ahar- Iran

Abstract:

The goal of the present research is to study about the effects of electronic

education and communication in students' educational progressesinin Payam

Noor university . The population investigated here is students in the

university of 2013-2014. 382 students were selected as our sample using a

cluster sampling method. The research method is descriptive measurement

and measurement tool is a questionnaire whose reliability has been calculated

by using Cronbach's Alpha coefficient which amounts to be 0.89.and

Statistical analysis has been carried out using SPSS software and t test.

Results of showed that electronic education (E-Learning)has had an effective

effects in elements such as:, educational content comprehension by using

technology, educational justice administration in learning process,

reinforcement of active teaching methods, reinforcement of problem solving,

and logical thinking. Reinforcement of group work and interaction

Keywords: Electronic Education(E-Learning)learning progress students ,payamNoor

university

Introduction:

The entering of technology into human life has affected human life structures and has

created great changes in human life system structure (industry, health, economics, business,

medicine, education). And today it is almost impossible to do any daily activity without using

e-learning and communication. Accordingly we can call the current century as information

and knowledge era (Fatorechi, 2008).

Now we are moving from agricultural and industrial societies towards knowledge-based and

information-based world or in other words we are moving from a physical era towards a


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virtual one. Thus, it is critical to know agents, features, deviations, and … of the novel type

of the societyOne of the most effective institutions of this era which has been challenged

greatly due to this technological change and has prepared the growth and development of

human being is educational and learning foundations. In fact education is the stimulating

motor for development and it is responsible to train human forces and satisfy the

requirements for human completion.

Thus, being able to use e-learning and communication and utilizing it in the important and

strategic field of education seems to be as one of the most important elements of authority in

current era.

E-learning and communication is developing considerably and the phenomenon called

education based on e-learning and communication has been noticed greatly in societies and

educational institutions. Based on an announcement by world data organization, in 2009 the

traditional education and education based on e-learning and communication have had a

comparative percentage of 25 to 75 (Zare, 2008).

Educational scholars believe that the traditional and old method in which teaching was

teacher-centered and subject-centered and the goal was to rote and fill the mind and rely on

rote learning can no longer develop learners' skills and meet the educational needs of the

current century.

On the other hand, the low quality of education has always made parents and educationalists

concerned. Therefore, education has not succeeded to modify and reconstruct socially and

remove the present limitations and bottlenecks encountered due to current changes. Studies

carried out have shown that the traditional educational system causes learners to forget %50


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of what they have learned after they finish their studies. %80 of materials learned is forgotten

after one year and after two years almost all of them are forgotten (Shekari, 2007).

Also the increasing demand for education compatible with the needs, increasing educational

costs, place limitations, time limitations, lack of adjustment with daily needs, advances in

science and technology and their effect in life, … are considered to be among challenging

factors encountered by educational experts and scholars to find a solution (Babaee, 2008).

There is no doubt that the traditional educational method is no longer able to respond this

volume of demands for education. Thus, e-learning movement has been proposed as an

alternative strategy to enter information society instead of the common learning system.

In 21st. century and within education field, the public expectations regarding the outputs of

educational system and deficiencies and limitations have caused the need to reform in

schooling system to be an absolute need. Thus, the first priority is the improvement and

investigation on education as an assured method to avoid economic and social crises and to

start macro-programming. Many global organizations emphasize on this issue, too. For

example, the international Assembly in Geneva in 2003 and in Tunisia in 2005 can be

remembered as the ones trying to devise practical principles and programs and the strategies

to realize policies and plans in international, local, and national levels to create a society

based on knowledge and e-learning and the assembly entitled: "Reform and reconstruction of

educational systems and changes in learning patterns" (Ebrahimabadi, 2007).

UNESCO, the international organization, has emphasized on changing the educational

approaches with mottos such as: learning for living, life long learning, education for all,

necessity of utilizing e-learning and communication in learning process (Salimi, 2004).


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Based on reports of the researchers more than %99 of teacher training entities in China have

obliged all students to pass a computer course in 1999 and in 2000 more than 18000 teachers

were taught through this strategy. In 1997, about %76 of schools were using e-learning and

communication in learning and %93 of high schools in Europe and %100 of schools in Japan

were connected to internet and they used this technology in learning.

Most scholars believe that education in 21st. century should focus on the ability to establish

relationships, skills of working within groups, critical thinking, adaptation or innovation,

creativity, and knowledge of novel technologies. Accordingly, in international assembly of

science and social commitment (Budapest 1998) and higher education in 21st. century (Paris

1998) novel educational approaches, more bonds between education and society needs,

performing roles in producing global knowledge, and movement towards e-learning were

emphasized (Ebrahimabai, 2009).

Today development in some technologies such as computer, internet, and web has paved the

way to create and increase novel teaching methods and success for educators (Fathi, 2005).

The term education based on educational technologies or e-learning was first posed by Cross.

His idea was utilized in different educational systems that used internet and intranet

technologies in learning. Cooper (2004, cited in Atashak), considers e-learning as a set of

educational activities that is carried out through using electronic tools such as voice, video,

computer, and networks.

Mayo (2005, cited in Atashak), considered e-learning as an active and smart learning that

besides changes in teaching-learning processes, will have a basic and axial role in


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development and deepening and making learning to be consistent by getting help from e-

learning and communication.

Robert Murdock believes that in future a vast part of internet will serve education. Also a

research institution has announced that the growth of global economics in e-learning field in

2004 has reached 1.23 billion dollars which shows a growth of %68 (Atashak, 2007).

Kerzoil in a paper entitled: "psychological machines", has predicted a revolution in 21st.

century. This revolution is not limited to education but it would change all human relations.

He pointed out that during the recent years, using computer has been expanded and people

will carry computers with themselves. Education will be carried out using computers and

learning will be straightforward. Students will carry a computer and peripherals and learning

will realize through wireless communications such as internet and … . Based on Kerzoil's

predictions, in 2019 we will encounter simulated teachers in schools and universities.

Intelligent software will replace teachers and masters.

Also he added that in 2039 a society based on learning will be established that machines will

do everything without the help of human beings. The new knowledge will be transferred

without interferences on the part of humans. The role of human being in knowledge

production will fade away and machines will transfer knowledge structures from a person to

another. Thus, scholars in the field of computer sciences will help psychologists and

educational trainers in creating intelligent teacher systems. Intelligent teacher systems are

those systems within which computers are able to recognize the knowledge amount of every

student (Attaran, 2008).


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Researches have shown that if technologies are used to present education, there would be an

efficient and in time access to learning contents (Karimi, 2008).

Cozma (2001) reasoned that computer programs need certain characteristics to simulate real

life patterns for learners. He added that computer and educational media do not affect

learning and do not result in learning on the part of students by themselves, but designing

simulated patterns and the interaction of students with the pattern results in learning more.

This is so because computer is merely an instrument which has made information processing

possible and presents education for learners.

Experts consider electronic training as an innovative approach that uses web facilities to

teach from long distances (Attaran, 2008).

Anderson considered e-learning something beyond presenting educational content through

web. He believed that learner and learning process are the concentration point of electronic

learner and defined e-learning as: "The learner uses internet in order to achieve knowledge

and construct personal concepts, grow learning experiences and achieve learning contents,

establish meaningful interaction between trainer and trainee, and gain supports throughout

learning process" (Zamani, 2006).

Carol states within future schools' project that: "We use e-learning as a means to design a

school where our children and grandchildren will study. In schools in future there would be

one computer for each student. All these computers will be connected to each other to help

children to talk with their friends in class and also communicate with other parts of the

world".


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Bringing the real world to class is another project that will be developed through technology

to enable students and teachers to interact with anyone or any resource and make learning

closer to life, interests, and considerations (Carlos, cited in Ansari, 1997).

Hong-Kong announced in 2004 that in schools the strategy of 'strengthening learning and

teaching through e-learning and communication in school curricula'. Also Finland tried to

change the country into a network society with strong information knowledge in 2004-2006.

Needs analysis and probability of establishing and devising e-learning and communication

aiming at education have been classified in this proposal.

Studying innovative educational projects in e-learning and communication field showed that

needs analysis and probability measurements require financial supports by governments in

group collaborations and the existence of the bottom-up approach will be the administrative

support for using e-learning and communication in education.

E-learning and communication strategy in schools in New Zealand during the years between

1998 and 2004 emphasize on the necessity of this issue regarding the collaborations and

negotiations by educational agents of schools and researchers and economic parts of the

society (Kian, 2006).

Wilhelm (2003, cited in Nasiri) carried out a research entitled: "Virtual learning regarding the

viewpoints of students in Loa state". This dissertation has investigated the issue regarding

three parts. The results have shown that most students have had positive experiences from

virtual classes and stated that in virtual classes, materials are usually learned through face to

face interactions.


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In 1997, Martinez carried out a research about possibility measurement of distant learning

periods in Latin American Universities. Research findings showed that MA and PhD

students, office managers, staff members, and managers have positive attitudes towards

distant learning programs and consider it more economical.

Studies by the research center in America dealing with e-learning and communication

assessment resulted in educational reforms and it is considered as one of important

educational development in third millennium. Results of this study have assessed the effects

of e-learning and communication on learners to be positive (Nasiri, 2003).

Results of researches by Jry (2008) in Australia and Sanches (2008) in Chile based on

possibility measurement of e-learning and communication to administer reforms in education

showed that technology results in improvement of training quality and removing educational

injustice.

The research by Kamalian& et al regarding prerequisites and possibility measurement of e-

learningal system and its positive role in 2008 showed that e-learning and communication (e-

learning) has been effective in study developments of students in Sistan University.

The possibility measurement of the establishment of virtual in-service education system in

education carried out by Fathi in 2005 showed the positive effects of technology in learning

process.

Methodology:

This research tries to identify the effectsElectronic Educationand communication in teaching

& learning process, in order to study the following hypotheses.


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Research hypotheses are as follows:

1- Electronic Education(E-Learning)affects the reinforcement of group work and

students' interactions.

2- Electronic Education(E-Learning)affects the promotion of comprehension of

educational contexts of students.

3- Electronic Education(E-Learning)affects the administration of educational justice

among students.

4- Electronic Education(E-Learning)affects the reinforcement of active teaching to

students' methods.

5- Electronic Education(E-Learning)affects the problem solving capability, and critical

thinking of students in learning processes.

Research method:

The present research is applied and it is a measurement type. The statistical population

involves in Payam Noor university students and it was carried out in 2013-2014 school year.

By using Kokran's volume formula, 382 students have been selected as our sample using a

cluster sampling method. The measurement tools for this research included a questionnaire

whose reliability was calculated to be 0.89 through Cronbach's Alpha coefficient. Since the

amount achieved was higher than 0.6, we can conclude that this measurement tool has had a

good reliability. Also in analysis we have used central tendency indexes and SPSS software

and a t test.


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Hypothesis 1Electronic Education(E-Learning)affects the reinforcement of group work and


Based on information gathered and represented in table (1), carried out by using t test, it can

be seen that the average role of e-learning in the reinforcement of group work and students'

interactions has been equal to 11.78 and it has been higher than the average. This result

showed the effectiveness of the role of e-learning in the reinforcement of group work and


Table (1): Electronic Education(E-Learning)affects in the reinforcement of group work and

students' interactions

Sample

group

Number Average

difference

T Degree of

freedom

Meaningfulness

level

Students 382 11.78 3.56 381 0.000

Hypothesis 2: Electronic Education(E-Learning)affects the promotion of comprehension of

educational contexts of students.

Based on data gained from t in table (2), it can be seen that the average of e-learning is higher

than the average of indexes and we can conclude that e-learning has affected the

comprehension of educational contexts of students.

Table (2): Electronic Education(E-Learning)affects in the promotion of comprehension of

educational contexts of students


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Sample

group

Number Average

difference

T Degree of

freedom

Meaningfulness

level

Students 382 8.18 23.6 381 0.000

Hypothesis 3:Electronic Education(E-Learning)affects the administration of educational

justice among students.

Data of t in table (3) show that the difference between averages of e-learning in administering

educational justice has been higher. Thus, e-learning has had a positive effect and this

hypothesis is approved.

Table (3): Electronic Education(E-Learning)affects in the administration of educational

justice among students

Sample

group

Number Average

difference

T Degree of

freedom

Meaningfulness

level

Students 382 14.39 28.81 381 0.000

Hypothesis 4: Electronic Education(E-Learning)affects the reinforcement of active teaching

to students' methods.


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Data of t in table (4) show that the difference between averages of e-learning in the

reinforcement of active teaching to students' methods has been higher. Thus, e-learning has

been effective in the reinforcement of active teaching to students' methods.

Table (4): Electronic Education(E-Learning)affects in the reinforcement of active teaching to

students' methods

Sample

group

Number Average

difference

T Degree of

freedom

Meaningfulness

level

Students 382 7.95 22.96 381 0.000

Hypothesis 5: Electronic Education(E-Learning)affects the problem solving capability, and

critical thinking of students in learning processes.

Data of t in table (5) show that the difference between averages of e-learning and the problem

solving capability, and critical thinking of students in learning processes has been equal to

7.39. Thus, e-learning has been effective in the problem solving capability, and critical

thinking of students in learning processes.

Table (5): Electronic Education(E-Learning)affects in the problem solving capability, and

critical thinking of students in learning processes

Sample

group

Number Average

difference

T Degree of

freedom

Meaningfulness

level


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Students 382 7.39 2.21 381 0.027

Discussion and conclusion:

Research results showed that e-learning application has been effective in reinforcement of

group work and students' interaction. Students and teachers and administrative agents have

affected the process of teaching and learning meaningfully and human agents and

administrations have had the required readiness for technology application.

These results were in line with local researches such as: Bagherzadeh (2006), Jaafari (2007),

Fathi& et al (2007), and Kamalian& et al (2007) and have achieved similar goals.

On the other hand the role of e-learning has been one of the elements of study in Sanches

(2008) in Chile and it has been in line with the present research in helping to enhance the

quality of public education and to remove injustice in education.

The project to teach staff and teachers how to master 7 skills of computer (ICDL) has been

commenced since 2003 in educational system in Iran and it is being administered. The

researches carried out show that the application of e-learning by trained teachers has been

developed compared to previous years regarding the teaching and learning trend and their

skills have been improved (Talaee, 2008).

The data gained after testing the second research hypothesis showed that e-learning

application has had a positive role in promoting the comprehension of educational content by

the students. Thus, we can conclude that the administration of e-learning in schools and

educational institutes result in enhancement of educational quality.


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In order to approve this finding, Atashak (2007) has shown in his article that using e-learning

in education has been one of challenges encountered in administering e-learning in Iran.

Accordingly, national strategies should make benefits from the growing advances of the

application of e-learning in teaching.

Also Montazer (2007) stated that Iran has an organized program to administer education

based on technology. Here there is a challenge to find appropriate investment, strategic

decision making, and the tactics of development of e-learning in students’ educational

progresses.

As it was reported by ISNA (2008), Iran has devised plans, regulations, policies, and tactics

in utilizing e-learning in educational fields. Examples include: FAVA (the strategic program

to develop utilizing e-learning in Education), the creation and development of national

network services in schools, the equipments such as computer laboratories in schools.

In fact the administration of intelligent schools can be considered as a higher stage of using e-

learning in educational system in the country which is based on management and controlling

through networks and computers and is considered as another policy in e-learning

application. Also the project entitled 'TAKFA' or the plan to develop e-learning in macro-

policies in the country to achieve consistent and all-encompassing development in e-learning

and the project to connect schools all over the country to internet in 2006 were examples of

these programs and policies in order to develop e-learning within education (Mohbali, 2007).

Besides the projects mentioned above, there exists a 20 years development perspective up to

the year 2025 (from the year 2005 up to 2025) to have a society enjoying developed

knowledge, able to produce science and technology and e-learning in educational processes,


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training and utilizing e-learning and supplying appropriate syllabuses have been

recommended.

UNESCO has carried out a series of investigations regarding the e-learning goals'

achievement in educational system in the whole world especially in African countries and in

developing countries aiming at increasing the quality of school programs, and teaching

processes in all educational levels (UNESCO, 2002). Also it has carried out studies for needs

analysis and possibility of administration, regarding the role of e-learning in 14 African

countries (UNESCO, 2006).

The devise of strategies, learning for information society, aiming at developing human work

forces have affected hardware substructures in order to utilize e-learning in learning in

Australia. Also Hong-Kong announced the strategy of in schools in 2004 'strengthening

learning and teaching through e-learning and communication in school curricula'. Finland

tried to change the country into a network society with strong information knowledge in

2004-2006. These strategies were in line with whatever has been done in the present study.

Educational justice through e-learning in students’ educational progress has been another

hypothesis (4) in the present study. Results showed that by the help of this technology,

students can have access to educational justice and similar course syllabuses during learning

period.

Results of the studies in Australia (JRY, 2008) and Chile (Sanches, 2008) have shown that

technology has caused educational quality enhancement and has removed educational

injustice.


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Results gained from the present research regarding the research question (4), about the role of

e-learning in reinforcement of active teaching methods showed that the application of e-

learning such as education based on computer, internet, … lead to a status through which

students become active, curious, and stimulated during teaching.

Mayo (2005, cited in Atashak) considers e-learning as an active and intelligent learning

which not only changes the teaching-learning process in development and deepening and

consistent development using e-learning, will have a fundamental and pivoted role.

Due to the importance of this issue, one of the fundamental programs of Ministry of

Education in 2013 was to create a movement to produce and present a training content within

network environment to deal with all needs of different agents (students, teachers, managers,

…) considering informing, service delivery, supplying textbooks and aids for them and as it

was mentioned earlier to design an electronic book in 2012 was one of the main concerns.

Kerzoil reminded in 2009 that the production of educational contents based on e-learning will

be widespread and learning will be automatic through e-learning. Based on his prediction,

education process will move towards using intelligent software instead of teachers and

masters. Thus, if the production of textbooks and educational products are efficient and

useful and increase every day, students will tend to use automatic teachers more.

The researches carried out by Anderson showed that if e-learning is used to present

educational contents, there would be a more efficient and developed access, and also a more

efficient understanding and learning capability (Anderson, cited in Zamani, 1995).


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Research has shown that e-learning can foster location change in educational concepts and

techniques which are considered as the heart of educational reforms in 21st. century. If the e-

learning supported education is designed well, the achievement of knowledge and skills

required for life-long learning of students will be enhanced and this will force learners to be

active and it will make teaching challenging (Fattahian, 2007).

Studies carried out by Sobhaninejhad (2006) showed that investment on hardware

equipments and the development of e-learning has been the most efficient method in order to

establish critical thinking and to improve teaching processes of students.

The results of studies carried out by Shirzadi (2006), Eslami (2004), and Jokar (2009)

emphasize the positive role of e-learning in enhancing the thoughts of students regarding

teachings based on this technology and findings of the present study.

Studies by Roger (2007) among 30 European countries in primary schools regarding e-

learning showed that %100 of primary schools in 6 first countries, %90 of the same schools

in 15 countries, and only 3 countries were equipped with internet and appropriate hardware

equipments to make use of them in education.

Data gained of the statistical test for fifth research hypothesis showed that e-learning has had

a positive role in reinforcement of problem solving and logical thoughtfulness of students in

learning process. In line with this research, Hosseini showed in 2008 that by using e-learning

in chemistry the students showed up a better performance and could solve the problems in

this course better than the traditional teaching method and learn it.


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Researches have proved that e-learning has been considered as a strong means to control the

development of educational opportunities potentially. Also e-learning has made non-

concurrent learning possible and prepares the current generation for a better working place

and job in future (Lie, 2008).

Results of another research carried out on 462 school students in the United States have

shown that most school teachers use e-learning based learning environments (Means, 1995).

Studies carried out since 1992-1998 on teachers and students in primary schools of 16

countries in the world showed that when e-learning is used to teach students, there would not

be any problems in doing complicated things, devising appropriate questions and cooperation

with peers and learning will be accompanied by stimulation and self-confidence (Robertr,

2007).

Researchers in Taiwan have concluded that students and teachers are increasingly using e-

learning. They think they are obliged to use web as an educational means (Tisas, 2001).

The result of a research about education based on mobile and through SMS in Malaysia has

shown that this technology has caused rapid transfer of information and promotion of

learners' stimulus to use e-learning in learning (Aziant, 2009).

It is obvious that using e-learning seems critical in all aspects of life especially education and

accordingly regarding the documents presented in this research, the following suggestions

can be posed to improve educational trends and promote it.


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- To direct education to utilize e-learning, the inclusion of course projects and joint and

group researches on the part of the teacher and tutors can develop the sense of

interaction among them and reinforce group work in training processes.

- Emphasis on designing and production of electronic content, directing students to use

paperless tests, and presenting lessons electronically (such as PowerPoint, …) can

promote the stimulus and capability and reasoning of students to use e-learning in

educational processes.

- By equipping and developing schools and educational centers with up to date software

technology and promoting them based on required standards and utilizing them within

classes, education quality will be enhanced gradually.

- The reinforcement of stimulus structure of students to use e-learning in educational

processes will be made possible by posing homework and research projects based on

electronic trainings.

- The administration of the present research in other levels and other educational

regions can help to recognize strengths and weaknesses of this issue in educational

processes.

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