The Relation of E-learning with the Perception of a Constructive Environment: The Mediating Role of Learner and Teacher Abilities

Background: With the beginning of the ۲۱st century, the necessity of transformation in education has become clear to everyone, and technology is the starting point of this transformation. The current research was conducted with the aim of investigating the relationship of e-learning with the perception of a constructive environment with the mediating role of learner and teacher abilities in high schools of Kerman city. Methods: This correlational study was performed using structural equation model between from ۲۰۲۱ to July ۲۰۲۰. The samples were ۱۵۰ high school principals, experts, teachers, and students of Kerman city high schools in ۲۰۲۱ who were selected via convenience sampling. of these, ۳۰ were experts and school teachers, and ۱۲۰ subjects were high school students. The research tool was a ۴۵-questions researcher-made questionnaire of the factors related to the enrichment of online education and a questionnaire of the perception of the constructivist learning environment based on the facts and Karsheki (۲۰۱۴). The face validity of the researcher-made questionnaire was confirmed based on the experts’ opinions, and the exploratory factor analysis confirmed the ۴-factor structure of the questionnaire. The reliability of the questionnaire was confirmed based on the calculation of Cronbach’s alpha coefficient. Data analysis was done using structural equation modeling method in AMOS software. Results: Using structural equation modeling, the relationship between family structure, educational system, learner ability, teacher ability, and perception of constructivist learning environment was investigated. The values of path coefficients and indirect effects showed that family structure with path coefficient (۰.۴۵) and educational system with path coefficient (۰.۱۸) indirectly influenced the perception of constructivist environment through the ability of the students. Also, the educational system with path coefficient (۰.۲۶) indirectly influenced the perception of constructivist environment through the teacher’s ability. The mean and standard deviation of the sample group’s scores in the variables of learner ability, teacher ability, and perception of constructivist learning environment were ۲۷.۳۹ and ۴.۱۰, ۲۱.۳۷ and ۴.۰۸, and ۷۹.۰۵ and ۷.۷۹, respectively. These variables included different dimensions that had a score range between ۲ to ۱۰, ۲ to ۴, and ۱۰ to ۵۰. Conclusion: Designing and managing various processes of the online learning system, keeping in mind the empowerment of various dimensions related to this system, namely knowledge, learner, teacher, and family.

کلیدواژه ها:

Distance ، Family structure ، Educational system ، Perception ، Constructive ، Environment ، Aptitude