Evaluate and Prioritize the Components of E-learning based on the Shad Network during the Corona from the students' point of view

Document Type : Research Paper


1 PhD Student in Educational Technology, Allameh Tabatabai University of Tehran, University Lecturer, Honorary Faculty Member of the Center for the Study of Civilization of the Great Prophet

2 PhD in Curriculum Planning, Department of Educational Sciences, Faculty of Humanities, Arak University, Arak, Iran

3 Bachelor of Educational Sciences, Faculty of Humanities, Arak University, Arak, Iran

4 MA of Measurement of Allameh Tabatabai University of Tehran


The purpose of this study was to evaluate and prioritize the components of e-learning based on happy network in the corona from the students' point of view. The research method was descriptive-survey. The statistical population included all first grade high school students in districts 1 and 2 of Arak city, from which 150 people were selected by available sampling method. A researcher-made questionnaire was used to measure the virtual education based on the happy network. The content and face validity of the questionnaire were confirmed using the opinions of experts and the reliability of the questionnaire was calculated using Cronbach's alpha and confirmed with a value of 0.72. Based on the results of one-sample t-test for high school students, the average components of learner's individual characteristics, satisfaction and interest in virtual education, teacher characteristics and teaching methods, infrastructure and technology, and access with an average above average (3), Were evaluated as favorable (P <0.01), but the mean component of happy network characteristic with a mean below the average (3) was not considered desirable (P <0.01). According to the results of Friedman rank test, the highest mean rank was related to the factor of learner's individual characteristics with a rank of 3.92 and the lowest mean rank was related to the happy network characteristic factor with a rank of 1.92. Factors of teacher characteristics and teaching method (3.26), infrastructure and technology and teaching (2.97), satisfaction and interest in education (2.89) were in the second, third and fourth ranks.