Learning agility is a promising concept in the world of education, which includes a set of defined behaviors for accurate, fast and purposeful learning. Yet, it has received little attention in Iranian schools, therefore, the present study aimed at evaluating the factors influential on the learning agility in electronic learning (e-learning). In terms of purpose, it was applied research, and in terms of data collection, it was a qualitative study with thematic analysis design. Data collection and theme extraction were done using semi-structured interviews with knowledgeable experts in this field. Participants were selected using purposive sampling method, and the theoretical saturation criterion. Findings showed that 60 basic themes and 15 main themes of learning agility are influential on e-learning. These themes include environmental agility, educational support, innovative programs, educational agility, agile organization, cooperative learning, educational purposefulness, educational orientation...etc. In order to achieve the learning agility in the electronic education, conditions must be provided, so that the programs would be run in line with the educational orientation and purposefulness. Findings showed that the relationship among all the components was significant (p<0. 05) and the strength of the relationship (except for the two cases that have an average strength of the relationship) was strong to very strong in the rest of the cases. The two items that were weaker than the rest of the components include educational support, knowledge and information. Since the path coefficient of all the components is more than 0. 50 and the relationship among them is significant (p<0. 05); therefore, it can be concluded that the model of learning agility in e-learning has sufficient validity in fitting the data.