Document Type : Original Article
Authors
1
Curriculum Department, Faculty of Educational Sciences and Psychology, Azad University, South Tehran Branch
2
Department of Educational Sciences, Faculty of Psychology and Educational Sciences, Islamic Azad University, South Tehran Branch
3
Assistant Professor, Department of Educational Sciences, Azad University, South Tehran branch, Iran
Abstract
Purpose:Introduction and purpose:learning agility is a promising concept in the world of education, which includes a set of defined behaviors for accurate,fast and purposeful learning,which has received little attention in Iranian schools.Therefore,the present study aims to evaluate the effective factors of learning agility in electronic learning.
Methodology:After the practical purpose,it was done based on qualitative data collection using thematic analysis method. Data collection and theme extraction were done using semi-structured interviews of key informants in this field.Participants were selected using purposive sampling method.And the saturation criterion was theoretical.
Findings: It showed that 60 basic themes and 15 main themes of learning agility are effective in e-learning.These themes include environmental agility,educational support,innovative programs,educational agility,agile organization,cooperative learning,educational purposefulness,educational orientation and...In order to achieve learning agility in electronic education,conditions must be provided so that the programs run in line with the direction of education and purposefulness.
Conclusions and suggestions: The findings showed that the relationship between all the components was significant (p<0.05) and the intensity of the relationship (except for two cases that have an average intensity of 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 components is more than 0.50 and the relationship between 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.
Keywords
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