Abstract
E-learning has lately grown into a proliferating area because of its good potentials for instructional and assessment purposes. Context of instruction where e-learning is commissioned can bear implications for the scope and instances of application. The present study addresses the major challenges faced in this respect by Iranian practitioners and also offer some practical solutions to these challenges. As a descriptive study in nature, the data population comprised 350 Iranian citizens from various social, economical and educational backgrounds aged between 16 and 53 who were asked to prioritize six major challenges Iranian people face regarding the e-learning arena on a standardized Likert-type scale. The challenges were selected from among those earlier cited in the related literature. Six major challenges to be prioritized were: lack of government support, lack of public awareness, high costs of e-learning, collectivist society of Iran, low-speed internet, internal filtering and external sanctions. The results indicated that lack of public awareness, lack of government support and collectivist society of Iran were chosen by the participants as the main hurdles in the path of e-learning development in Iran, respectively. Further solutions and implications of the study are discussed in the study.
Highlights
Very few aspects, if at all, of our modern-day routines seem to have remained uninfluenced by computer, the twentieth century wonder machine
The rationale behind not selecting participants whose field of study is related to Information Technology and Computer Sciences is that due to their familiarity with the issue and their educational or vocational background, their responses might be subject to personal bias
Infrastructure of development and advancement of any country is to a great extent reliant on the optimality of the educational system of that country
Summary
If at all, of our modern-day routines seem to have remained uninfluenced by computer, the twentieth century wonder machine. Irresistible and hard to escape as they may appear, these sweeping changes have promised new potentials for various fields and activities including education. E-learning as a rapidly growing, if not to say a volatile, field can offer a wide range of potentials for research and practice (Fryer, Bovee, & Nakao, 2014). Elearning can possibly bear a good deal of potentials for instructional theorizing, research and practice (see Warshauer & Liau, 2010 for instance). Rosenberg (2001) limits e-learning to the use of online learning via World Web as “the use of internet technologies to deliver a broad array of solutions that enhance knowledge and performance . Speaking, elearning can refer to distant electronic learning relying on a wide set of applications and processes, such as
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