GROUP 2 ACTIVITY 2

 Link: https://ijvlms.sums.ac.ir/article_44805.html

Title: A Thematic Analysis of the Conceptual Framework of E-Learning in Higher Education

Visual Presentation:

CODES	CATEGORIES	THEMES
Professor - Professor	Interaction	HIGHER EDUCATION
Professor - Student
Content - Professor
Content - Student
Content - Content
Student - Student
Importance of Experience	Educational -Cultural Infrastructure
Role of Teacher
Cooperative Learning
Origin of Motivation
Learning Control
Educational
Values of Errors
Individual Difference
Oral Presentation	Present
Critical Thinking and Problem Solving	Assessment
Confidence	Individual Features	E-LEARNING
Technology Skill
Speed of Personal
Attitude
Virtual Capability
Aim of E-learning
Access to Internet	Technology Infrastructure
Internet Speed and Bandwidth
Access to Computer
Quality of Content	Content
Using Suitable Software
Update
Need Assessment before the Course
Easy to use	Media
Communication
Multimedia
Security of system

How this diagram is an example of Data reduction and Classification:

Method:

With respect to the objective of the study, i.e., extracting the components of E-learning models, a qualitative design was applied. In order to develop a conceptual framework of E-learning model, first, the literature, related to the models and frameworks introduced by various researchers, was reviewed. Then, the main components of Elearning were identified according to 3 major criteria: (1) scientific basis of the model; (2) international experience in higher education and universities of the economic cooperation council; and (3) availability of information. Afterwards, the components and factors affecting E-learning were extracted. For the analysis of the conceptual framework, thematic analysis was used, based on the inductive approach.

Thematic analysis is a method for identifying, analysing, and reporting patterns in qualitative data. This method is a process for analysing texts and transforming diverse data into rich and detailed information. In addition, thematic analysis is a method used to both state and explain a fact. It represents important details about the data and research question and to some extent indicates the meanings and concepts in a set of data. Overall, thematic analysis is a repetitive and distinctive method of text assessment, which according to researchers presents a particular perception and analysis of the research question. Therefore, in the current study performed in 2016, thematic analysis was used to identify and extract the components of E-learning. In order to record the components, they were entered into Microsoft Word software and then entered in Nvivo 8 software for coding analysis. If parts of the same theme were encountered in the analysis, the same previous codes were used. The process of identifying the codes was in form of back and forth. First, through reviewing the literature, the primary and general concepts of E-learning were extracted. Then, by reviewing the literature, new and detailed concepts were identified. The identified codes were categorized and combined, based on conceptual similarity; then, they were specified in the software in form of free nodes.

Finding:

The main finding of this research is that universities and institutes of higher education in Iran, offering E-learning programs, can use the proposed conceptual framework in E-learning. One of the advantages of this framework is its comprehensiveness, involving all elements of E-learning systems. The current study also compared the identified themes and aligned them accordingly.