Seyyed Mohammad Ali Mirjalili - Department of Education, Farhangian University, Shahid Paknejad Campus, Yazd, Iran

Background: The obvious point is that the optimal use of e-learning education for student teachers needs to examine the executive factors that play a decisive role in improving the quality of e-learning. This study aimed to investigate the status of factors affecting the quality of e-learning from a student teachers’ point of view at the Farhangian University of Yazd. Methods: This descriptive survey was conducted among ۳۱۴ student teachers at Farhangian University. The samples were selected through simple stratified random sampling during AprilJuly ۲۰۲۱. The status of factors affecting the quality assurance of e-learning was assessed with a researcher-made questionnaire. Data were analyzed in SPSS v.۲۳ using a one-sample t-test, and all statistical tests were run at a significance level of ۰.۰۵. Results: The results showed that the component status of the students’ skills was at a favorable level (۳.۸۲). However, the status of factors such as technology infrastructure (۲.۴۱), skills of professors (۲.۲۸), ease of access to services (۲.۳۵), and management structure (۲.۴۵) were not in a favorable situation in the implementation of e-learning quality assurance at the Farhangian University of Yazd. Conclusion: As a result, in order to improve e-learning, university administrators must consider all of the factors influencing the implementation of e-learning quality assurance for teacher students’ learning effectiveness.

E-Learning, university, Quality assurance, Students, Teachers, Information and Communication Technology