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Nowadays, fast technological development has increased society's dependence on information technology. One of the technology variants is the online learning, which is one of the challenges of a higher education’s institutions. The purpose of this study was to examine simple and multiple relationships among perceived ease of use and perceived usefulness with E-learning acceptance. The methodology of this study was descriptive-correlation method and conducted at the University of Mohaghegh Ardabili during the fall semester of 2014-2015. The data were collected via a questionnaire with high level of reliability (Cronbach’s alpha=.86) from 146 university instructors. The sampling method was proportional and randomized. The authors used correlation and regression to analyze the simple and multiple relationships between variables. The results revealed that the perceived usefulness (Beta =.210) for predicting E-learning acceptance was statistically significant, but for the Perceived ease of use (Beta = .013), it was not statistically significant. The study found that perceived usefulness had a positive effect on e-learning acceptance. Hence, perceived usefulness is an influential factor on instructors’ intention and their actual use of the systems adoption. Furthermore, Perceived ease of use didn’t show a significant relation on E-learning acceptance. Thus, further research could be directed to [study] this issue.

The present study aims at identifying the appropriate approach to improve the quality of e-learning in Payame Noor University. The research is applied in terms of purpose, is descriptive in terms of nature, and is a mixed method in terms of implementation applying an interview and a survey. The research population consists of all professors and students in e-learning department of Payame Noor University studying in academic year of 2016-2017. The research samples, consisting of 327 students and 291 professors, were selected through stratified random sampling. For data collection, in the first stage, after reviewing the related literature and conducting a semi-structured interview with distance education professionals and experts, the quality indexes in e-learning were identified. Then, in the second stage, two researcher-made questionnaires, based on a 5-likert scale, were prepared and after verifying the content and construct validity and calculating the reliability through Cronbach's alpha formula above 0.70, they were distributed among students and professors. The results of study suggest that if we are to take steps to improve the quality of e-learning in PNU, in addition to paying attention to maintaining the current quality and keeping its improvement through two components of strategies, policies, and general objectives and technology infrastructures, which had the greatest impact on e-learning quality, we should also take action through these factors to increase the impact of other components. Also, in order to improve the quality of e-learning in PNU, strategies such as paying attention to the quality of interaction, preventing significant changes in management decisions at the university, and paying attention to the empowerment of all human factors were suggested.

This study investigated the relationships among self-regulated learning, motivation for academic achievement and self-concept in prediction of academic achievement of male high school students studying through distance education system in Kashan Province, Iran. A cross-sectional, descriptive- correlational design  was conducted among all male high schools students in Kashan’s distance education centers during 2015-2016(n=718). Using a multistage cluster sampling, 270 students were selected. Data were collected using Herman’s achievement motivation questionnaire (1970), the Pintrich & De Groot self-regulated learning scale (1990) and Becks self-concept scale (1990). Stepwise regression analysis was employed in the SPSS version 20. The results showed that self-regulated learning, motivation for academic achievement and self-concept had significant positive relationships and predicted academic achievement statistically (p

The study tried to examine the possible effect of multimedia materials on augmenting listening skills of girls in Meheaval higher secondary school, Karaj city. The next purpose was to detect whether there is a meaningful relationship between students’ attitudes towards using multimedia materials and teaching listening skills. The participants of this study were 60 second-year high school (EFL famale students) in the second semester of 2016 academic year. The homogeneity of the participants was ensured through application of the Oxford Placement Test (OPT, 2001).  The materials was comprised of students’ textbook and Listening Assisted Multimedia. Three types of instruments which were utilized namely, listening comprehension pre-test, post-test, and a listening assisted multimedia questionnaire. Independent samples t-tests and regression coefficients were applied to determine whether there were significant inter and intra-group differences. The results showed evidence that multimedia materials significantly enhanced EFL learners’ listening achievement. It was also found that the attitude to the use of multimedia had a statistically significant impact on explaining the changes in learners’ listening skill. Based upon the findings of the study, it is recommended that the English instruction should be integrated to the English instruction listening course.  Key words: Multimedia, Listening, Listening Assisted Multimedia Questionnaire