Abstract
The development of e-learning in recent decades is one of the main policies of higher education administrators, but it requires the identification of development requirements and infrastructure. The aim of this study was to achieve two objectives: identifying the components of e-learning development (e-LDC) and validation of the eLDC tools. The study was conducted in 2020 on 156 faculty members of the Shiraz University of Medical Sciences. The research utilized random sampling through email and e-questionnaires. The research tool employed was a valid questionnaire based on a four-dimensional model . The research tool was a valid questionnaire based on the four-dimensional model (Bolman and Deal, 2003) with 32 items in four components: human resource (9), structural (8), political (6) and symbolic (9). The validity of the instrument was confirmed by CVI = 0.914, CVR = 0.83 and Cronbach’s-alpha of 0.969. 18 (11.5%) were instructors, 80 (51.3%) were assistant professors, 39 (25%) were associate professors, and 19 (12.2%) were professors. In the factor analysis test, KMO = 0.944 and the significance of Bartlett’s Test of Sphericity with (p < 0.0001) confirmed the adequacy of the sample and the appropriateness of the test. According to the Scree Polt diagram and the variance explained, the four factors are cultural, structural, political, and manpower, respectively, influencing the development of e-learning. The explained common value of all items was more than 0.5 and the fit of the questionnaire at the special point was 67.12%. The development of e-learning in the universities requires a comprehensive view on the provision of infrastructure and e-learning requirements. But cultural development and modification of faculty members’ beliefs in e-learning is the most important factor and can be effective in the development of other factors.
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