Information quality dimensions of farsi web-based learning resources for instructional use / Faegheh Mohammadi Ghazi Jahani

Ghazi Jahani, Faegheh Mohammadi (2014) Information quality dimensions of farsi web-based learning resources for instructional use / Faegheh Mohammadi Ghazi Jahani. PhD thesis, University of Malaya.

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Abstract

The Ministry of Education Iran, in its fifth educational development plan has prioritized the use of web resources in school connectivity project among Smart Schools. The problem is, Iranian educators’ acceptance of using web resources in their classrooms remains low. The quality of the Farsi web-based learning resources (FWBLRs) might be taken into account towards the teachers’ motivation to use these resources. This research positions information quality as “information fit for use”, which implies that it is relative, as information considered appropriate for one use may not have sufficient attributes for another use. The objective of this study is to identify the perceived quality dimensions of FWBLRs for instructional use. The following questions drive this research: a) Why are teachers motivated to use Farsi webbased learning resources for classroom instruction? b) What are the issues and/or challenges teachers face in terms of assessing the quality of Farsi web-based learning resources for classroom instruction? c) How do teachers address the issues and/or challenges in terms of meeting their instructional information needs? d) What is the teachers’ perceived information quality of Farsi web-based learning resources for classroom instruction? To answer the research questions, Eisenhardt’s eight-step process approach of “building theory from case study research” has been used in this study as a guide. A single-selected premier secondary smart school in Tehran was chosen as the case setting. The research employs a qualitative approach completed in two phases. Firstly, two focus group interviews were conducted on ten teachers, followed by several face-to-face interviews with five teachers who were recruited from the focus groups. As an additional data, several sessions of face-to-face interviews were conducted with five students who were active web log readers and had the experience collaborating with their teachers to produce customized web content. All participants were iii purposively sampled. Findings of the first phase indicate that perceived pedagogical usability of FWBLRs motivates the teachers to use these resources for their classroom teaching. Teachers’ are motivated to use FWBLRs for (a) the delivery of instructional materials; and (b) the development of instructional materials. The participants reveal several problems and problem solving strategies associated with content, presentation and accessibility of websites when using FWBLRs for classroom instructions. Fourteen (14) information quality dimensions emerge from the data. Five dimensions are related to motivation addressing pedagogical usability. Six (6) dimensions are related to contents, two dimensions emerge from the presentation category and one (1) dimension is related to accessibility. Educators’ perceptions about the quality of web resources might be considered as a critical issue in terms of usage of web resources in the Iranian school context. The information quality dimensions highlighted in this study may be helpful to Iranian teachers, to increase their theoretical understanding and translate this into their professional practice. The understanding will benefit professionals about what elements to consider when designing Farsi educational web sites for credibility. Knowing information quality dimensions may help educators who are in the evaluation process, to select appropriate web-based learning resources for their instructional needs and enables information producers to produce appropriate Farsi information resources compatible to teachers’ instructional needs.

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