Structural Equation Modeling of the Relationship between Media Literacy and Information Literacy with the Acceptance of E-Learning during the COVID-19 Pandemic Period (Case Study: Students of Tabriz Islamic Art University)

Document Type : Original Article

Authors

1 Associate Professor, Department of Knowledge and Information Science, Faculty of Educational Sciences and Psychology, Shahid Madani University of Azerbaijan, Tabriz, Iran

2 Professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Shahid Madani University of Azerbaijan, Tabriz, Iran.

3 Master's degree, Department of Knowledge and Information Science, Faculty of Educational Sciences and Psychology, Shahid Madani University of Azerbaijan, Tabriz, Iran.

4 Ph.D., Faculty of Educational Sciences and Psychology, Allameh Tabataba'i University, Tehran, Iran.

Abstract

Purpose: This research aimed to investigate the relationship between media literacy and information literacy with students' acceptance of e-learning using structural equation modeling.
Method: The current research is applied in nature, employing a descriptive survey based
on structural equation modeling. The statistical population of the study comprised all students of Tabriz Islamic Art University (2743), from which 371 were selected through stratified random sampling. The reliability of the questionnaires on media literacy, information literacy, and e-learning acceptance was assessed using Cronbach's alpha coefficient, yielding values of 0.83, 0.93, and 0.95, respectively. Data analysis was conducted using Pearson's correlation coefficient test and structural equation modeling.
Findings: The findings of the research show that the students' e-learning acceptance status has an average of 3.13, slightly higher than the average. The average media literacy and information literacy of Tabriz Islamic Art University students are 3.37 and 3.23, respectively. There is a positive and significant relationship between media literacy and information literacy with students' acceptance of e-learning. The findings indicate that the conceptual model presented regarding the relationship between media literacy and information literacy fits well with students' acceptance of e-learning. By providing training courses to enhance media literacy and information literacy skills among students, their acceptance of electronic learning can be increased.
Conclusion: Information literacy and media literacy play predictive roles in students' acceptance of e-learning. Strengthening students' media literacy and information literacy skills is expected to enhance their acceptance of e-learning.

Keywords

Main Subjects

References

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Sciences and Techniques of Information Management
Volume 10, Issue 1
May 2024
Pages 61-88

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