Although the Web has been seen as a critical source of information in K–12 education, Iranian educators’ acceptance for the web technology to become mainstream in the classroom remains a big challenge. Quality of information might be taken into account towards successful use of web-based learning resources. This study identifies the perceived information quality problems of Farsi web resources to be used in classroom instruction. This qualitative study employs focus group and interviews as the data collection technique, involving 10 secondary school teachers in Iran. It analyzed the information quality problems and information quality assurance applied or suggested by the participants in the context of web resources used in classroom instruction. Eleven dimensions of information quality problems emerged from the focus group discussion, seven of which are associated with content quality. Educators’ perceptions about the quality of web resources might be considered as critical in terms of usage of web resources in the Iranian school context. Not only the information quality dimensions highlighted in this study may help them, but also increased theoretical understanding can translate into practical insights that will benefit professionals who seek to design educational websites for credibility.

No abstract

Background: Wikis are web-based tools and educational technologies that enable students and educators to access general and professional information and knowledge at the national and international levels.Objectives: The aim of this study was to identify factors affecting acceptance and use of educational wikis by post-graduate students of University of Tabriz using Technology Acceptance Model 3 (TAM3).Methods: This correlational study was conducted among 285 post-graduate students of University of Tabriz, who were selected through the random stratified sampling method during 2018 -2019 academic year. For data collection, a researcher-made questionnaire with 32 items rated based on a 5-point Likert scale was used. Also, for data analysis, structural equation modeling (SEM) via smart PLS 3 and partial least squares (PLS) were used. Results:The results indicated a positive correlation between wiki's characteristics (P = 0.001, beta = 0.50), performance expectancy (P = 0.001, beta = 0.285) and self-efficiency (P = 0.001, beta = 0.182) and students' behavioral intention. However, there was a negative correlation between effort expectancy (P = 0.001, beta = -0.241) and behavioral intention. We did not find a significant correlation between social influence, perceived playfulness and self-management learning variables and students' behavioral intention to use educational wikis. Conclusions:In order to provide a more effective teaching-learning environment in higher education, the use of new technological tools such as educational wikis is necessary for university students in Iran to perform classroom activities.