Information quality problems in Farsi web-based learning resources: how do teachers assure of the content quality for classroom use?

Abstract

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.

Citizens’ assessment of the information quality of e-government websites in Pakistan

“…Miller (1996) opined that timely information is paramount. The average rating of the timeliness IQ by the respondents of our study was 3.2, closer to the neutral point on a fivepoint Likert scale, despite others (Mohammadi and Abrizah, 2015), identifying timeliness as a significant indicator based on interviews of participants in an Iranian context. Parker et al (2006) also concluded that timeliness is an important indicator of the IQ on the Web.…”

“…They felt that the information on the websites was based on facts and were impartial. Mohammadi and Abrizah (2015) and Parker et al (2006) described that the objectivity IQ dimension had a high frequency number. Wang and Strong (1996), Kandari et al (2011) and Hassan and Abuelurb (2011) established that objectivity was a significant IQ indicator of e-government websites.…”

Knowledge quality

“…Alkhattabi et al (2010Alkhattabi et al ( , 2011 attempted to measure online content quality, but they focused on IQ in e-learning environments. Similarly, Mohammadi and Abrizah's (2013) quality analysis described problems in the IQ of web-based learning content. Baskarada and Koronios (2013) discussed the definitions of DQ, IQ, KQ, and wisdom considering the wisdom hierarchy; however, they did not identify the required quality dimensions.…”

Factors influencing SMEs website continuance intention in Malaysia

“…On the other hand, Gemino et al (2006) defined website adoption as the establishment of a company website to share business information, maintain business relationships, and conduct business transactions through telecommunications networks. Usage of websites has been also considered a tool to leverage competitive advantages in a diverse range of activities (Mohammadi and Abrizah, 2013). Thereby, website continuance intention can be defined as the intention of continuance usage of a company website to share business information, maintains business relationships, and conduct business transactions through telecommunications networks.…”