Proposing Electronic Learning Business Model for Students

- Nowadays, education’s dependency on the application of technology has been increased. Furthermore, considering the electronic learning business models are increasingly felt. However, no appropriate localized business model in electronic learning has been investigated. The current study aims to propose an electronic learning business model for high school students. To do so, by studying books and previous papers and researches, the dimensions of the model were initially determined based on two theoretical models of Osterwalder (2009) and ATOL electronic learning model in 9 aspects. The statistical population was the managers and teachers of education administration of Tehran Province and the sample size was determined 320. The researcher made a questionnaire was used to collect the data and after assessing its reliability by convergent method and validity in the combined method, the questionnaire was given to the sample size. The results showed that the final model was confirmed having 9 aspects of the customer department, proposed values, telecommunication channels, communication, return on investment of electronic learning, key sources, key activities, key participations, and cost structure along with 52 indicators. Also, according to the goodness of fit, the model enjoys of adequate goodness of fit. course as average (Fathi and Ejaregah, 2011). In Rezaei Rad's research, the findings showed that the use of the latest facilities and equipment in the field of e-learning, regardless of the factors of success in e-learning, is useless. In this study, the success factors in e-learning were identified, which include: educational content, access to the site, the collaboration of learners, security and website support, the commitment of institute, interactive learning environment, capability and ability of professors and presentation and design (Rezaei Rad, 2012). By investigating the studies conducted on the e-learning business, various indicators and dimensions were important in the field of e-learning business and each of these studies investigated different disciplines of electronic business; however, no localized model in electronic business has been proposed so far for the high school students and by understanding this research gap, the study in a case study is of necessity and importance to determine the aspects of e-learning business model indicators for the high school students. They conducted research entitled the causal model of acceptance and application of e-learning in the employees: role of the proportion of technology-job, self-efficiency and mental norm. the results showed that the variables of the fitness of technology-profession, mental norm, and self-efficiency of the computer, directly and indirectly, have a significant impact on the variable of tendency and application of virtual learning among the employees through mediating variables such as the perceived ease of use and the perceived usefulness.

Mobile commerce is one of the newest models of e-business and one of the manifestations of the application of information technology that different countries have been able to achieve many benefits by using its benefits in various fields such as health and education (Dargahi and Mohammadzadeh, 2011). Applying electronic measures in the education sector of different countries has many benefits, such as improving the quality of educational services, increasing efficiency, reducing costs, and increasing revenue. The use of electronic work models in the field of education is an example of these measures (Azizi et al., 2013). Many management experts estimate that 53 to 93 percent of e-learning businesses fail in the implementation phase, which is more likely to be the reason for the failure of e-learning businesses than to codify them (Candido and Santos, 2008). Success in implementing an e-learning program requires a proper process of the principles of planning, designing, evaluating and implementing online learning environments. In an e-learning system, not only the learner should be considered, but considering all the stakeholders is important as well. Undoubtedly, the Internet is distributed in an open and flexible environment. But technology alone is not able to create a meaningful educational environment unless education is integrated with different technologies (Rezaei Rad, 2012). According to studies, different dimensions are important in e-learning business. In King and Boyt's research, the findings show that attention to organizational culture and the development of organizational infrastructure is essential to the support and success of e-learning in organizations. In a study by Ruiz et al., It was found that factors such as more learner control over the content and the use of media types made e-learning very useful and effective. Also, for the success of e-learning, its technical and structural dimensions must be considered. These infrastructures include digital reservoirs or libraries, access to e-learning materials management, and consensus on technical standards (Ruiz et al, 2006). In Fathi & Ejaregah et al.'s research to measure the effectiveness of virtual training courses, these components including content, learning and teaching activities, website design, organizing feedback training materials, flexibility, workload, assistance, motivation, evaluation methods, and results were considered important and were examined and showed that according to the professors, the effectiveness of the e-learning course was desirable and the students evaluated the effectiveness of this course as average (Fathi and Ejaregah, 2011). In Rezaei Rad's research, the findings showed that the use of the latest facilities and equipment in the field of e-learning, regardless of the factors of success in e-learning, is useless. In this study, the success factors in e-learning were identified, which include: educational content, access to the site, the collaboration of learners, security and website support, the commitment of institute, interactive learning environment, capability and ability of professors and presentation and design (Rezaei Rad, 2012). By investigating the studies conducted on the e-learning business, various indicators and dimensions were important in the field of e-learning business and each of these studies investigated different disciplines of electronic business; however, no localized model in electronic business has been proposed so far for the high school students and by understanding this research gap, the study in a case study is of necessity and importance to determine the aspects of e-learning business model indicators for the high school students.

Research Background
The research background has been represented in Table1. In research entitled the E-learning process management and the performance of e-learning: findings of an experimental study in Europe, they designed and estimated a comprehensive model for e-learning processes management, e-learning and its various aspects. The results of the study emphasized on an obvious relationship between planning and elearning process control and its success. 3 Siang 2015 They implemented research entitled the vision of users from the learning management system: experimental evidence based on the e-learning acceptance model. The research results showed that there is a significant relationship between the understanding of ease of use and understanding of the usefulness of e-learning and the attitude. 4 Ashibly 2014 A study entitled Experimental study of the factors affecting the tendency of employees to e-learning developed the technology acceptance model among the employees of service companies. The results showed that the efficiency and quality of the system have a significant effect on the intention to use, easy to understand and understanding the usefulness, and understanding of ease of use and usefulness have a significant effect on employee tendency to e-learning. 5 Gholami & Norouzi

2017
They conducted a study entitled "Surveying and Comparing the Satisfaction of the Employees of the National Oil Company with e-learning and face-to-face training courses. The employees of the National Oil Company were considered the statistical population. The statistical sample was 108 employees who participated in virtual training courses in 2015.
The test results showed that there is a significant difference between satisfaction with virtual and face-to-face learning. 6 Bagheri Majd & Sedghi Boukani

2017
A study entitled Designing an e-learning preparation model in the Islamic Azad University's educational system, Mahabad Branch. The results were significant in the e-learning preparation section according to the T-test and in the e-learning barriers section according to the analysis of the exploratory factor (Varimax rotation), pedagogy-behavioral, managerialstructural, cultural-economic contextual-technological and Individual -Professional factors were identified. Also, in the interview section, 59 initial conceptual propositions, 5 main category propositions and 14 subcategories have been identified in three sections: causal, contextual and environmental. 7 Seyf & Fathi 2017 They conducted research entitled the causal model of acceptance and application of e-learning in the employees: role of the proportion of technology-job, self-efficiency and mental norm. the results showed that the variables of the fitness of technology-profession, mental norm, and selfefficiency of the computer, directly and indirectly, have a significant impact on the variable of tendency and application of virtual learning among the employees through mediating variables such as the perceived ease of use and the perceived usefulness.

Research Method
This research is applied in terms of objective and is descriptive and survey in terms of method and is confirmatory factor analysis. The statistical population of the current research includes teachers and managers of the Education Administration of Tehran Province. By considering the cluster method, 4 districts of Tehran are considered as a statistical population of the current research which is 1930 in total. In this research, the cluster sampling method was used to select the sample. In this method, the statistical population was classified into 30 clusters based on 30 districts of Tehran and then, based on the random sampling method, 4 clusters are selected among 30 clusters (1,3,4,12 districts) for sampling. The sample size was obtained using Cochran's formula presented in equation 1 which is 320. The share of managers and teachers of district 1 of Tehran Province in the sample is 98. The share of teachers and managers of district 3 of Tehran Province is 75. The share of teachers and managers of district 4 of Tehran Province in the sample is 63 and the share of teachers and managers of district 12 of Tehran Province is 84.
N=1930 (statistical population) P=0. 5 the possibility of having the considered feature q=0. 5 the possibility of lack of the considered feature d=0.05 desired possible accuracy (half of the confidence distance) t=1.96 confidence coefficient of 95% To collect the data from the sample and to answer the research questions, a questionnaire based on the theoretical model of Alexander Osterwalder (2009) and e-electronic model of ATOL (2006) was used. This questionnaire has 9 aspects and 52 questions and psychometrics confirmed its content validity and reliability.

Findings
Descriptive studies showed that 58% of the research sample is male and 42% is female. 90% are married and 94% have bachelor degree and higher and 6% have associate degree. In the first part of the research, the normalization of the obtained data was investigated and represented in Table  2.

Variables
Data To confirm the obtained factor structure and power and significance test of each one of the aspects in the e-learning business model scale, the confirmatory factor analysis was done and represented in Graphs 1 and 2.   In the following, the impact of endogenous latent variables on the observed variable is investigated in Table 2.  Table 4 shows the indicators of goodness of fit of the research model. According to the results obtained from the structural equations model, the value of X2/DF was calculated 0.87 and considering that the obtained value is lower than 3, it indicates that the goodness of fit of the model is appropriate. Furthermore, RMSEA must be less than 0.08 which is 0.059 in the given model. GFI and AGFI are 1.01 and 0.99, respectively which must be more than 0.80. Therefore, 9 the e-learning business model with 9 dimensions is confirmed and the model has a good fit.

Discussion and Conclusion
Education is a key element in building and shaping progress in a society and nation, and improving its structure and functionalization from different angles is the most important structural goal of an educational system (Vogel, 2015). Accordingly, this study examined the e-learning business model in students. The results of the present study showed that the final model with nine dimensions: customer, proposed value, channel, communication, capital return, key resources, key activities, key participation, and cost structure and 52 items were confirmed and the fit of the model was assessed as appropriate. The literature review shows the confirmation of the investigated dimensions and indices in the final e-learning business model for high school students. The results of the current research are consistent with the studies conducted by Fathi & Ejaregah et al (2011) in which, the evaluation of the e-learning components such as content, learning and teaching activities, page design, organization of the educational materials, feedback, flexibility, workload, assistance, motivation, evaluation methods are considered important. Furthermore, these results are consistent with the results of the study conducted by Rezairad (2012) in which, the identification of the factors related to the success in the implementation of the e-learning program in the higher education showed that the dimensions of educational content, access to the site, cooperation and participation of the learner, security and support of the website, institute's commitment, interactive learning, capability and ability of the teachers and proposing and design are significantly important in the e-learning.