Designing and validating the sense of presence model in the learning management system of the E-Learning Center's Shahid Beheshti University

The sense of presence in E-learning environments is an important foreground in developing efficacy in that kind of learning-teaching environment. So, it is important to promote the presence sense of learners in an E-learning environment. In order to identify the field a sense of presence in Shahid Beheshti University's LMS and develop an optimistic model, it is used exploratory mixed method. It is used survey and phenomenology methods in qualitative and quantitative parts. In the qualitative part, it is determined the known three-dimensional components of the sense of presence (based on the analogical approach) and also new dimensions and components of the sense of presence (based on the inductive approach) through using the inductive-deductive qualitative content analysis method, as well as the focus group. The statistical population was all national and international studies from 2010 to 2021 and professionals and faculties at Shahid Beheshti University. It is chosen 75 articles and 9 faculties that constituted a focus group, based on purposive and convenience and criteria sampling. The data was analyzed by using MAXQDA and it presented a recommendation for developing an integrated model of presence sense. Quantitative data were collected by using a researcher-made questionnaire. The reliability of the questionnaire was 0.91 through Alpha's Cronbach and its validity is verified by the content validity index and ratio (CVI, CVR). The statistical population in the quantitative part were faculties and students at the learning center's Shahid Beheshti University and IT specialists that are chosen from 50 samples through convenience sampling in order to validate the internal model. It is used as a T-test of one sample. In the qualitative part, after refining the open codes, finally, the final components and dimensions of sense of presence include the feeling of being together, setting common rules among members, perceived self-efficacy, success in acquiring learning experiences, building capability in applying New knowledge, ability to influence others, learner's self-direction and learner's active engagement. the final dimensions of sense of presence include social presence, learning, cognitive, spatial, teaching, emotional, self-directed presence, and aesthetic presence. The result T-test one sample to evaluate the internal validity showed that the opinion's professionals regarding the developed model are higher than the mean by significant levels of 0.001 and 0.01 alpha levels. (p<0.01). so, the professionals evaluated the internal validity in developing model.