This exploratory case study reports on the findings of Persian teachers’ motivation and use of Farsi-Web-based Learning Resources (FWBLRs) in classroom instruction. Data were inductively gathered from ten teachers’ and five students’ use experiences of FWBLRs in the context of a smart school in Tehran, Iran. Focus groups and face-to-face semi-structured interviews, repeated in several rounds, were used for data collection. Thematic analysis elaborate on the teachers’ perceived pedagogical usability of FWBLRs. Five main motivations of pedagogical usability emerged from the findings: (a) desirability; (b) content accessibility; (c) student-centred teaching support; (d) multimedia interactivity; and (e) feasible classroom instruction via simulation. The study suggests that the effective use of Web-based Learning Resources (WBLRs) would require some considerations, including the use context and corresponding educational policies. This can be of value to the researchers in the field as well as stakeholders of WBLRs. In practice, this can support the development of effective and fun teaching–learning environments.
Mohammadi, Faegheh, A. Abrizah, Maryam Nazari, and Mohammad Attaran. 2015. What motivates high school teachers to use web-based learning resources for classroom instruction? An exploratory case study in an Iranian smart school. Computers in Human Behavior ۵۱: ۳۷۳-۳۸۱.