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.