investigation of preferential factors of users of online learning systems for ease of learning

Background: the present study aimed at investigating preferential factors of users of online learning systems of university of hadith sciences regarding ease of learning. methods: the research was a survey. the studied population consisted of all students of virtual university of hadith science during year 2016, which included 200 individuals and the sample size, based on the cochrane formula, was 132. considering the fields of study, stratified random sampling proportional to size was used. according to the number of courses and students in each course, samples were selected randomly using the random number table. finally, 122 students cooperated until the end of the data collection process. lee and kim’s (2015) standard questionnaire was used for data collection. this questionnaire contains 32 items and includes the following factors, the content variable with 4 indices and 10 questions, the feedback variable with 2 indices and 6 questions, the services variable with 5 indices and 12 questions, and the ease of learning as a dependent variable with 4 questions. questions 29 to 32 are related to the 3 independent factors. for each item, a 5-point likert-type scale was used. in this study, the pls software was used for analysis of data. results: results of the study based on the approach of partial least squares indicated that the content of online learning with a coefficient of 0.32 and p = 0.01, online learning feedback with a coefficient of 0.31 and p = 0.01, and online learning services with a coefficient of 0.67 and p = 0.01 had a positive and significant effect on the ease of learning, and respectively predicted 11%, 10%, and 45% of the variance of ease of learning. conclusions: according to the results, content, feedback, and services of online learning had a positive effect on the ease of learning. design of a user friendly online learning system causes the users to find working with this system easier and feel less of a cognitive burden.