عنوان مقاله [English]
This study aimed to identify the competencies required by learners in the electronic context at the University of Tehran. The research method was applied in terms of purpose, and in terms of data collection is a mixed method. In the first part, using a qualitative approach and documentary research method, 41 components were identified, and then 18 components that had the highest frequency were selected. The statistical population has been included All students of the University of Tehran who were studying in the e-learning method that among them 308 persons were selected as a sample by using the stratified sampling random method. In the second part, using a quantitative approach and descriptive-analytical research method, the researcher-made questionnaire is based on 18 components identified in the previous step (understanding English, ICT literacy, electronic content production, previous experiences in IT, attitude towards E-learning, courses, and instructors, motivation, consideration about of ethical behaviors e-learning, discussion with others, learning skills, application of appropriate conversation methods in e-learning, self-directed learning, Proper usage of required software and hardware, critical thinking, Teamwork, time management, creativity and innovation, self-assessment, effective communication) were classified into 4 categories (knowledge, skills, abilities, attitudes, and character) and included 78 items. The validity of the questionnaire was based on the views of the faculty member and construct validity. This was examined and confirmed and its internal consistency was calculated using Cronbach's alpha (94%). Data were analyzed by spss and lisrel software. The results of data analysis show that: 1- The proposed model has a good fit. 2- Among the 18 components identified, all components except the component of previous experiences in IT are above average. - From the students 'point of view, 3. Among the 18 components, the component of usage of required software and hardware skills were in the priority, and the component of self-assessment has the lowest priority. From the students' point of view, among four categories; components related to skill, knowledge, ability, attitude, and character respectively are important for them.