%0 Journal Article %T Active Teaching in E-Learning from the Perspective of Elementary School Teachers: Methods, Consequences, and Challenges %J Teaching and Learning Research %I %Z 2345-2196 %A Fazeli, Zeinab %A vahedi, mahdi %A Rahimi, Zahra %D 2021 %\ 04/21/2021 %V 18 %N 1 %P 87-100 %! Active Teaching in E-Learning from the Perspective of Elementary School Teachers: Methods, Consequences, and Challenges %K E-learning %K Active teaching methods %K Teachers %K Elementary School %R 10.22070/tlr.2022.15511.1190 %X Introductoin: Considering the high dropout rate in e-learning courses, a thoughtful educational design that includes stimulating learners to engage with the content of education can increase the effectiveness of electronic courses. Therefore, in these courses, the interaction and activeness of the learner has been emphasized, especially in primary schools, which is more important due to the characteristics and age conditions of children. Method: This study aimed to study active teaching methods in electronic education from the perspective of primary school teachers, and in addition to the nature of the methods used, the consequences of using this method as well as the challenges and obstacles of this path were analyzed from their perspective. This study is applied research in terms of its purpose and a qualitative survey in terms of the data collection method. The targeted population is the primary school teachers of districts 1 and 19 of Tehran city, who were selected by purposive sampling. The data of this study reached saturation in sample 74. The data collection tool is a semi-structured interview, and the resulting data were analyzed using the Granheim and Landman analysis method. Results: The findings show that teachers consider it necessary to use new teaching methods, motivational activities, and electronic classroom facilities to activate students. They believe that these factors increase students' self-confidence and learning and make the valid evaluation possible. According to them, the upcoming obstacles include weak infrastructures, the non-cooperation of parents, and the weak pedagogical knowledge of teachers. Discussion and Conclusion: These barriers have caused teachers to use active teaching methods less and still prefer the traditional teaching method. According to the findings, giving advice can be effective for the participation of learners to establish a correct relationship and interaction. Therefore, it seems necessary to remove infrastructural barriers and provide specialized training to the teachers of this course. %U https://tlr.shahed.ac.ir/article_3575_a2d6b8bcac095a6380730e4aaf343ffe.pdf