Volume 13, Issue 47 (2-2024)
2024, __(47): 0-0 |
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Research code: 15373-213726
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Mollahasani F, Jalili H, Talebi M A. Examining the challenges of virtual education during the Covid-19 pandemic from the perspective of students' parents: A Phenomenological study. Journal title 2024; 13 (47)
URL: http://erj.khu.ac.ir/article-1-1348-en.html
URL: http://erj.khu.ac.ir/article-1-1348-en.html
farhangian uni
Abstract: (708 Views)
The Covid-19 pandemic closed schools and other educational centers, and virtual education replaced face-to-face education. The sudden transfer of education from school to home created many challenges for teaching and learning. Therefore, the present study was conducted with the aim of analyzing the challenges of virtual education during the covid-19 pandemic from the perspective of parents of elementary school students. The research method was qualitative and phenomenological. The statistical population of the research was all the parents of students in South Khorasan province in the academic year of 2021-2022, in the number of 91,874 people, and the data obtained by the purposeful snowball sampling method and by conducting semi-structured interviews with 51 of the parents of the students were saturated. They reached an opinion. To analyze the data, the seven-step strategy of Colizzi (2002) and MAXQDA11 software were used. To validate the research data, the four criteria of Guba and Lincoln (1985) were used. Finally, 88 open codes were extracted. By examining the interviews of the participants and analyzing the codes, the experiences of parents of elementary school students were categorized in the form of four main themes, including challenges related to the environment and infrastructure, students, parents and teachers. The results, while explaining the necessity of paying attention to virtual education and its basic challenges, make this important to education administrators to take fundamental steps in order to solve these challenges.
Type of Study: Research Paper |
Subject:
Educational Science
Received: 2023/08/22 | Accepted: 2024/09/9 | Published: 2024/09/9
Received: 2023/08/22 | Accepted: 2024/09/9 | Published: 2024/09/9
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