Showing 4 results for Lived Experience
Dr Mehdi Mohammadi, Dr Fahimeh Keshavarzi, Dr Reza Naseri Jahromi, Mrs Rahil Naseri Jahromi, Mrs Zahra Hesampoor, Mrs Fatemeh Mirghafari, Mrs Shima Ebrahimi,
Volume 7, Issue 40 (3-2020)
Abstract
Following the outbreak of the coronavirus, the closure of schools and the need to continued education in the school coerces, teachers were forced to provide training on social networks. The main purpose of the present study was to understand the lived experience of parents of first course of elementary school students in the challenges of virtual education in social networks due to the Outbreak of coronavirus, which was implemented using phenomenological methods. The data collection method was to use a semi-structured interview questionnaire. Accordingly, with a targeted sampling approach and standard method, parents whose children have used virtual education on social media for at least a month were selected, and 16 people were finally interviewed based on theoretical saturation.
Interview analysis was performed using a cleavage model and thematic analysis method. After extracting and categorizing the topic, the advantages and disadvantages of virtual education in social networks in five educational categories (advantages: preventing academic backwardness and creating opportunities for creativity; Disadvantages: unwillingness to complete class assignments and reduction of adherence to class discipline regulations), Social (advantages: student freedom of action and greater parental supervision; Disadvantages: Elimination of group activity and laziness and distraction of students), cultural (advantages: entering virtual education into the education system and creating new experiences; Disadvantages: eliminating the charisma of teacher presence and fatigue and boredom of some parents), Economic (advantages : reducing travel costs and saving travel time; disadvantages: time for additional training and the cost of providing the necessary hardware) and technical (improving media literacy of parents as good; disadvantages: lack of visual appeal of videos and Lack of mastery of information technology ) were classified. In addition to the disadvantages mentioned by parents, it is necessary to design a coherent and effective infrastructure for providing virtual education
Meimanat Abedini Baltork,
Volume 8, Issue 42 (3-2021)
Abstract
The purpose of this study was to study the challenges of virtual education in the Corona era from the perspective of lived experience of female faculty members of Mazandaran University. The design of the present study was qualitative and the method used, was phenomenological. The statistical population included women faculty members of University of Mazandaran in the academic year 2020-2021, which was a total of 71 members. Qualitative data were collected using semi-structured interviews of 20 members. The validity and reliability of the study were verified on the basis of validity, transferability, reliability, and verifiability the method of data analysis in this study was thematic analysis (comprehensive, organizing, and inclusive). The results showed that women faced various challenges in e-learning which were classified into 1 comprehensive theme, 3 organizing themes and 9 inclusive themes Changes in teaching style, infrastructure and facilities and students' lack of cooperation are the themes of the organizer. Each organizing theme also consists of several inclusive themes that include changes in teaching style and teaching and being time consuming; Challenges of university infrastructures, faculty facilities, student facilities and basic infrastructures; Failure of taking e-learning seriously, neglect of the classroom, and unreasonable expectations of students are among the basic themes that participants cited as a challenge to e-learning during the Corona era. Finally, virtual education and e-classroom which had not been considered in Iranian universities, since the arrival of this virus became the center of attention, which faced many challenges due to this issue. Identifying challenges is the first step is to resolve it so that affiliated organizations can take steps in this direction.
Dr Rafigh Hasani, - Sheno Safayee,
Volume 10, Issue 44 (4-2022)
Abstract
The aim of this study was to identify students' lived experiences of online tests in a SHAD network. The nature of this research was qualitatively phenomenological. Accordingly, the researchers in the present study tried to analyze the students' experience of online tests in the context of a SHAD network. The research field consisted of all first grade high school students in Sanandaj. Participants included girl and boy students in districts one and two of Sanandaj city, amounting to 112 junior high school students. The data of the present study were collected through semi-structured interviews individually and online. The available data were analyzed using the crystallization method. From the analysis of the obtained data including 15 organizing themes including positive attitude; Negative attitude; To be neutral; Software and hardware problems and support; Causing stress and anxiety; Low level learning; Creating opportunities for widespread fraud; Testing skills, variety of questions and easy review; Low score credit validity; Face-to-face preference online; Lack of student observation; Whenever and wherever the online test is; New and sometimes not so good experiences; Safeguarding against endangering health and preventing the formation of equal and healthy competition. In general, the results of the present study emphasize the need to identify the disadvantages and advantages of online exams, the need for culture building, empowering teachers and students in cyberspace and reviewing the method of conducting online exams and learning and improving students' academic performance through online exams.
Miss Marzieh Mottaghi, Hosein Abdollahi, Ali Khorsandi,
Volume 16, Issue 50 (3-2025)
Abstract
The aim of this study is to investigate organizational support in educational institutions. The study population is elementary, junior high and senior high schools for girls and boys in District 15 of Tehran. The study sample includes 17 educational and administrative staff of schools (11 teachers, 3 assistants and 3 principals) and 3 experts in the field of human resources (an expert in charge of welfare and cooperation of the Education Department of District 15, an expert in women and youth affairs of one of the Education Departments and a manager of the Human Resources Development Department in a private company). This research was conducted using a qualitative and phenomenological method, in the form of semi-structured interviews, then the data were classified using open, axial and selective coding. The results of coding and data analysis indicate a major difference in the level of organizational support in the Education Department and other government institutions. Also, the analysis of the results indicates that many teachers do not have a precise definition of the concept of organizational support and mainly consider this category to include financial support and consider financial and welfare factors (male teachers) and emotional and financial factors (female teachers) to be the most influential factors on organizational support and its perception. Also, the data analysis indicates that the status and status of teachers in society in the past was much higher than it is now, and teachers enjoyed more support from students' parents and society, and all the people present in the study unanimously called for increased financial and judicial support. In this regard, fundamental changes in upstream documents and laws and training in organizational support and its components in in-service courses for teachers can greatly affect the creation of a supportive organization and culture in the education and training organization; such conditions can be effective in improving the morale and motivation of teachers in schools and return the lost status and dignity of teachers to them.
