Volume 29, Issue 2 (4-2022)
RJMS 2022, 29(2): 190-200 |
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Research code: 01
Ethics code: 01
Clinical trials code: 01
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Farajzadeh M R, Mirzaei N, Kamali N. Examining the Challenges of Virtual Teaching and Learning in the Education System to Provide Appropriate Strategies. RJMS 2022; 29 (2) :190-200
URL: http://rjms.iums.ac.ir/article-1-8288-en.html
URL: http://rjms.iums.ac.ir/article-1-8288-en.html
Assistant Professor ,Department of Educational Sciences, Faculty of Humanities, Zanjan Branch, Islamic Azad University, Zanjan, Iran , mirza683@gmail.com
Abstract: (108 Views)
Background & Aims: In today's fast-paced world, many traditional teaching methods are inefficient and slow and do not have enough power to transfer new concepts to learners, therefore, it is necessary to use the tools provided by new technologies. In this context, it should be used efficiently. Among these technologies is information and communication technology, which has caused many services and improvements in education and learning. Despite the many opportunities and benefits, virtual education also brings challenges and problems in the teaching-learning process. The current research was conducted to investigate the challenges of virtual teaching-learning in the education system to provide suitable strategies.
Methods: This research was applied in terms of purpose and qualitative in implementation method. The statistical population of the study included academic experts and specialists in the field of education in Zanjan province, and 15 academic experts in the field of education in Zanjan province with different specializations were selected as a sample using the snowball sampling method. In snowball sampling, the first participants are asked to contact and communicate with others and to involve them in the research. For this reason, this type of sampling is called snowball because the initial ball attracts other snowballs (people). This method is also used to identify experts in a specific field. The composition and characteristics of the 15 members of the sample were as follows: 10 people had a doctorate education, 5 people were members of the scientific team in the field of educational sciences and the other 5 people were educational managers of the Ministry of Education. 2 people were doctoral students in educational management and had work experience related to educational affairs, and 3 people had master's degrees and had managerial experience in educational affairs of the Ministry of Education. Data analysis was done using the Delphi method. Based on this, in the current research, a preliminary questionnaire regarding the basic challenges was extracted from the backgrounds and given to the Delphi group in the form of open-ended questions. At this stage, as many relevant answers as possible were collected, because this stage is of special importance and the rest of the stages are based on this stage. At this stage, the questionnaires were completed and returned completely, and after collecting the returned questionnaires, answers were organized, similar comments were combined, repeated and marginal topics were grouped, and the answers were shortened as much as possible. After analyzing the questions, dimensions, components, and concepts were identified, and based on this, a structured questionnaire was designed and included concepts, components, and dimensions. In the present research, for the second stage, a seven-point Likert scale was used to collect the opinions of experts. After collecting the opinions of the experts, the average score of their opinions about each dimension was calculated. After going through different rounds of the Delphi technique, when consensus was reached, items were screened based on the average of the final round, and the amount of agreement was determined using SPSS software during the Delphi process.
Results: The findings of the research showed that the virtual teaching-learning challenges in the education system include: technical and technological challenges (including 20 components), pedagogical challenges (45 components), and ethical challenges (16 components). Also, the solutions to overcome the virtual teaching-learning challenges included 17 components. After examining the backgrounds, the group of experts was asked to announce other components that they think are appropriate in different categories for the challenges of teaching and learning processes and solutions to solve them. Based on this, after announcing the opinions of experts and removing duplicate options, 2 components were added to technical and technological challenges, 1 component to pedagogical challenges, 2 components to pedagogical challenges, and 9 components to solutions.
Conclusion: According to the findings, the problems of virtual teaching and learning in the education system can be reduced to a large extent by proper planning and policy in the fields of technology, pedagogy, and ethics. The introduction of technology has changed the form of education in general and their use has become mandatory and inevitable. Change in the type of teaching and learning, as well as the formation of new types of teaching and learning, is one of the results of using new technologies in education. Virtual education is an irreplaceable opportunity to face the limitations of face-to-face education, realize the ideal of education for all, and lay the groundwork for sustainable and balanced development in the country. Based on the findings of the research, the virtual teaching-learning challenges of the education system based on the classification of the components in reviewing the backgrounds and findings of the experts in the background of the research and also benefiting from the opinions of the experts in the expert group of this research and eliminating options Repeatedly, they were categorized into three categories: 1) technical and technological challenges (including 20 components), 2) pedagogical challenges (45 components) and 3) ethical challenges (16 components). Also, the result of reviewing the backgrounds and opinions of experts regarding solutions to overcome these challenges included 17 solutions.
Methods: This research was applied in terms of purpose and qualitative in implementation method. The statistical population of the study included academic experts and specialists in the field of education in Zanjan province, and 15 academic experts in the field of education in Zanjan province with different specializations were selected as a sample using the snowball sampling method. In snowball sampling, the first participants are asked to contact and communicate with others and to involve them in the research. For this reason, this type of sampling is called snowball because the initial ball attracts other snowballs (people). This method is also used to identify experts in a specific field. The composition and characteristics of the 15 members of the sample were as follows: 10 people had a doctorate education, 5 people were members of the scientific team in the field of educational sciences and the other 5 people were educational managers of the Ministry of Education. 2 people were doctoral students in educational management and had work experience related to educational affairs, and 3 people had master's degrees and had managerial experience in educational affairs of the Ministry of Education. Data analysis was done using the Delphi method. Based on this, in the current research, a preliminary questionnaire regarding the basic challenges was extracted from the backgrounds and given to the Delphi group in the form of open-ended questions. At this stage, as many relevant answers as possible were collected, because this stage is of special importance and the rest of the stages are based on this stage. At this stage, the questionnaires were completed and returned completely, and after collecting the returned questionnaires, answers were organized, similar comments were combined, repeated and marginal topics were grouped, and the answers were shortened as much as possible. After analyzing the questions, dimensions, components, and concepts were identified, and based on this, a structured questionnaire was designed and included concepts, components, and dimensions. In the present research, for the second stage, a seven-point Likert scale was used to collect the opinions of experts. After collecting the opinions of the experts, the average score of their opinions about each dimension was calculated. After going through different rounds of the Delphi technique, when consensus was reached, items were screened based on the average of the final round, and the amount of agreement was determined using SPSS software during the Delphi process.
Results: The findings of the research showed that the virtual teaching-learning challenges in the education system include: technical and technological challenges (including 20 components), pedagogical challenges (45 components), and ethical challenges (16 components). Also, the solutions to overcome the virtual teaching-learning challenges included 17 components. After examining the backgrounds, the group of experts was asked to announce other components that they think are appropriate in different categories for the challenges of teaching and learning processes and solutions to solve them. Based on this, after announcing the opinions of experts and removing duplicate options, 2 components were added to technical and technological challenges, 1 component to pedagogical challenges, 2 components to pedagogical challenges, and 9 components to solutions.
Conclusion: According to the findings, the problems of virtual teaching and learning in the education system can be reduced to a large extent by proper planning and policy in the fields of technology, pedagogy, and ethics. The introduction of technology has changed the form of education in general and their use has become mandatory and inevitable. Change in the type of teaching and learning, as well as the formation of new types of teaching and learning, is one of the results of using new technologies in education. Virtual education is an irreplaceable opportunity to face the limitations of face-to-face education, realize the ideal of education for all, and lay the groundwork for sustainable and balanced development in the country. Based on the findings of the research, the virtual teaching-learning challenges of the education system based on the classification of the components in reviewing the backgrounds and findings of the experts in the background of the research and also benefiting from the opinions of the experts in the expert group of this research and eliminating options Repeatedly, they were categorized into three categories: 1) technical and technological challenges (including 20 components), 2) pedagogical challenges (45 components) and 3) ethical challenges (16 components). Also, the result of reviewing the backgrounds and opinions of experts regarding solutions to overcome these challenges included 17 solutions.
Keywords: Virtual Education, Technical Challenges, Pedagogical Challenges, Ethical Challenges, Appropriate Strategies
Type of Study: Research |
Subject:
Clinical Psychiatry
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