Volume 7, Issue 1 (5-2024)
Iranian Journal of Educational Sociology 2024, 7(1): 66-78 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Shariati F, Niazazari K, Jabbary N. (2024). Presenting a Model for Virtual Education Considering Educational Equity with a Phenomenological Approach in Schools of
Golestan Province. Iranian Journal of Educational Sociology. 7(1), 66-78. doi:10.61838/kman.ijes.7.1.7
URL: http://iase-idje.ir/article-1-1259-en.html
URL: http://iase-idje.ir/article-1-1259-en.html
1- PhD student, Department of Educational Management, Gorgan Branch, Islamic Azad University, Gorgan, Iran.
2- Full Professor, Department of Educational Management, Gorgan Branch, Islamic Azad University, Gorgan, Iran.
3- Associate Professor, Department of Educational Management, Gorgan Branch, Islamic Azad University, Gorgan, Iran.
2- Full Professor, Department of Educational Management, Gorgan Branch, Islamic Azad University, Gorgan, Iran.
3- Associate Professor, Department of Educational Management, Gorgan Branch, Islamic Azad University, Gorgan, Iran.
Abstract: (634 Views)
Purpose: The use of virtual education has seen significant growth compared to the past, making it essential to consider it within the context of educational equity. Consequently, this study aimed to present a model for virtual education considering educational equity with a phenomenological approach in schools of Golestan province.
Methodology: This study was applied in terms of its objectives and qualitative in its implementation. The research population consisted of experts and professionals in the field of education in Golestan province, from which 11 individuals were selected as the sample using a purposive sampling method based on the principle of theoretical saturation. The research instruments included a demographic information form and semi-structured interviews, the validity and reliability of which were confirmed. Data were analyzed using thematic analysis.
Findings: The findings revealed that virtual education, considering educational equity with a phenomenological approach in schools of Golestan province, comprises 49 sub-categories within 10 main categories including equity-focused virtual education, development of virtual education in rural areas, enhancement of teachers' digital skills, equity in social media, improvement of students' technological skills, culture building for virtual education, a comprehensive monitoring system for virtual education, virtual education performance assessment system, understanding the gaps related to electronic education infrastructure facilities, and strategic planning for virtual education. Eventually, a model for virtual education considering educational equity with a phenomenological approach was designed for schools in Golestan province.
Conclusion: The designed model of virtual education, considering educational equity with a phenomenological approach, can have significant practical implications for specialists and educational planners. By focusing on its main and sub-categories, they can create an environment conducive to improving virtual education with an emphasis on educational equity.
Methodology: This study was applied in terms of its objectives and qualitative in its implementation. The research population consisted of experts and professionals in the field of education in Golestan province, from which 11 individuals were selected as the sample using a purposive sampling method based on the principle of theoretical saturation. The research instruments included a demographic information form and semi-structured interviews, the validity and reliability of which were confirmed. Data were analyzed using thematic analysis.
Findings: The findings revealed that virtual education, considering educational equity with a phenomenological approach in schools of Golestan province, comprises 49 sub-categories within 10 main categories including equity-focused virtual education, development of virtual education in rural areas, enhancement of teachers' digital skills, equity in social media, improvement of students' technological skills, culture building for virtual education, a comprehensive monitoring system for virtual education, virtual education performance assessment system, understanding the gaps related to electronic education infrastructure facilities, and strategic planning for virtual education. Eventually, a model for virtual education considering educational equity with a phenomenological approach was designed for schools in Golestan province.
Conclusion: The designed model of virtual education, considering educational equity with a phenomenological approach, can have significant practical implications for specialists and educational planners. By focusing on its main and sub-categories, they can create an environment conducive to improving virtual education with an emphasis on educational equity.
Type of Study: Research Article |
Subject:
Special
Received: 2023/02/7 | Accepted: 2021/09/23 | Published: 2024/03/9
Received: 2023/02/7 | Accepted: 2021/09/23 | Published: 2024/03/9
References
1. Akbari Bourang, M., ajam, a. a., Ja, amp, #039, fari Saani, H., Saberi, R., & Shokouhi Fard, H. (2016). Designing and Validating Quality Virtual Teaching Model in Higher Education System of Iran. Qualitative Research in Curriculum, 1(2), 73-106. [DOI:10.22054/qric.2016.7036]
2. Alipour, N., Noroozi, D., & Nourian, M. (2021). Designing a model of components affecting the quality of e-learning environments. Technology of Education Journal (TEJ), 15(3), 503-518. https://jte.sru.ac.ir/article_1530_en.html
3. Andreev, V., Kuvshinov, S., Pryanichnikov, V., & Poduraev, Y. (2014). Education on the Basis of Virtual Learning Robotics Laboratory and Group-controlled Robots. Procedia Engineering, 69, 35-40. [DOI:10.1016/j.proeng.2014.02.200]
4. Bagheri Majd, R., & Sedghi Boukani, N. (2017). Designing an e-Learning readiness model in educational system of Islamic Azad University of Mahabad. Information and Communication Technology in Educational Sciences, 7(4 (28)), 149-172. https://ictedu.sari.iau.ir/m/article_657779.html?lang=en
5. Caldwell, K. E., Hess, A., Wise, P. E., & Awad, M. M. (2021). Maintaining Effective Senior Resident-Led Intern Education through Virtual Curricular Transition. Journal of Surgical Education, 78(6), e112-e120. [DOI:10.1016/j.jsurg.2021.05.009] [PMID] []
6. Cho, M.-J., & Hong, J. P. (2021). The emergence of virtual education during the COVID-19 pandemic: The past, present, and future of the plastic surgery education. Journal of Plastic, Reconstructive & Aesthetic Surgery, 74(6), 1413-1421. [DOI:10.1016/j.bjps.2020.12.099] [PMID] []
7. de Melo Ghisi, G. L., Aultman, C., Konidis, R., Sandison, N., & Oh, P. (2023). Developing a group-based virtual education curriculum for cardiac rehabilitation and the associated toolkit to support implementation in Canada and across the globe. Heart & Lung, 57, 80-94. https://www.sciencedirect.com/science/article/pii/S014795632200187X [DOI:10.1016/j.hrtlng.2022.08.011] [PMID]
8. Dias, A., Scavarda, A., Silveira, H., Scavarda, L. F., & Kondamareddy, K. K. (2021). The online education system: COVID-19 demands, trends, implications, challenges, lessons, insights, opportunities, outlooks, and directions in the work from home. Sustainability, 13(21), 12197. https://www.mdpi.com/2071-1050/13/21/12197 [DOI:10.3390/su132112197]
9. Foulerton, E., Clarke, S., Parnell, K., & Singh, A. (2023). Therapies in action: Enhanced virtual education program by neonatal network Allied Health Professionals. Journal of Neonatal Nursing, 29(2), 405-408. [DOI:10.1016/j.jnn.2022.07.010]
10. Gozzelino, G., & Matera, F. (2021). Pedagogical lines and critical consciousness for quality education at the time of the Covid-19 pandemic. Form@re - Open Journal per la formazione in rete, 21(3), 191-199. [DOI:10.36253/form-10178]
11. Karademir, A., Yaman, F., & Saatçioglu, Ö. (2020). Challenges of Higher Education Institutions against COVID-19: The Case of Turkey. Journal of Pedagogical Research, 4(4), 453-474. https://eric.ed.gov/?id=EJ1282764 [DOI:10.33902/JPR.2020063574]
12. Lee, K., Fanguy, M., Lu, X. S., & Bligh, B. (2021). Student learning during COVID-19: It was not as bad as we feared. Distance Education, 42(1), 164-172. [DOI:10.1080/01587919.2020.1869529]
13. Lewis, P. A., Osborne, Y., Gray, G., & Lacaze, A.-M. (2012). Design and Delivery of a Distance Education Programme: Educating Vietnamese Nurse Academics from Australia. Procedia - Social and Behavioral Sciences, 47, 1462-1468. [DOI:10.1016/j.sbspro.2012.06.843]
14. Machado, M. A. S., Moreira, T. D. R. G., Gomes, L. F. A. M., Caldeira, A. M., & Santos, D. J. (2016). A Fuzzy Logic Application in Virtual Education. Procedia Computer Science, 91, 19-26. [DOI:10.1016/j.procs.2016.07.037]
15. McGill, L. (2020). Start-up company: how and why universities should nurture student friendships from day one. Perspectives: Policy and Practice in Higher Education, 24(1), 4-7. [DOI:10.1080/13603108.2019.1687110]
16. Noteborn, G., Bohle Carbonell, K., Dailey-Hebert, A., & Gijselaers, W. (2012). The role of emotions and task significance in Virtual Education. The Internet and Higher Education, 15(3), 176-183. [DOI:10.1016/j.iheduc.2012.03.002]
17. Pavlíková, M., Sirotkin, A., Králik, R., Petrikovičová, L., & Martin, J. G. (2021). How to Keep University Active during COVID-19 Pandemic: Experience from Slovakia. Sustainability, 13(18), 10350. [DOI:10.3390/su131810350]
18. Ranai, M. (2012). Examining the Effect of Information and Communication Technology on the Educational Justice from the Tehran's High School Teacher's Point of View. Procedia - Social and Behavioral Sciences, 47, 19-23. [DOI:10.1016/j.sbspro.2012.06.606]
19. Rezvani, A., Parish, F., & Kazemi, S. (2021). Identifying the factors that create educational justice in teaching-learning environments and obstacles in its development (providing a framework in education). Journal of New Advances in Behavioral Sciences, 5(53), 25-38. https://www.magiran.com/paper/2267142
20. Roodsaz, H., Kamalian, A. R., Amiri, M., & Ghaem Maghami Tabrizi, A. (2017). Identifying causal factors affecting the university virtual learning pattern in Iran. Journal of Research in Educational Science, 11(36), 121-144. https://www.jiera.ir/article_51088_fb999d0b8779c33db7558e3935013b6d.pdf
21. Salimi, S., & Fardin, M. A. (2020). The Role of corona virus in virtual education, with an emphasis on opportunities and challenges. Research in School and Virtual Learning, 8(2), 49-60. https://etl.journals.pnu.ac.ir/article_7243_b741493d6675c3ea528514153b95ac80.pdf?lang=en
22. Schumann, C. (2022). Justice as rhythm, rhythms of injustice: reorienting the discourse on educational justice. A response. Ethics and Education, 17(2), 254-259. [DOI:10.1080/17449642.2022.2054542]
23. Tang, S., Liu, X., Jia, Y., Chen, H., Zheng, P., Fu, H., & Xiao, Q. (2023). Education level modifies parental hesitancy about COVID-19 vaccinations for their children. Vaccine, 41(2), 496-503. [DOI:10.1016/j.vaccine.2022.11.060] [PMID] []
24. Warren, M. R. (2014). Transforming public education: The need for an educational justice movement. New England Journal of Public Policy, 26(1), 11. https://scholarworks.umb.edu/nejpp/vol26/iss1/11/
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
.jpg)
