Volume 7, Issue 3 (6-2024)                   Iranian Journal of Educational Sociology 2024, 7(3): 35-45 | Back to browse issues page


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Mohammadzadeh Shadmehri M, Maghool A, Karimi M, Akbari A. (2024). Evaluation of the Analytical Model for Policy Making in Online Education at the Primary Level. Iranian Journal of Educational Sociology. 7(3), 35-45. doi:10.61838/kman.ijes.7.3.5
URL: http://iase-idje.ir/article-1-1376-en.html
1- Department of Educational Sciences, Neyshabur Branch, Islamic Azad University, Neyshabur, Iran.
2- Department of Educational Management, Neyshabur Branch, Islamic Azad University, Neyshabur, Iran.
3- Department of Management, Neyshabur Branch, Islamic Azad University, Neyshabur, Iran.
4- Department of Educational Sciences, Mashhad Branch, Islamic Azad University, Mashhad, Iran.
Abstract:   (85 Views)
Purpose: The purpose of this study was to investigate the policy-making processes for online education at the primary level, focusing on the objectives, content, strategies, resources, and assessment practices. It aimed to identify the challenges and opportunities within these policies to enhance the effectiveness of online education.

Methodology: This cross-sectional survey study involved 384 educators, administrators, and policymakers in the primary education sector. Data were collected via a researcher-made questionnaire to gather comprehensive insights into the participants' perceptions of online education policies. The questionnaire was validated through a pilot study, and data analysis was conducted using SPSS and SMART-PLS for quantitative responses and thematic analysis for qualitative responses. Confirmatory factor analysis and Cronbach's alpha coefficients were utilized to assess the reliability and validity of the constructs within the questionnaire.

Findings: The findings revealed a general consensus on the importance of clearly defined objectives, engaging content, and effective strategies for the successful implementation of online education policies. Challenges identified include the need for better technology infrastructure, financial resources, and professional development for educators. The analysis also highlighted the significance of affective and psychomotor domains in online education, which are often overlooked in policy making. Participants expressed a desire for more innovative and interactive online learning environments to enhance student engagement and learning outcomes.

Conclusion: The study concludes that while there are significant opportunities to enhance the quality and effectiveness of online education through policy improvements, there are also considerable challenges that need to be addressed. These include the integration of affective and psychomotor learning goals, the development of comprehensive support systems for educators, and the improvement of technology and financial infrastructures. Policymakers and educators must work collaboratively to refine online education policies, ensuring they are inclusive, effective, and capable of meeting the diverse needs of primary education students.
Full-Text [PDF 1041 kb]   (37 Downloads)    
Type of Study: Research Article | Subject: Special
Received: 2023/12/16 | Accepted: 2024/04/14 | Published: 2024/06/29

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