Volume 7, Issue 3 (6-2024)
Iranian Journal of Educational Sociology 2024, 7(3): 35-45 |
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:
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
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.
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: (477 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.
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.
Type of Study: Research Article |
Subject:
Special
Received: 2023/12/16 | Accepted: 2024/04/14 | Published: 2024/06/29
Received: 2023/12/16 | Accepted: 2024/04/14 | Published: 2024/06/29
References
1. Abbasi Kasani, H., Shams Mourkani, G., Seraji, F., & Rezaeezadeh, M. (2020). Learners Assessment tools in e-learning. Roshd -e- Fanavari, 16(61), 23-33. https://www.magiran.com/paper/2090464 [DOI:10.52547/jstpi.20747.16.61.23]
2. Aguilera-Hermida, P. A. (2020). College students' use and acceptance of emergency online learning due to COVID-19. International Journal of Educational Research Open, 1, 100011. [DOI:10.1016/j.ijedro.2020.100011] [PMID] []
3. Al-Faki, I. M., & Khamis, A. H. A. (2014). Difficulties facing teachers in using interactive whiteboards in their classes. American International Journal of Social Science, 3(2), 136-158. https://www.academia.edu/download/33486077/Difficulties_Facing_Teachers_in_Using_Interactive_Whiteboards_in_Their_Classes_March_2014.pdf
4. Arain, S. A., Ali, M., Arbili, L., Ikram, M. F., Kashir, J., Omair, A., & Meo, S. A. (2022). Medical Students and Faculty Perceptions About Online Learning During COVID-19 Pandemic: Alfaisal University Experience [Original Research]. Frontiers in Public Health, 10. [DOI:10.3389/fpubh.2022.880835] [PMID] []
5. Azlan, C., Wong, J., Tan, L., Huri, M., Ung, N. M., Pallath, V., Tan, C., Yeong, C. H., & Kh, N. (2020). Teaching and learning of postgraduate medical physics using Internet-based e-learning during the COVID-19 pandemic - A case study from Malaysia. Physica Medica, 80, 10-16. [DOI:10.1016/j.ejmp.2020.10.002] [PMID] []
6. Balakrishnan, V., Teoh, K. K., Pourshafie, T., & Liew, T. K. (2017). Social media and their use in learning: A comparative analysis between Australia and Malaysia from the learners' perspectives. Australasian Journal of Educational Technology, 33(1). [DOI:10.14742/ajet.2469]
7. Bawa, P. (2020). Learning in the age of SARS-COV-2: A quantitative study of learners' performance in the age of emergency remote teaching. Computers and Education Open, 1, 100016. [DOI:10.1016/j.caeo.2020.100016] []
8. Ghadermazi, S., & Bolandhematan, K. (2021). Representation of school principals' experiences of quality education policy. Journal of School administration, 9(2), 442-483. https://www.magiran.com/paper/2345388
9. Haji, J., Mohammadi Mehr, M., & Muhammad Azar, H. (2021). Describing the Problems of virtual Education via Shad application in Corona Pandemic: This is a phenomenological study. Information and Communication Technology in Educational Sciences, 11(3), 153-174. https://www.magiran.com/paper/2242584
10. Hamzalo, Z., & Rahimi, S. (2019). Investigating the quality of teaching and learning in the happy virtual environment from the perspective of elementary school students in the second semester of the academic year 2018-2019. Journal of new developments in psychology, educational sciences and education, 3(29), 1-14. https://www.magiran.com/paper/2198853
11. Keramati, E., Rahimi, M., & Afra, R. (2022). Investigating the Challenges and Solutions for Doing an Effective Evaluation of Primary School Students by New Teachers in Shad Software. Instruction and Evaluation, 14(56), 69-102. https://www.magiran.com/paper/2460167
12. Liang, M., Luo, J., Zhan, S., Zhan, H., Wen, J., Xue, X., & Li, X. (2023). Evaluation of Online Education in the Era of COVID-19 Pandemic: A Review from Students, Parents, and Teachers' Perspectives. Turkish Online Journal of Educational Technology-TOJET, 22(1), 80-98. https://eric.ed.gov/?id=EJ1375876
13. Lim, J., & Richardson, J. C. (2016). Exploring the effects of students' social networking experience on social presence and perceptions of using SNSs for educational purposes. The Internet and Higher Education, 29, 31-39. [DOI:10.1016/j.iheduc.2015.12.001]
14. Mirabolghasemi, M., Choshaly, S. H., & Iahad, N. A. (2019). Using the HOT-fit model to predict the determinants of E-learning readiness in higher education: a developing Country's perspective. Education and Information Technologies, 24(6), 3555-3576. [DOI:10.1007/s10639-019-09945-9]
15. Mirsamadi, F. (2022). Comparison of The Effectiveness of 5E Model and Ganiye Educational Model on Critical Thinking and Creative Thinking of Students [Quantitative-Research]. 2 Journal of Nursing Education, 10(6), 77-87. http://jne.ir/article-1-1321-en.html
16. Mohammadimehr, M. (2021). Designing the Model of Student Support System in the Virtual Learning Environment: A Necessity in the Face of the Corona Crisis. Research in Medical Education, 13(3), 62-71. https://www.magiran.com/paper/2379335 [DOI:10.52547/rme.13.3.62]
17. Papakonstantinou, A. A. (2023). Teachers' Perceptions Regarding School Parents' Online Groups. Education Sciences, 13(1), 60. https://www.mdpi.com/2227-7102/13/1/60 [DOI:10.3390/educsci13010060]
18. Rezaei, A. (2020). Student learning evaluation during the Corona: Challenges and Strategies. Educational Psychology, 16(55), 179-214.
19. 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.
20. Veletsianos, G., & Navarrete, C. (2012). Online social networks as formal learning environments: Learner experiences and activities. The International Review of Research in Open and Distributed Learning, 13(1), 144-166. [DOI:10.19173/irrodl.v13i1.1078]
21. Verkuyl, M., Lapum, J. L., St-Amant, O., Hughes, M., Romaniuk, D., & McCulloch, T. (2020). Exploring Debriefing Combinations After a Virtual Simulation. Clinical Simulation in Nursing, 40, 36-42. [DOI:10.1016/j.ecns.2019.12.002]
22. Wong, R. (2023). When no one can go to school: does online learning meet students' basic learning needs? Interactive Learning Environments, 31(1), 434-450. [DOI:10.1080/10494820.2020.1789672]
23. Yang, Y.-T. C. (2008). A catalyst for teaching critical thinking in a large university class in Taiwan: asynchronous online discussions with the facilitation of teaching assistants. Educational Technology Research and Development, 56(3), 241-264. [DOI:10.1007/s11423-007-9054-5]
24. Zareai, E. (2013). Measuring the Level of Interaction in E-Curriculum of Khajeh Nasir Toosi University of Technology. Educational Measurement, 4(11), 147. https://www.magiran.com/paper/1162161
25. Zeinabadi, H., & Mosavi, T. (2019). Investigate the Status of Education Based on Mooc in Iran's Higher Education; Challenges and Solutions. Journal of Innovation and Value Creation, 12(6), 41-56. http://rimag.ricest.ac.ir/fa/Article/8664
26. Zhang, L., Zhang, X., Duan, Y., Fu, Z., & Wang, Y. (2010). Evaluation of Learning Performance of E-Learning in China: A Methodology Based on Change of Internal Mental Model of Learners. Turkish Online Journal of Educational Technology-TOJET, 9(1), 70-82. https://eric.ed.gov/?id=EJ875766
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
.jpg)
