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1- PhD student, Department of Educational Management, Gorgan Branch, Islamic Azad University, Gorgan, Iran
2- Full Professor, Educational Management Department, Gorgan Branch, Islamic Azad University, Gorgan, Iran
3- Associate Professor, Educational Management Department, Gorgan Branch, Islamic Azad University, Gorgan, Iran
2- Full Professor, Educational Management Department, Gorgan Branch, Islamic Azad University, Gorgan, Iran
3- Associate Professor, Educational Management Department, Gorgan Branch, Islamic Azad University, Gorgan, Iran
Abstract: (295 Views)
Purpose: The present research was conducted with the aim of presenting a model of virtual education with regard to educational justice with a phenomenological approach in schools of Golestan province.
Materials and Methods: Qualitative research method and descriptive research type was survey. Data were collected through interviews and fieldwork. The statistical population was experts in the field of education, and 11 people were selected for interviews in the qualitative section with a targeted snowball sampling approach. Data collection tools were used in the qualitative section, including semi-structured interviews. The phenomenological method was used to analyze the qualitative data.
Findings: The general results of the research indicate that the final criteria, the number of 11 main categories and 49 sub-categories were obtained.
Conclusion: The main categories analyzed are: justice-oriented virtual education, development of virtual education in rural areas, improvement of digital skills of teachers, justice-oriented in social media, improvement of technological skills of students, culturalization of virtual education, comprehensive monitoring system of virtual education, performance evaluation system Virtual education, understanding the gaps related to electronic education infrastructural facilities and strategic planning of virtual education.
Materials and Methods: Qualitative research method and descriptive research type was survey. Data were collected through interviews and fieldwork. The statistical population was experts in the field of education, and 11 people were selected for interviews in the qualitative section with a targeted snowball sampling approach. Data collection tools were used in the qualitative section, including semi-structured interviews. The phenomenological method was used to analyze the qualitative data.
Findings: The general results of the research indicate that the final criteria, the number of 11 main categories and 49 sub-categories were obtained.
Conclusion: The main categories analyzed are: justice-oriented virtual education, development of virtual education in rural areas, improvement of digital skills of teachers, justice-oriented in social media, improvement of technological skills of students, culturalization of virtual education, comprehensive monitoring system of virtual education, performance evaluation system Virtual education, understanding the gaps related to electronic education infrastructural facilities and strategic planning of virtual education.
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