فرزانه تاری

The rapid penetration of technology has transformed all aspects of life and caused tremendous changes. Education, teaching, and learning, important aspects of people's social lives, have been greatly influenced by these developments and have developed with the growth of technology. Despite extensive research on the benefits and capacities of the e-learning environment, the teaching and learning process in this new environment is still challenging. This research gap prompted the researcher to study the framework of the teaching and learning process of elementary schools in the electronic platform. Therefore, the purpose of this study was to identify the dimensions, indicators, and markers of the desirable teaching and learning process of the elementary school in the e-learning environment with a meta-synthesis approach.

According to the purpose, a qualitative research design of the meta-synthesis type was used. Research data were collected using the seven-step model of Sandelowski and Barroso (2007). Therefore, the studies were searched in the desired time range in the databases (2010-2023). After screening the identified studies according to the inclusion and exclusion criteria, among the 673 studies related to the research field, 40 studies, that directly examined the teaching and learning process of elementary school in the electronic platform, were selected in a purposeful way using the Critical Assessment Skills Program (CASP) and entered the analysis stage. At this stage, the data were analyzed through the thematic content analysis (TCA) method. To check the validity and reliability of the findings, the researcher's self-review criteria and the peer review method (the agreement coefficient of the evaluators) were used.

The in-depth analysis of previous studies resulted in the representation of 9 dimensions, 12 indicators, and 41 markers. Based on the research findings, the proposed model of the current research includes structured goals (setting goals based on the SMART model, setting goals based on Bloom's classification, defining goals by considering educational design components); standard content (compliance with SCORM model) and optimal content (personalized content, multimedia content, simulated content, categorized content, content with appropriate difficulty, relevant and coherent content); interactive teaching method (method based on digital storytelling, method based on digital game, collaborative virtual teaching, online questioning); empathic interactions (active conversation, establishing an emotional relationship, use of humor) and purposeful interactions (educational interactions, social interactions, supportive interactions); developmental assignments (zone of optimal confusion, scaffolding and assignments based on real issues); effective feedback (positive and encouraging feedback, corrective/interpretive, personal and immediate, fast feedback); quality time (planning and management of the time, special time for learning, flexibility in time); user-friendly technical platform (visual appeal, easy to use, proportional, interactive graphics) and the technical platform based on pedagogical principles (possibility of personalization and independence of learners, competences and technical qualifications of teachers and learners, providing opportunities for interaction and cooperation, appropriateness of educational platforms) and finally comprehensive evaluation (formative evaluation, e-tests, class survey, e-portfolio, peer evaluation). In this study, the highest frequency of extracted codes is assigned to the dimension of interactions, and it indicates that how to communicate in an e-learning environment is the most challenging issue in previous studies. Finally, this study emphasizes the importance of considering appropriate criteria and indicators in the process of teaching and learning the elementary school in the electronic platform, and its proposed model with the provided coordinates could be used as a guide for planners and teachers to enrich their education with the requirements and requirements of the new environment and to take steps towards improving it.

The purpose of the current research was to identify the application of integration and its methods in the educational activities of new elementary school teachers. This research was conducted with a qualitative and descriptive phenomenological approach. From graduates of Farhangian University of Mashhad 17 participants were selected purposefully. In order to collect the data, a semi-structured interview was used and the data were analyzed and validate by the Collaizi’s seven-step and the Lincoln and Guba method. In total, three dimensions (combination of different study materials, integration of study materials with living environment and integration of study materials with games), nine main themes and 29 sub-themes were identified. The results showed that new teachers combine different teaching materials by considering vertical and horizontal connections. By linking classroom teachings to everyday life, they provide the possibility of combining lesson objectives with the real-life facts, and by putting games as the focus of teaching, they present learning units in a combined form to facilitate the realization of educational objectives.

The purpose of this research is to identify the factors affecting the choice of humanities field. Parallel to this aim, the narrative-research method of the autobiography type was used. The source of data was the researcher's memories and narratives during his studies. Data analysis was done according to thematic analysis. In total, four main themes (educational, individual, family and environmental factors) and 19 sub-themes in two axes were identified. Findings in the first section include not belonging to school, the role of teachers, the effect of academic grades, academic guidance, achieving successful results, possessing literary talent, fear of failure, purposefulness, interest and desire, Family support, family educational background and Career prospects. Also, in the second section, obtaining successful results, receiving positive feedback, forming an identity, reducing motivation, doubt, parental satisfaction, high expectations, and misconceptions were obtained, which indicate the positive and negative consequences of this choice.

Teachers are main agents in education field. Their learning style can lead to actions differentiate their classroom from other classes. purpose of research is to identify opportunities and challenges of classroom process of teachers with a divergent learning style. qualitative approach and descriptive phenomenological method were used. participants of research were among primary school teachers of Markazi Province in 1400-1401, 15 of them were purposefully selected. In order to collect the data, a semi-structured interview was used, and to analyze data of research, seven-step Clause method was used. deep analysis of interviews resulted in representation of 8 themes and 20 related sub-themes. Based on findings, there are opportunities in six themes, including application of problem-oriented teaching methods, positive educational results, positive educational results, strengthening aesthetic capacities, evaluation as students' learning, flexible classroom management, and research challenges. They were categorized in two parts, including negative feedback of stakeholders to teacher and mismatched expectations of teacher with existing situation. According to results of research, it is recommended for teachers to control factors that cause dissatisfaction by being aware of their learning style and opportunities and challenges it creates in the classroom. Take an effective step to strengthen strengths and eliminate the weaknesses

Following the outbreak of covid19, e-learning has provided a unique opportunity to face the limitations of face-to-face education and achieve the ideal of education for all. Since teachers are considered as the most important influential factor in the teaching-learning process, the analysis of their successful and unsuccessful educational experiences can give us a deeper understanding of the current situation and provide solutions to achieve the desired situation and strengthen it. Given the vast amount of research conducted on the challenges and problems of teachers in the electronic context, the present study aims to focus specifically on the strengths of teachers' teaching experiences in the new learning environment. Therefore, the purpose of this study is  identifying and modeling the importance of successful educational experiences of elementary school teachers in the e-learning environment.

This is a qualitative and phenomenological study. Participants in this study include all elementary school teachers who had the experience of teaching in electronic context (Shad Program) in the academic year 2020-2021. Eighteen teachers among them were selected through purposive sampling and semi-structured interviews were used to collect information until the researcher could achieve theoretical saturation. The findings were analyzed, using Colaizzi's seven-step strategy. In-depth analysis of the interviews resulted in the identification of 7 main categories and 25 related sub-categories. In the next step, the identified key categories entered into the Interpretive Structural Modeling (ISM) software. In this section, first the structure of the communications between the categories was drawn in the form of an interactive network and then the importance of each of them was determined.

The research findings showed that successful educational experiences of elementary school teachers in the e-learning environment in the order of their importance  include the development of technological competencies (61 points), progress and modernization of curriculum elements (60 points), paying attention to emotional-psychological needs (53 points), promotion of social skills (51 points), development of scientific education (28 points), paying attention to aspects of biological and physical education (21 points) and strengthening  aesthetic capacities (17 points).

The results of the present study can be considered as a continuum in which, on the one hand, the development of technological competencies is of the highest importance and, on the other hand, the strengthening of aesthetic capacities is of the least importance. Based on the results obtained, a major overhaul of pre-service and in-service teacher training methods is needed to keep pace with the developments in technology-rich environments. In order to improve the quality of the teaching and learning process in the electronic context, teachers should also pay attention to the specific requirements of this new educational environment and its developmental capacities, and instead of using traditional teaching methods, prioritize their focus on educating students in all areas, encouraging group collaboration and participation in the virtual classroom, fostering students' curiosity and flourishing their individual creativity, strengthening students’ motivation students and paying attention to students’ individual abilities, interests, talents and personal differences of students in the new ecosystem so that they teachers could  hope for an effective and active presence of students in their virtual classes.

The purpose of this study is to investigate and understand the viewpoints of professors and specialists in educational sciences towards massive open online courses (MOOCs). Thus, a qualitative approach and thematic analysis method was adopted. The statistical society of this research includes the professors and specialists in the field of educational sciences who participated in at least two MOOCs, out of which 9 people were selected by purposeful sampling. Then, the researcher attempted to collect data through semi-structured interviews to reach theoretical saturation. Interviews were analyzed using the method of Brown and Clark (2006). Finally, three themes, 11 main themes and 36 sub-themes were identified. According to the research findings, feelings and attitudes before and after participating in the MOOCs included the main themes such as the first doubt and the final satisfaction. MOOC capabilities were also identified in terms of objectives, content, teaching methods and evaluation. Also, the challenges of using MOOC in Iran have included technical, educational, cultural, economic and moral issues. In the end, reevaluation and provision of appropriate mechanisms to mitigate the effects of potential threats and promote positive situations is emphasized and a few applicable recommendations have been provided.

The purpose of this research was to identify the most important pedagogical challenges of primary school education in the e-learning environment. In accordance with this aim, a qualitative research design of the meta-synthesis type was selected. Data were collected using Sandelowski & Barroso (2007)'s seven-stage model. For this purpose, after searching for articles in the databases (during the period 1399-1400 for the nationwide researches and 2020-2021 for the foreign researches), finally, out of 217 articles related to the field of this research, 39 articles that directly address the challenges of primary school education in the e-learning environment, were purposefully selected using the Critical Assessment Skills Program (CASP), and they were entered into the analysis phase. To analyze the data, the content was analyzed using the categorization method. To evaluate the validity and reliability of the findings, the researcher's self-review criteria and peer review method were used. Finally, in-depth analysis of the previous studies resulted in the representation of 11 main categories, 32 concepts and 242 related codes. Findings showed that the identified pedagogical challenges have included issues on the interaction, teachers, students, parents, teaching method, classroom management, monitoring and evaluation, homework and feedback, educational content, learning outcomes and educational resources. Finally, the results of meta-synthesis emphasized the need for rethinking and preparing appropriate educational mechanisms to reduce the effects of challenges and potential problems, and promoting the positive conditions, and some practical suggestions have been point out.

With the spread of the corona virus, the closure of schools and the need to continue education, teachers are forced to provide education on an electronic platform. Among these, one of the basic challenges is how to maintain and improve the motivation level of students. This research seeks to identify the lived experiences of teachers in the field of improving the academic motivation of elementary school students in the e-learning environment. This article is done with the phenomenological (interpretive) method. Participants in this study include all elementary school teachers who had experience of teaching in electronic context in the academic year 2020-2021, and 14 of them were selected using a purposive sampling method. To collect data, a semi-structured virtual interview was used. The analysis of the interviews was done using the Collaizi’s strategy. Finally, 5 main categories and 19 sub-categories were extracted. The findings showed that the effective strategies of teachers to strengthen the motivation of students in the e-learning environment include improving educational components, paying attention to the emotional-psychological characteristics of students, and developing social skills, highlighting scientific education and eventually strengthening aesthetic capacities. The results show that the improvement of educational components had the greatest contribution and the attention to aesthetic dimensions had the least contribution in the set of teachers' motivational strategies. Therefore, to achieve successful results and improve students' learning, it is necessary to use all-round motivators, taking into account the special requirements of the new learning environment and the capacities that can advance students.

The current research has been done with the aim of identifying factors, criteria, indicators and judgment tools regarding Community Learning Centers.

The research is an interpretative type with a qualitative approach and phenomenological method. The field of research is the documents and studies conducted regarding the Community Learning Centers and the Literacy Movement Organization, as well as experts inside and outside of the Literacy Movement Organization and Community Learning Centers who were selected by the purposeful and snowball sampling methods. A semi-structured interview technique was used, in order to collect information. After interviewing 70 people, the information became saturated; but for more certainty, the interview continued with 4 more people. In order to analyze the obtained data and validate it, the Collaizi’s seven-step method was used.

The findings—based on CIPP evaluation model in four dimensions of context, input, process and output—are 4 factors (managers, specialists, trainers and learners), 28 criteria (5 criteria in the context section, 9 criteria in the input section, 8 criteria in the process section and 6 criteria in the output section) and 139 indicators.

Finally, from data analysis and extraction of factors, criteria, indicators were obtained based on the Rubik's matrix that shows the evaluation aspects of Community Learning Centers according to the CIPP model.

E-learning is one of the new ways of learning in the present era. Thus, for the efficiency and the optimal use of E-learning capacities, requires identifying and eliminating the disadvantages ahead the purpose of this study was the pathology of E-learning courses in the National Iranian Gas Company based on the three-branch model. Thus, a qualitative approach and phenomenological study was adopted. Participants in this research were managers and technical experts of the headquarters of the National Gas Company who were purposefully selected and theoretical saturation was achieved by semi-structured interviews with 10 people. Findings were analyzed using Strauss and Corbin coding methods at both open and axial coding levels. Finally, 15 categories, which included 50 concepts, were extracted as the main disadvantages of E-learning courses, which were obtained in three parts: process, structural and environmental.

The purpose of this study is to investigate Strengths and Weaknesses of E-Learning courses in human resources education of Iranian National Gas Company based on the systemic model of Hao and Borich. Parallel to this aim, a qualitative research design of the phenomenological type was selected. The statistical society of this research includes the managers and technicians of the headquarter section of the Iranian National Gas Company, out of which 10 people were selected by purposeful sampling. Then, the researcher attempted to collect data through semi-structured interviews to reach theoretical saturation. The data were then analyzed by the Collaizi’s seven-step method. Deep analysis of the interviews revealed 23 related categories and 86 sub-categories. Based on the findings of the study, the strengths of administering electronic education in the Iranian National Gas Company include learners’ satisfactionnd willingness, scientific expertise of professors, the support from organization’s managers, production of high-quality context, compiling a comprehensive collection of exam questions, having a good method of administration and good design of virtual exam administration processes. As for the weak points, the resulted items included unpreparedness and insufficient expertise of professors, weakness of network connections, incomprehensive outlook in compilation of purposes, domination of lecturing method in teaching of virtual courses, and untrustworthiness of the precision of virtual exams. In the end, reevaluation and provision of appropriate mechanisms to mitigate the effects of potential threats and promote positive situations is emphasized and a few applicable recommendations have been provided.

Introduction E-learning, an unparalleled opportunity to face the limitations of face-to-face training, the realization of the goal of education for all, and the provision for sustainable and balanced development, has rapidly expanded in most educational systems and organizations, but despite this rapid growth, there are some issues and obstacles around it. According to Al-Hujran and et al (2013), the success of e-learning is significantly dependent on the accurate recognition of key barriers and requires the attention of system administrators and designers. If organizations are not ready to setting up and deploying e-learning because of the barriers, the capacities of e-learning remain unused. Without any bias, this research attempts to represent experiences and perceptions of managers and technical officers of the National Iranian Gas Company (NIGC). To reach an in-depth understanding of the nature and significance of the phenomenon under study, it is focused on identifying the infrastructural and managerial barriers to applying e-learning for a specific organizational environment (in this study: National Iranian Gas Company). Therefore, the present article seeks to answer the following questions: 1. What are the infrastructural barriers to implementing e-learning at the NIGC?  2. What are the managerial barriers to implementing e-learning at the NIGC? Method In order to identify the challenges, a qualitative approach based on the phenomenological study with managers and technicians of NIGC was used. From this statistical society, eight people were selected based on purposeful sampling. Semi-structured interviews were conducted for data gathering until the theoretical saturation was achieved. The findings were analyzed using Strauss and Corbin coding method at two open and axial coding levels. Therefore, after the interviews, four steps were followed: Full transcript of audio interviews, Extracting spoken evidence from interviews, Conceptualizing spoken evidence and finally grouping concepts and extracting categories. Finally, to ensure that the findings of qualitative analysis are valid, the Member Checking method (three interviewees) and the Peer debriefing (two professors and two Expert Ph.D. students) from Creswell and Miller (2000) were used in coding documents and interviews. In total, eight items that embraced twenty-one concepts were extracted. Research findings In response to the first question, “What are the infrastructural barriers to implementing e-learning at the NIGC?” by the findings of a semi-structured interview with the NIGC’s executives and technical managers, the three barriers can be considered: Weak communication network, weak IT support, weak physical and hardware infrastructure. In response to the second question about the managerial barriers to the implementation of e-learning in the NIGC, considering the findings of a semi-structured interview with the NIGC executives and technical managers, the administrative barriers in five sections were discussed: lack of support on the part of managers of the organization, lack of motivation among the staff, lack of human resources expert in the field of technology, not taking virtual learning seriously on the part of the organization, deficiency of encouragement and motivation system of the organization. Discussion and conclusion The participants of the present study consider infrastructure barriers as one of the most important factors in the implementing process of e-learning. This dimension consists of three main categories: weak communication network, weak IT support, weak physical and hardware infrastructure. This subject is Consistent with the results of previous studies including (Anderson, 2008; Ali and Magalhaes, 2008; Haydari et al., 2009; Al Hujranet et al., 2013; Bagherimajd et al., 2013; Roy, 2015; Tarus et al., 2015; Jafari has been far et al., 2016; Al Gamdi and Samarji, 2016; Abbasi Kasani et al., 2017; Tari et al., 2017 Mohammadi et al., 2017). Also with the results of this study, managerial barriers are the other factors affecting the successful implementation of e-learning in the NIGC. This dimension includes of the five main categories: inattention and lack of support from the managers of the organization, lack of motivation among the staff, lack of human resources expert in the field of technology, not taking virtual learning seriously on the part of the organization, deficiency of encouragement and motivation system of the organization. This is consistent with the findings of the researches such as (Vencatachellum & Munusami, 2006; Ali and Magalhaes, 2008; Tavakol and Ghazinouri Naeini, 2010; Bagherimajd et al., 2013; Tarus et al., 2015; Roy, 2015; Jafari far et al. , 2016; Al Gamdi and Samarji, 2016). In reviewing the background of research on the barriers of the e-learning implementation, the first added value of the present study is that these barriers were identified locally and considered the context of the National Iranian Gas Company. On the other hand, the data collected by the opinions of managers and technical officers of the gas sector virtual company more precisely and proportionally identifies the obstacles of e-learning implementation. In previous research, the opinions of this group are not considered. Another point is that, compared with the management and infrastructure barriers identified in this study, management barriers seem to be of much greater importance and priority for the attention of virtual education practitioners. managerial problems can have a significant impact to address or alleviate infrastructure problems as well as other problems and obstacles to the proper use of virtual education in our country. Like many barriers and problems in other areas, it is no exception for virtual education that many existing problems are rooted in the inefficiency and inadequacy of management layers in policymakers or practitioners in the field of virtual education. Totally, a review of the theoretical and empirical foundations of the barriers to e-learning implies that each of these barriers or a set of them can affect e-learning programs. Certainly, designing and setting up an e-learning system in an organization requires the provision of appropriate management and professional backgrounds. Therefore, planning and developing appropriate strategies is necessary for overcoming these obstacles.