آموزش مجازی

The present study aimed to determine the relationship between organizational agility and organizational climate with the innovative behaviors of teachers in virtual education. The research method was descriptive correlational. The statistical population included all teachers in Mahalat city during the academic year 2023-2024 (700 individuals). A sample size of 248 was calculated using Cochran's formula and selected through random sampling. The instruments used in the study included the Counter Innovative Behavior Questionnaire, Sharifi and Zhang's Organizational Agility Questionnaire, and Halpin and Croft's Organizational Climate Questionnaire. Data analysis was conducted using SPSS version 26. The results of multiple regression analysis indicated that approximately 39% of the variance in innovative behaviors could be predicted by components of organizational agility (flexibility, speed, responsiveness, and competence) and components of organizational climate (inclusive behavior, unsuccessful behavior, cordial behavior, supportive behavior, and directive behavior). Flexibility and speed had a significant positive relationship with innovative behaviors, while responsiveness and competence showed no significant relationship. Inclusive behavior, unsuccessful behavior, cordial behavior, and directive behavior had a significant positive relationship with innovative behaviors. Supportive behavior did not have a significant relationship with innovative behaviors. Among the variables studied, unsuccessful behavior ranked first in predicting innovative behaviors.

This study explores the impact of Massive Open Online Courses (MOOCs) on the professional development of pre-service teachers in the primary education program at the University of Teacher Education. MOOCs, as a modern learning tool, hold significant potential for enhancing the skills and knowledge of future educators.  An applied qualitative research approach based on Grounded Theory was employed. Data were collected through semi-structured interviews with 16 specialists and professors in higher education. Participants were selected purposefully using a snowball sampling technique. The data collection continued until theoretical saturation was reached. The findings identified key antecedents of MOOCs that influence their effectiveness, including environmental factors, learning systems, content management, standardization, and interaction. The study also identified four main outcomes: enhanced international communication, improved curriculum planning, stronger social and cultural foundations, and development of strategic planning. MOOCs play a vital role in the professional development of pre-service teachers, providing opportunities to improve teaching practices, knowledge exchange, and cultural awareness. By ensuring appropriate standards in content, interaction, and support, MOOCs can significantly contribute to improving the quality of education for future educators..

The increasing trend of using the Internet and social media has fundamentally changed education. Controversies about the advantages and disadvantages of using the Internet and social media and their impact on learning have become one of the most important topics in higher education. The present study, by using a definition of face-to-face and virtual instruction and the combination of these two networks - the theory of media convergence and the theory of the actor - has tried to contrast and combine these two types of instructions in the university. Using the method of narrative analysis - the narrative of students as the main beneficiaries and users - on the effectiveness and efficiency of both types of instructions styles at Farhangian University of Sanandaj and with a purposive and criterion-based preferential sampling - 18 people - this issue was analyzed. The results obtained from semi-structured interviews with Brown and Clark's six-step analysis and in the form of main themes - competition over the field of education, dehumanization of instruction, improving educational quality, Corona and the spread of virtual instruction and hybridization of education - showed that the narratives of the interviewees are different and sometimes contradictory, considering their experience of using social media in learning and teaching. They believe that there is a confrontation and competition between the two styles of in-person and virtual instruction in universities and with the spread of Corona, virtual instruction has gained superiority. In this regard, some interviewees stated that the increasing trend of virtual instruction and the use of virtual media have moved towards the dehumanization of education, and this has presented education with challenges. Therefore, most interviewees, emphasizing the combination and use of both educational styles, see the solution to overcome the challenges and problems of both methods in multimedia and hybridization of education.

Background and Purpose: 

The present study was conducted with the aim of analyzing the lived experience of teachers of students with autism spectrum disorder from virtual education during the Corona era.

This research was conducted in the interpretive paradigm and in a qualitative manner with a phenomenological approach. The statistical population of this research included all the teachers of the 6th district of autism schools in Tehran in the academic year of 1402-1401 who had the experience of teaching students with autism spectrum disorder during the Corona era. To select the sample size, the purposeful and standard sampling method was used. For this purpose, in the first stage, interviews were conducted with 20 teachers of District 6 and theoretical saturation was achieved. In the following, the data was collected through semi-structured interviews and according to the conditions of the people, in three formats: face-to-face, telephone, and online, in the form of open-ended questions. In this research, thematic analysis method was used to identify, analyze and report the results of the qualitative data obtained from the interview.

The findings of the research showed that from the perspective of the participants in the research, the lived experience of virtual education had 4 subcategories, including teaching, job stress, technological problems, and communication style. Also, the opportunities of virtual education in the Corona era had 5 categories, including the development of technological skills, the development of online teaching skills, the spread of virtual education, the strengthening of virtual education infrastructure, and cost-effectiveness. Also, the challenges of virtual education in the Corona era had 5 categories: communication problems, educational and teaching problems, parents' inattention, poor equipment and students' attention loss.

virtual education has suitable opportunities for students with autism spectrum disorder. Since these people have a visual learning style and virtual education can support this type of style. It is suggested to strengthen the infrastructure of holding virtual education for these people and to use technological capacities in teaching to enrich the learning process of students.

The purpose of this research was to analyse the implementation barriers of qualitative-descriptive evaluation in the virtual platform from the point of view of teachers and students of the primary school and was carried out with a qualitative approach and descriptive phenomenological method. The research field encompassed all teachers and elementary school students from Educational Region 18 in Tehran. A total of twenty participants from each group were selected using purposive sampling and a criterion-based, accessible, and snowball strategy, followed by semi-structured interviews. The data analysis, through Glaser's seven-step coding strategy, led to the identification of four main themes and 16 subthemes for the teachers' group and 12 subthemes for the students' group. The results indicate that the matter of descriptive assessment in virtual education poses serious challenges from the stakeholders' perspective

To conduct an opinion survey on the virtually implemented math curriculum during COVID-19, a group of 25 student teachers at the two extreme ends of activity continuum from among 310  individuals who took a course on teaching mathematics at one of the campuses of Farhangian University in Mashhad was selected and then interviewed in a semi-structured setting. The collected data were validated through member check and peer debriefing. Situational analysis of the data is indicative of a difference between the opinions of student teachers with different areas of study (humanities, sciences, and mathematics) and yet similar learning situations on different aspects of math teaching curriculum. Student teachers with previous knowledge on math teaching and a positive attitude towards mathematics experienced a narrower gap between the intended and implemented math curricula.

This research was conducted with the aim of predicting the quality of learning based on virtual education and computer self-efficacy with the mediating role of knowledge sharing among secondary school teachers of district 2 of Shiraz cityThe research method was correlational in terms of data collection. The statistical population of the present study included all secondary school teachers of the 2nd district of Shiraz city in the academic year of 2022-2023, whose number is estimated to be 1800 with reference to education. 320 of the studied teachers were selected as a sample by stratified random sampling method. The tools used in this research were the quality of learning questionnaires by Janes et al. (2007), virtual education by Yadolahi et al. (2021), computer self-efficacy by Murphy et al. (1989) and knowledge sharing by Kim and Lee (2013). The face and content validity of the questionnaire was confirmed by experts and technical people, and the reliability was confirmed by Cronbach's alpha method. Descriptive statistics (mean and standard deviation) and inferential statistics (Pearson's correlation coefficient and linear and hierarchical regression and path analysis) were used to analyze the data.The research results indicated that virtual education and computer self-efficacy can significantly predict the quality of learning and the significant mediating role of knowledge sharing in the relationship between the variables of virtual education and computer self-efficacy with learning quality was confirmed. It is also possible to confirm the assumption that virtual education, computer self-efficacy and knowledge sharing are able to predict the quality of

This study explored the lived experiences of elementary teachers during the implementation of descriptive evaluation in the virtual education period of COVID-19.

Using a qualitative phenomenological approach, data were collected through in-depth interviews with 15 elementary school teachers in Birjand during the 2021-2022 academic year. Participants were selected via purposive criterion sampling, and data saturation was achieved. The Colizzi (2002) method was used for data analysis, with MAXQDA11 software as the tool.

Data validation was ensured using Guba and Lincoln's (1985) four criteria. Seven main themes emerged: "Learning assessment tools," "Monitoring the educational process," "Parents and evaluation," "Virtual feedback," "Educational and behavioral consequences," "Justice in evaluation," and "Electronic portfolio."

Teachers employed various tools and methods to assess and support students’ learning in the virtual context, revealing both opportunities and challenges. Virtual evaluations fostered innovative practices and provided insights into students' progress. However, disparities in access to resources, variations in parental involvement, and perceptions of injustice in assessments created significant obstacles. These findings underscore the need for equitable and effective strategies to enhance the virtual education process, emphasizing the critical role of comprehensive support for both teachers and students in overcoming these challenges.

With the onset of the COVID-19 pandemic and the subsequent shift to virtual learning, educational oversight methods were inevitably compelled to transition to the digital realm. Educational supervisors gained novel experiences in oversight during this period. Following the reopening of schools, the necessity of leveraging the insights from this type of supervision and effectively integrating it with face-to-face oversight became increasingly apparent. The objective of this qualitative study, utilizing Strauss and Corbin's grounded theory systematic approach, was to design a process for conducting combined educational supervision, that is, a blend of in-person and virtual oversight. The research field comprised educational supervisors in Kurdistan Province, including subject coordinators, mentors, assistant principals, and school principals, who had undertaken supervisory roles both in-person and virtually between 2019 and 2023. Purposeful sampling with a theoretical approach was employed. Data was collected through semi-structured interviews. The sampling process and interviews continued until theoretical saturation was achieved, resulting in interviews with sixteen educational supervisors. Through data analysis and the coding process, the central phenomenon of "development based on the modernization of educational supervision" was extracted. This innovative supervisory approach, leveraging modern technologies, has not only empowered supervisors and teachers but has also enhanced the flexibility of supervisory processes, increased supervisors' understanding of classroom processes, and deepened the connection between teachers and supervisors. The findings of the study indicate that combining in-person and virtual methods, by reducing the artificiality of teaching during supervision, helps supervisors gain a deeper understanding of classroom realities and develop more precise plans for teachers' professional development.

The use of virtual education and digital tools in the teaching process does not automatically lead to the success of university education systems or the realization of educational goals; rather, it is the effective use of these tools that contributes to professors' effective teaching. Defining and measuring effective teaching is not an easy task because effective teaching requires two-way communication between the learner and the instructor. In order to teach, the instructor first pays attention to students' individual characteristics and growth levels, and accordingly, adopts teaching strategies. The literature review showed that higher education professors play a key role in the effectiveness of their teaching in the virtual space. This key role is initially observed by paying attention to students' wants and needs, and then by having knowledge of electronic tools and creating content. Therefore, examining university professors' opinions about the characteristics of effective teaching in virtual education is of paramount importance. Given professors' key role in holding virtual classes and their knowledge and understanding of the dimensions and components of effective teaching in virtual space, this study aims to identify the dimensions and skills necessary for effective teaching in virtual education based on the opinions of Tehran University professors.

The qualitative research approach with a descriptive phenomenological method was selected for this study. Accordingly, the data were collected and analyzed using the Giorgi method, a criterion-based purposeful sampling method, and semi-structured interviews with eighteen participants. Giorgi analysis is a precise, clear, and step-by-step method that has five steps: familiarization with the data, identification of semantic units, regrouping of semantic units into clusters, conversion of semantic units into descriptive expressions, and combining and integrating them. To improve the credibility of the study, member checking, peer debriefing, external audit, thick description, and prolonged engagement were employed.

The results of this study led to the identification and classification of four dimensions and twenty-one components to measure effective virtual teaching in universities. These include: 1) the individual dimension (with four components: a- the role of developers, b- the role of professors and their personality traits, c- the role of students and their personality traits, and d- individuals' professional development), 2) the skills, competencies, and abilities dimension (with eleven components: a- pedagogical skills of education, bteaching skills, c- developing skills, d- knowledge of using electronic content, etechnology skills, f- professors' specialized competence and ability, gcommunication skills, h- the skill of developing students' participation, ipsychological skills, j- the skill and ability to relate course materials to the needs of society and the market; the link between theory and practice, k- the ability to evaluate students in a virtual environment, k- classroom management skills), 3) the infrastructure, equipment, and facilities dimension (with two components: aprofessors' and students' lack of access to digital tools and b- high-speed, stable Internet), and 4) contextual factors in effective teaching (including four components: a- the timing of classes, b- the role of the family, c- rules and regulations, and d- attention to professors' and students' physical and mental health).

The findings emphasized the differences between the virtual platform and the face-to-face platform, the redefinition of the roles of developers, professors, and students in the virtual space, professors' and students' personality traits, the importance of professors' skills, competencies, and abilities, as well as the significance of infrastructure, equipment, facilities, and contextual factors. According to the results, it is suggested that professors use self-directed learning methods and professional learning groups based on cooperation and learning communities to improve their abilities in digital skills, digital literacy, digital thinking, technology, content production, and platform usage. Furthermore, in their teaching in virtual classes, professors should pay attention to creative communication and interactive methods, as well as the use of technological capacities to create psychological actions, especially enhancing learning motivation. They should also utilize digital facilities to provide feedback and assign various tasks to their students.

Given the global experience of the COVID-19 pandemic, educational systems worldwide have transformed in recent years with the emergence and expansion of hybrid learning alongside traditional and virtual learning. Accordingly, this study aimed to qualitatively elucidate the aspects of expanding virtual education in primary education and to design a hybrid learning model, seeking answers to the following questions: According to teachers, parents, and primary school principals and vice-principals, what factors affect the quality retention of virtual education opportunities and the transition to hybrid education? What factors play contextual and intervening roles? What are the strategies and consequences of implementing these strategies to achieve the central phenomenon of developing hybrid education? Research

This qualitative study used a grounded theory approach based on the causal paradigm model. Data were collected using structured interviews and focus group discussions and were analyzed using Corbin and Strauss's systematic approach. Participants included two groups: teachers, school staff, and parents, who had at least one year of virtual teaching and activity in the second stage of primary school during the COVID-19 era. From the volunteer parents, contact was made with 22 parents, of whom 12 were unable to participate in the study due to their or their family's illness with COVID-19 or due to life and work commitments. Ultimately, eight parents participated in focus group sessions, and two parents were interviewed semistructurally by phone. Parent focus group sessions were held in two 90-minute sessions, one in person and one virtual. The researchers then formed a focus group of teachers, in March 2021 to gather new experiences from teachers and parents in the second year of virtual education, six months into the academic year. Both sessions were held in person and virtually. The in-person session lasted 180 minutes, while the virtual session lasted 75 minutes, with education experts and teachers in attendance. The organization of focus groups and interviews continued until theoretical data saturation was achieved after four focus group sessions with teachers and mothers and eight qualitative interviews, which took nine months to reach theoretical saturation.

The data collected from the interview texts were analyzed using the MaxQDA software for greater accuracy and speed of data analysis. Initially, open coding was performed, then primary concepts and core codes were extracted by aligning the initial codes, and finally, the main categories were formed in selective coding from the relationship between the core codes of the previous stage. From the systematic analysis of the interview data, 833 open codes and 192 primary concepts (core codes) were extracted. Of these, six main categories were identified as causal factors that participants considered to affect the retention of virtual education opportunities and the transition toward hybrid education. According to the study's participant groups, professional, skill, organizational, human-communication, and family factors were identified as intervening conditions in maintaining and expanding virtual education opportunities toward hybrid education. Infrastructure and socioeconomic factors formed the contextual conditions. The central phenomenon in this study is the retention and expansion of virtual education opportunities towards hybrid education in primary school. Strategies, actions, or counteractions taken to control, manage, confront, and respond to the central phenomenon were also identifed.

This research aimed to design and present a developmental model for maintaining and expanding virtual education opportunities toward hybrid education in primary school. In this study, five key strategies were mentioned by participants for expanding and utilizing hybrid education while preserving the advantages of traditional and virtual education: 1- Infrastructural and technological development; 2- Training of hybrid teachers; 3- Proficiency enhancement in class management and hybrid education design; 4- Improving technological and media literacy of parents and students; and 5- Enriching hybrid education with human communication. Practical suggestions from this study include designing and implementing special educational programs and packages for teachers and school staff that help improve their communication, educational, and technological competencies. The primary goal of these programs is to encourage teachers not to limit themselves to reproducing the traditional face-to-face instructional model in virtual and hybrid education and to apply educational innovations in line with the new educational scenario based on their acquired competencies. Additionally, designing and implementing programs, educational packages, courses, and group sessions specifically for parents can help improve their communication, educational, and technological competencies. These actions aim to create opportunities for active and effective parental involvement in their children's academic progress and constructive interaction with schools and teachers in the new hybrid education scenario.

The present research aims to investigate and deeply analyze the challenges and strategies of the evaluation process in the student educational network(Shad). The current research is applied in terms of purpose and descriptive in nature, which was conducted using a qualitative method and using the phenomenological approach. The statistical population of all primary school teachers working in the academic year 2019-2020 in the central part of Mirjaveh city includes 120 teachers in 10 schools of primary school, using the purposeful sampling method, 3 teachers from each school and a total of 30 teachers as The statistical sample of the research was selected.The data collection tool is a semi-structured interview and it was conducted in person and in the form of 28 questions, After conducting the interview, in order to analyze the data, the seven-step Claysey strategy was used. The findings showed that the most important evaluation challenges in the happy network from the perspective of primary school teachers include; Weak infrastructure of Shaad network, low credibility of evaluation, problems related to students, lack of strict supervision of teachers, lack of participation of families, lack of two-way communication, high stress, anxiety and tension, and on the other hand, using the capabilities Other programs, the possibility of holding video evaluations, taking advantage of integrated evaluations, designing standard and quality questions, paying attention to the characteristics of students, careful and continuous supervision of the teacher, and attracting the participation of families are among the most important evaluation strategies.He is happy in the network.

This study aimed to analyze the digital competencies of teachers in virtual education through a systematic review of existing literature. Using the scientific databases Web of Science and Scopus, relevant articles on digital skills, educational innovations, professional development, and teaching methods were extracted and analyzed. The selection criteria included articles published between January 2008 and December 2022 in peer-reviewed scientific journals and in English. Ultimately, 377 articles were selected and reviewed. The findings of this study indicated that the justifications for teachers' digital competencies fall into four main categories: the ability to face the challenges of the new digital society, enriching the teaching-learning process, developing students' digital skills, and promoting professional development using digital technologies. Additionally, teachers' digital competencies are divided into four main categories: technical skills, pedagogical applications in the teaching-learning processes, inclusion in professional development, and the ability to develop students' digital competencies.The review results showed that most teachers have adequate basic digital teaching skills, but there are more diverse outcomes in the pedagogical use of digital technologies. Some teachers exhibit high capability in designing learning activities involving technology, while others face significant challenges. This study highlights the need for more specialized and comprehensive training programs to enhance teachers' digital skills and offers suggestions for future research.

The purpose of this research was to design a model of the effect of online and asynchronous evaluation methods in the process of virtual education on the academic performance of Kermanshah University students. The statistical population included all professors in the qualitative section and all students and professors of Kermanshah University in the quantitative section. In the qualitative section, 20 interviews with 20 experts were conducted using targeted sampling, and in the quantitative section, 369 students and 175 professors were selected as a statistical sample. The tools of data collection in the research were semi-structured interviews, researcher-made questionnaires and standard questionnaires. Theme analysis and structural equation modeling were used to analyze the research data. The findings showed that with simultaneous and asynchronous online evaluation, academic performance and its components improve in students, and this relationship is significant (t value greater than 1.96). Based on the obtained results, evaluation methods can be used in virtual education, because the spatial and temporal potentials of evaluation methods in virtual education and countless other capabilities make them a fierce competitor. It has become a traditional evaluation.

The purpose of the present study was to investigate the mediating role of computer anxiety in the relationship between self-efficacy and academic performance of 7-12-year-old students in virtual education.

The current research was applied in terms of objective, in terms of descriptive-correlation method and in terms of data collection quantitatively with standard tools. The statistical population of the research was the parents of 7-12-year-old students (first to sixth grade) of non-profit schools in Isfahan city in the academic year of 2022-23. In order to collect data, Iraola-Real et al.'s Virtual Academic Performance Questionnaire (2023), Murphy et al.'s Computer Self-Efficacy Questionnaire (1989), and Haynes' Computer Anxiety Questionnaire (1987) were used. To analyze the data, Pearson's correlation coefficient, regression and path analysis were used in SPSS and AMOS software.

What emerged from the findings was that there was a positive correlation between the studied variables (P<0.05) and the ability to predict academic performance for both groups of students regarding computer self-efficacy was higher than computer anxiety (0.66 vs. -0.30 for boys and 0.76 vs. -0.29 for girls) and if we assume computer anxiety as a mediating variable, this variable can play a mediating role in the relationship between computer self-efficacy and academic performance by 31% (P <0.05).

Given that in today's conditions, digital technology has become ubiquitous and has occupied most aspects of life and education; The use of technological resources is fixed; Therefore, the ability to use them is essential. Therefore, it is suggested to pay attention to this category in the future in the case of possible virtualization of classrooms in the academic counseling provided in schools

The aim of this research was to investigate the challenges and opportunities of virtual education from the viewpoint of student teachers of Farhangian University. the method of qualitative content analysis with inductive approach was used. The research community included all student teachers of Farhangian University of Kurdistan province, including 1245 male and 491 female students (academic year of 2021-2022) as well as written scientific resources in reliable databases from 2019 to 2022. The sampling method of student teachers was purposeful and based on reaching theoretical saturation. For the sampling of scientific sources, those sources that were more related to the research topic were selected purposefully. The data was analyzed and coded by inductive content analysis and finally the challenges of virtual education in the five final categories: 1) intrapersonal challenges, 2) extrapersonal challenges, 3) challenges related to the university, 4) educational challenges, 5) challenges related to educators were extracted. Opportunities of virtual education too were extracted into four final categories: 1) personal opportunities, 2) organizational opportunities, 3) educational opportunities, 4) formation of learning communities. So, it is recommended to be considered the practical suggestions presented in order to facilitate the management of the university's virtual education in the future.

The internship period is one of the most important parts of studying at Farhangian University; However, due to the corona virus, doing an internship in the virtual platform brought challenges that are very important to identify for the post-corona era. The qualitative phase was conducted through semi-structured interviews with professors and student teachers, which were extracted after coding the data.The components of qualitative phase became the basis for building a 52-question questionnaire for the implementation of the quantitative phase, and its reliability was calculated as 0.965 based on Cronbach's alpha using Spss 25 statistical software. In quantitative phase, the statistical population of the research includes all student teachers of Farhangian University who are undergoing an internship, of which 346 students were selected using stratified random sampling. Data analysis was done with statistical software Spss version 25 and Kolmogorov-Smirnov, binomial and Friedman tests.The findings indicate that the main harms of virtual internship in the present study are: low scientific-professional ability of some mentor teachers in the implementation of virtual internship,, low cooperation of school officials, guidance teachers and the offices of the place of service with the student intern, lack of full familiarity of the student teachers with the internship course,

The purpose of the current research was to evaluate primary school teachers based on the TPACK model in virtual education. The quantitative research method was descriptive-survey type. The research population was elementary school teachers of district 13 of Tehran, 253 of whom participated in the research by random sampling method. A questionnaire was used to collect data in the quantitative part. The results showed that the pedagogic knowledge of primary school teachers in virtual education of science courses is almost average. The content knowledge of elementary school teachers in virtual education of science courses is at a favorable level. Knowledge of technology, knowledge of technology pedagogy, knowledge of technology of curriculum content, knowledge of content pedagogy, and technological knowledge of pedagogical and content of elementary school teachers in virtual education of science courses is lower than average. The results of prioritizing the components of the TPACK model also showed that the most important factors are knowledge of curriculum content and knowledge of pedagogy, followed by knowledge of content technology, knowledge of technology pedagogy, knowledge of content pedagogy, technological knowledge of content pedagogy, and knowledge of technology, respectively. have in general, it can be concluded that the situation of elementary school teachers based on TPACK model in virtual education in science course is not suitable and is lower than average.