Assessment of the Message Transmission Quality in Virtual and Face-to-face Education from the Aspect of Teachers (Case Study: “SHAD” Software for Children 7 - 11 Years Old)
Article Type:
Case Study (دارای رتبه معتبر)

The purpose of this quantitative research, which has been done by survey method, is to make comparative assessment of virtual and face-to-face education from the prespective of communication, focusing on “SHAD” virtual education software from the aspect of teachers, among the 7 to 11 year old children . The statistical population(group) is consis of school teachers in the western educational districts of Tehran, which includes districts 2, 5 and 10, during 1401-1400 academic semester. The total number of formal and contract employee teachers in these schools is 2381, as the sample size is 330 according to the Cochran's formula. The members of sample were collected by biphasic cluster sampling (PPS) method and by using a structured questionnaire that each questionnaire contained 38 questions on a five-point Likert scale; data were collected from sample members. The validity of this study was assessed through a pre-test questionnaire and confirmed with a Cronbach's alpha score of 0.85. According to the study results, in teachers' point of view, face-to-face education is superior to virtual education, in terms of communication platforms, feedback and interaction ; and virtual education is superior to face-to-face education, only in terms of conveying the message. Based on the findings, by providing courses for educating teachers with better methods of transmitting emotional messages and teaching body language to teachers, reinforcing the necessary software and hardware facilities for virtual education and using multimedia interactive communication facilities; it is necessary the implementation of new teaching styles and methods and new methods of evaluating students in accordance with virtual education to be on the agenda of schools and education services.

Information management, Volume:8 Issue: 1, 2022
111 to 132  
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