A qualitative study of the opportunities and challenges of virtual classrooms using the conventional content analysis (the case of basic sciences instructors)

Document Type : Original research

Authors

1 Department of Chemistry Education, Farhangian University, P.O. Box 14665-889, Tehran, Iran

2 Department of Social Science Education, Farhangian University, P.O. Box 14665-889, Tehran, Iran

Abstract

The epidemic of the corona virus in the country caused the closure of educational centers and face-to-face training and offline classes in virtual space. Not having enough experience in the field of virtual education, lack of suitable facilities, lack of familiarity of human resources (professors and students) with existing or emerging tools and software, etc. created many problems. as time elapsed, the problems were gradually resolved, and the result was the acquisition of valuable experiences, which, if utilized properly in the post-corona era, can be of great help in training and fixing its deficiencies. The present study was conducted in order to investigate, search and learn about the experiences of the instructors of basic sciences of Farhangian University of East Azarbaijan province using the educational systems of the university and the use of pertinent experiences in the post-corona era. To collect data, some previously-prepared forms with explanatory questions were distributed, and face-to-face interviews with the participants were conducted. After analyzing the participants' statements, four main themes were obtained in this research; two themes focused on opportunities (including effective teaching, use of technology, and classroom management) and challenges of virtual classrooms (including defects in structures and processes education, lack of direct communication,  and defects in technical facilities) and two themes that focus on the solutions to improve the use of virtual classes alongside face-to-face classes (including the continuity of learning activities, the development of educational design, the use of new teaching methods, the framework of blended learning, the development of virtual training capabilities, the creation of a complementary learning environment, and the expansion of diversity and engagement in the classroom). 

Keywords

References

سلیمی، سمانه؛ بهاری آرمان؛ مودی بهنوش (2021). واکاوی تجارب زیستۀ معلمان دورۀ ابتدایی از نقاط قوت و ضعف شبکۀ آموزشی شاد در دوران پاندمیک کووید 19. رویکردهای نوین آموزشی، 16(2)، 81-98.
گلی، حمیده؛ محمودی، مختار؛ انصاری، مژگان (1401). چالش‌های آموزش مجازی از دیدگاه اعضا هیات علمی و دانشجویان علوم پزشکی در دوران پاندمی کووید ۱۹: یک تحلیل محتوای کیفی. آموزش پرستاری، ۱۱ (۲)، 6۳-5۳.
موسوی، سولماز؛ غلام نژاد، حانیه؛ حسن شیری، فاطمه؛ غفرانی کلیشمی، فاطمه؛ رئوفی، شهین (1401). چالش‌های آموزش مجازی در دوران پاندمی کووید-19: یک پژوهش کیفی. پرستاری ایران، 35(135)، 94-105.
عبدالرحیم زی، وحیدالله؛ عارفی، محبوبه؛ فتحی واجارگاه، کوروش؛ جعفری، اسماعیل (1401). چالش‌های یادگیری و فعالیت‌های عملی برنامه درسی زیست شناسی دوره کارشناسی در شرایط کرونا ویروس. مجله ایرانی آموزش از دور، 4(2)، 87-99. 
فرزین، حمیدرضا؛ جمشیدیان مجاور، مجید؛ امیری، محدثه؛ خواستار، علی (1399). ارزیابی وضعیت آموزش مجازی درس زیست‌شناسی در بین دانش آموزان دختر پایه یازدهم شهرستان بجنورد. پژوهش در آموزش زیست شناسی، 2(1)، 19-28.
Aguirre, J. D., Selampinar, F. (2020). Teaching chemistry in the time of COVID-19: Memories and the classroom. Journal of Chemical Education, 97 (9), 2909−2912.
An, B. G., Zakaria, A. R., Leng, C. H. (2022). Working life of Malaysian independent chinese secondary school teacher during COVID – 19 Pandemic. International Journal of Education and Humanities, 2 (2), 83−89.
Ashour, S. (2024). How COVID-19 is reshaping the role and modes of higher education whilst moving towards a knowledge society: The case of the UAE. Open Learning: The Journal of Open, Distance and e-Learning, 39(1), 52-67.‏
DeKorver, B., Chaney, A., Herrington, D. (2020). Strategies for teaching chemistry online: A content analysis of a chemistry instruction online learning community during the time of COVID-19. Journal of Chemical Education, 97(9), 2825-2833. ‏
Díez-Pascual, A. M., Jurado-Sánchez, B. (2022). Remote teaching of chemistry laboratory courses during COVID-19. Journal of chemical education, 99(5), 1913-1922.‏
Huber, S. G., Helm, C. (2020). COVID-19 and schooling: evaluation, assessment and accountability in times of crises—reacting quickly to explore key issues for policy, practice and research with the school barometer. Educational Assessment, Evaluation and Accountability, 32(2), 237-270.
Lapitan, L. D., Tiangco, C. E. (2021). An effective blended online teaching and learning strategy during the COVID-19 pandemic. Education for Chemical Engineers, 35, 116−131.
Li, Z., Jiang, W. (2022). Research on the teaching reform of inorganic chemistry based on SPOC and FCM during COVID-19. Sustainabilit, 14 (9), 5707.
Rodríguez-Rodríguez, E., Sánchez-Paniagua, M. (2020). Analytical chemistry teaching adaptation in the COVID-19 period: experiences and students’ opinion. Journal of Chemical Education, 97(9), 2556-2564. ‏
Valle-Suárez, R. M., Calderón-Mendoza, G. L. (2020). Teaching instrumental analytical chemistry in the framework of COVID-19: experiences and outlook. Journal of Chemical Education, 97(9), 2723-2726. ‏
Research in Chemistry Education
Volume 6, Issue 4 - Serial Number 24
December 2024
Pages 44-58

Files

Share

How to cite

Statistics