Representation of students' experiences of the challenges and problems of teaching professors in cyberspace

Document Type : Research Paper

Authors

1 Assistant Professor of Educational Management, Kurdistan University, Sanandaj, Iran

2 Management, Kurdistan University

https://doi.org/10.34785/J012.2021.456

Abstract

Today, in our country, like other countries in support, the use of the benefits of information networks to learn in universities and schools is expanding that distant education is considered a distant factor that takes learning opportunities for everyone and wherever and at any time. Provides. The use of modern intelligence technologies and communication in the field of virtual education can be one of the options for filling out educational gaps in the absence of access to education. Virtual education has transformed the field of education, using network technology and has used network technologies to create, breed, transfer and facilitate learning at any time and place (Sharif Moghadam and Malekian individual, 1396). Online teaching has many positive and negative effects in teaching and learning, so the challenges of teaching and learning should be examined to determine what influences (positive) influential and negative (negative) are not effective. The present is seeking to examine it Life experiences of postgraduate students in Kurdistan University in relation to teaching online. For this purpose, all experiences of participants have been evaluated and evaluated from this virtual period. This research will be done with a qualitative approach and a theory of the theory. Grounded method Theory is a qualitative research method used to identify the infrastructure of the phenomenon of the study. (Frostakh, 1395, p. 95). The present study was conducted on the basis of the systematic GTM system of Strauss and Corbin (1998). In this researcher, the researcher should take a specific method and fan for analysis and implement stage coding in the open, axial and selection process and in the form of a Provide the final paradigm pattern. (Frostakh, 1395, p. 95). The research field included all Kurdistan university students in the academic year of 1399-1400, which has been held in virtual university systems in terms of epidemic of Corona virus. The sample has participated in the non-probability and in theoretical form of 55 in research. The interview is the most general method of collecting information in qualitative research. In this research, researchers have used semi-structured interviews tailored to the research objectives and the questions. In this research, analyzing and coding the text of interviews in the open, axial and selective process to provide a paradigm model. The results of this study showed that the students' challenges in five main categories include categorical interactions, class management, control and evaluation, communication infrastructure and environmental parasites. Finally, the main research model is based on the data obtained from the research and system model of the foundation data theory. The research data were collected from students at the university level and divided by colleges, at each section of all tried researchers to discuss students' experiences of teaching challenges in cyberspace and their views in the form of this research Be submitted.
    The results of the research are categorized in the form of five main concepts involving non-interactions of students and faculty members, class management problems, control and evaluation, infrastructure and environmental parasites. The concept of lack of interaction consists of five axial code and 31 open source. Problems and challenges of professors in the classroom discussion are also the result of 6 axial code 34, each of which has been addressed and part of the discussion of the professor's classroom. The discussion of control and evaluation was also one of the most important and influential issues related to education and teaching in cyberspace from the students' point of view, the concept was also the result of the output of 30 open source and 5 axial code. The concept of infrastructure problems, as well as another major challenging topics, are in the desired table, the problems of infrastructure, as well as its own options, and 7 axial code, and ultimately the concept of environmental problems or environmental parasites is another case and general challenges of students. It has been in the desired table. This concept is also the result of 17 open source and 6 axial code, each of which is part of this concept. In the present study, the results showed that these challenges are categorized in five main categories. It is natural that each of these cases is composed of concepts with different characteristics. The first challenge, which in the advertisement of 30 participants in the research, is the issue of not reducing the interaction in teaching and teaching cyberspace. Cases such as face-to-face communication and reduce team and group activities are an important issue for teaching in this space. The essence of their virtual training has been struggling with individual learning and reducing team communication, if there are certain and regular thoughts to increase the interactions of individuals in this space, naturally, many problems in this area will be created. The viewpoints of all theorists and researchers in this area, such as Dursun (2006) Gürsul (2010) çalõkan (2002) Aydõn (2001), the success of virtual training is due to the interactions and participation of students. An indifference towards student participation in the process of passing in their passivity in training and focuses on training and only the professors in the direction of activation. Managing virtual classes, as well as useful management of this period, is one of the most important issues, as well as the proper time to classes, as well as the preparation and compilation of proper content with this period so much. The content of this course is very different from other courses. Virtual systems are typically more dependent on the lesson plan and the optimal electronic content, if the content is weak, the quality of this period will be very impressed. The teaching method of instructors and most importantly, in this way, in this way, there are many qualitative and qualitative effects in the training process. Among all those cases as the challenge of students and had a lot of influence, the issue of evaluation was valuable and important. Among most perspectives to evaluate the instructors at the end of the course with many problems. One of the most important things that has been. The discussion of some students in the test has been in the test, and especially the end test tests. The fundamental problem that may be common among all the students of the country and the university of Kurdistan. The discussion of the infrastructure required for virtual education. Restrictions on Internet access, inappropriate digital tools and supervision of professors and students are all and all fixed problems that are seen in many forms in most articles and writings of virtual training. The challenges present in most cases along with similar cases with differences in other higher education centers are always raised. It is desirable that this kind of training has provided many desirable opportunities and opportunities that the University of Kurdistan himself with successful efforts in the last year has been successful in education in this area, which other researchers can investigate in this field. To do.

Keywords

Main Subjects

Abedini, S. (2010). Criteria of a good university lecturer from the perspective of students of Hormozgan University of Medical Sciences. Monthly Medical Sciences, 3, 242-246. (in persian).

Arroyo, A. T., Kidd, A. R., Burns, S. M., Cruz, I. J., & Lawrence-Lamb, J. E. (2015). Increments of transformation from midnight to daylight: How a professor and four undergraduate students experienced an original philosophy of teaching and learning in two online courses. Journal of Transformative Education, 13(4), 341-365.

Asghari, M., Alizadeh, M., Kazemi, A. H., Safari, H., Asghari, F., Bagheri A, Mohammad M., & Heidarzadeh, S. (2012). Challenges of e-learning in medical sciences from the perspective of faculty members. Journal of Yazd Center for the Study and Development of Medical Education, 7 (1).26-34. [In Persian]

AydÕn, C H. (2001). Possible Threats for online education Sakarya University, Journal of Education Faculty, 4, 101-108.

Balaban, J.S. (2004). Motivational learning systems designing at online education. Kurgu: Journal of Anadolu university communication sciences faculty, 20, 267-280

Barkhoda, S. J., Barari, N., Rezaeizadeh, M., Khorasani, A., Haj Zein Al-Abedini, M. (2017). Assessing the compatibility of activities and teaching methods in e-learning courses with learning theories. Teaching Research, 5 (4), 17-31.

Barnard-Ashton, P., Rothberg, A., and McInerney, P. (2017). The integration of blended learning into an occupational therapy curriculum: a qualitative reflection. BMC medical education, 17(1), 135.

Becker, K. L., Newton, C. J., and Sawang, S. (2013). A Learner Perspective on Barriers to e-learning. Australian Journal of Adult Learning, 53(2), 211-233.

Behrooziannezhad, M., & Behrooziannezhad, A. (2011).The position of virtual education as a new method of education in Iran. Proceedings of the 1 st National Education Conference in Iran; 1404; Tehran, Research Institute for Policy, Technology and Industry. [In Persian].

Billings, D. M., & Halstead, J. A. (2016). Teaching in nursing a guide for faculty, 5(353), 354.

Böhme, K., Heppt, B., & Haag, N. (2017). Inclusive Literacy Education and Reading Assessment for Language-Minority Students and Students with Special Educational Needs in German Elementary Schools. In Inclusive Principles and Practices in Literacy Education. Emerald Publishing Limited.‌

Bower, M., Dalgarno, B., Kennedy, G. E., Lee, M. J., & Kenney, J. (2015). Design and implementation factors in blended synchronous learning environments: Outcomes from a cross-case analysis. Computers and Education, 86, 1-17.

ÇalÕúkan, H. (2002). Designing of online instruction. Journal of Sakarya University Education Faculty, 4, 198-203.

ÇalÕúkan, H., and Gürsul, F. (2010). Learning environments for the next generation: E-learning. Journal of Istanbul Education and Culture, 1, 46-48.

Cana, V. (2010). An investigation on evaluation of students’ achievement in on-line teaching. Procedia-Social and Behavioral Sciences, 9, 1550-1555.

Childs, S., Blenkinsopp, E., Hall, A., & Walton, G. (2005). Effective e-learning for Health Professionals and Students—Barriers and their Solutions. A Systematic Review of the Literature Findings from the He XL Project. Health Information and Libraries Journal, 22(2), 20-32.

David, O., Salleh, M., & Iahad, N. (2012). The Impact of E-Learning in Workplace: Focus on Organizations and Healthcare Environments. Int. Arab J. eTechnol.

Dursun, Ö.Ö., & ve OdabaúÕ, H.F. (2006). Online tutorial roles. 6. international educational technologies conference, April 19-21, Dou Akdeniz University, Gazimausa, KKTC.

Fain, P. (2013). As California goes? Insider Higher Education. Retrieved from: http://www.insiderhighered.com/news/2013/01/16/california-looks-moocs-online-push.

Furnes, M., Kvaal, K. S., & Høye, S. (2018). Communication in mental health nursing-Bachelor Students' appraisal of a blended learning training programme-an exploratory study. BMC nursing, 17(1), 20.

Ghanbari, S., Razghi Shirsavar, H., Ziaei, Mohammad Sadegh., & Mosleh, A. (2019). Presenting an e-learning evaluation model in the electronic unit of Islamic Azad University. Educational Management Research, 11 (41), 75-100. [In Persian]

Ghorbankhani, M., and Salehi, K. (2017). Representation of the characteristics of successful virtual education teachers in the Iranian higher education system from the perspective of professors and students: a study with phenomenological method. Education Technology (Technology and Education), 11 (4), 327-347. [In Persian]

Gossenheimer, A. N., Bem, T., Carneiro, M. L. F., and de Castro, M. S. (2017). Impact of distance education on academic performance in a pharmaceutical care course. PloS one, 12(4).

Grant, M. M., & Cheon, J. (2007). The value of using synchronous conferencing for instruction and students. Journal of Interactive Online Learning, 6(3), 211-226.

Haghtalab, T., Khodabakhshi, P., and Haji Moradi, R. (2015). Study of the effectiveness and quality of virtual education (e-learning), National Conference on Management and Education, Malayer. [In Persian]

Jochems, W., Koper, R., & Van Merrienboer, J. (Eds.). (2004). Integrated e-learning: Implications for pedagogy, technology and organization. Routledge.

Karataú, E. (2003). Equality of face to face and distance learning experiment. Educational sciences and application, 2(3), 91.

Khorasani, A., & Dosti, H. (2011). Assessing the level of satisfaction and importance of factors affecting the effectiveness of e-learning from the perspective of employees (Case study: Saman Bank). Journal of Information and Communication Technology in Educational Sciences, 4. 37-58 [In Persian]

Lee, Y. H., Hsieh, Y. C., and Ma, C. Y. (2011). A Model of Organizational Employees’ Learning Systems Acceptance. Knowledge-based systems, 24(3), 355-366

Lightner, C. A., and Lightner-Laws, C. A. (2016). A blended model: Simultaneously teaching a quantitative course traditionally, online, and remotely. Interactive Learning Environments, 24(1), 224-238.

Martin, F., Ritzhaupt, A., Kumar, S., and Budhrani, K. (2019). Award-winning faculty online teaching practices: Course design, assessment and evaluation, and facilitation. The Internet and Higher Education, 42, 34-43.

Matlakala, M. C., Nkosi, Z. Z., Modiba, L. M., Dolamo, B. L., and Maboe, K. A. (2013). Video conference teaching at an Open Distance Learning (ODL) university in South Africa: Analysis of benefits and drawbacks. African Journal for Physical Health Education, Recreation and Dance, 19(Supplement 2), 22-31.

Milton, S., and Barakat, S. (2016). Higher Education as the Catalyst of Recovery in Conflict-Affected Societies. Globalisation, Societies and Education, 14 (3), 403-421.

Morice, A., Jablon, E., Delevaque, C., Khonsari, R. H., Picard, A., and Kadlub, N. (2020). Virtual versus traditional classroom on facial traumatology learning: evaluation of medical student’s knowledge acquisition and satisfaction. Journal of Stomatology, Oral and Maxillofacial Surgery.

Ørngreen, R., Levinsen, K., Jelsbak, V., Møller, K. L., and Bendsen, T. (2015, October). Simultaneous class-based and live video streamed teaching: Experiences and derived principles from the bachelor programme in biomedical laboratory analysis. In Year. Proceedings of 14th European Conference on e-Learning ECEL-2015. Reading: Academic Conferences Limited (pp. 451-459).

Peercy, C., & Svenson, N. (2016). The Role of Higher Education in Equitable Human Development. International Review of Education, 62 (2), 139-160.

Raes, A., Vanneste, P., Pieters, M., Windey, I., Van Den Noortgate, W., & Depaepe, F. (2020). Learning and instruction in the hybrid virtual classroom: An investigation of students’ engagement and the effect of quizzes. Computers and Education, 143, 103682.

Ramsey, D., Evans, J., & Levy, M. (2016). Preserving the seminar experience. Journal of Political Science Education, 12(3), 256-267.

Richter, S. L., & Schuessler, J. B. (2019). Nursing Faculty Experiences and Perceptions of Online Teaching: A Descriptive Summary. Teaching and Learning in Nursing, 14(1), 26-29.

Saad, M., Guermat, C., & Brodie, L. (2015). National Innovation and Knowledge Performance: The Role of Higher Education Teaching and Training. Studies in Higher Education, 40 (7),1194-1209.

Seraje, F (2008). A new approach to designing the e-learning environments. Journal of Curriculum Studies. 12(100-121) [in Persian].

Terras, M. M., and Ramsay, J. (2015). Massive open online courses (MOOCs): Insights and challenges from a psychological perspective. British Journal of Educational Technology, 46(3), 472-487.

van Rensburg, E. S. J. (2018). Effective online teaching and learning practices for undergraduate health sciences students: An integrative review. International journal of Africa nursing sciences, 9, 73-80.

Wagner, N., Hassanein, K., and Head, M. (2008). Who is Responsible for E-learning Success in Higher Education? A Stakeholders' Analysis. Journal of Educational Technology and Society, 11(3), 26-36.

Weitze1and2, C. L., Ørngreen, R., & Levinsen, K. (2013). The global classroom video conferencing model and first evaluations.

Yang, J., Schneller, C., and Roche, S. (2015). The Role of Higher Education in Promoting Lifelong Learning. UIL Publication Series on Lifelong Learning Policies and Strategies: UNESCO Institute for Lifelong Learning.

Zydney, J. M., McKimmy, P., Lindberg, R., & Schmidt, M. (2019). Here or there instruction: Lessons learned in implementing innovative approaches to blended synchronous learning. TechTrends, 63(2), 123-132.

References

Abedini, S. (2010). Criteria of a good university lecturer from the perspective of students of Hormozgan University of Medical Sciences. Monthly Medical Sciences, 3, 242-246. (in persian).
Arroyo, A. T., Kidd, A. R., Burns, S. M., Cruz, I. J., & Lawrence-Lamb, J. E. (2015). Increments of transformation from midnight to daylight: How a professor and four undergraduate students experienced an original philosophy of teaching and learning in two online courses. Journal of Transformative Education, 13(4), 341-365.
Asghari, M., Alizadeh, M., Kazemi, A. H., Safari, H., Asghari, F., Bagheri A, Mohammad M., & Heidarzadeh, S. (2012). Challenges of e-learning in medical sciences from the perspective of faculty members. Journal of Yazd Center for the Study and Development of Medical Education, 7 (1).26-34. [In Persian]
AydÕn, C H. (2001). Possible Threats for online education Sakarya University, Journal of Education Faculty, 4, 101-108.
Balaban, J.S. (2004). Motivational learning systems designing at online education. Kurgu: Journal of Anadolu university communication sciences faculty, 20, 267-280
Barkhoda, S. J., Barari, N., Rezaeizadeh, M., Khorasani, A., Haj Zein Al-Abedini, M. (2017). Assessing the compatibility of activities and teaching methods in e-learning courses with learning theories. Teaching Research, 5 (4), 17-31.
Barnard-Ashton, P., Rothberg, A., and McInerney, P. (2017). The integration of blended learning into an occupational therapy curriculum: a qualitative reflection. BMC medical education, 17(1), 135.
Becker, K. L., Newton, C. J., and Sawang, S. (2013). A Learner Perspective on Barriers to e-learning. Australian Journal of Adult Learning, 53(2), 211-233.
Behrooziannezhad, M., & Behrooziannezhad, A. (2011).The position of virtual education as a new method of education in Iran. Proceedings of the 1 st National Education Conference in Iran; 1404; Tehran, Research Institute for Policy, Technology and Industry. [In Persian].
Billings, D. M., & Halstead, J. A. (2016). Teaching in nursing a guide for faculty, 5(353), 354.
Böhme, K., Heppt, B., & Haag, N. (2017). Inclusive Literacy Education and Reading Assessment for Language-Minority Students and Students with Special Educational Needs in German Elementary Schools. In Inclusive Principles and Practices in Literacy Education. Emerald Publishing Limited.‌
Bower, M., Dalgarno, B., Kennedy, G. E., Lee, M. J., & Kenney, J. (2015). Design and implementation factors in blended synchronous learning environments: Outcomes from a cross-case analysis. Computers and Education, 86, 1-17.
ÇalÕúkan, H. (2002). Designing of online instruction. Journal of Sakarya University Education Faculty, 4, 198-203.
ÇalÕúkan, H., and Gürsul, F. (2010). Learning environments for the next generation: E-learning. Journal of Istanbul Education and Culture, 1, 46-48.
Cana, V. (2010). An investigation on evaluation of students’ achievement in on-line teaching. Procedia-Social and Behavioral Sciences, 9, 1550-1555.
Childs, S., Blenkinsopp, E., Hall, A., & Walton, G. (2005). Effective e-learning for Health Professionals and Students—Barriers and their Solutions. A Systematic Review of the Literature Findings from the He XL Project. Health Information and Libraries Journal, 22(2), 20-32.
David, O., Salleh, M., & Iahad, N. (2012). The Impact of E-Learning in Workplace: Focus on Organizations and Healthcare Environments. Int. Arab J. eTechnol.
Dursun, Ö.Ö., & ve OdabaúÕ, H.F. (2006). Online tutorial roles. 6. international educational technologies conference, April 19-21, Dou Akdeniz University, Gazimausa, KKTC.
Fain, P. (2013). As California goes? Insider Higher Education. Retrieved from: http://www.insiderhighered.com/news/2013/01/16/california-looks-moocs-online-push.
Furnes, M., Kvaal, K. S., & Høye, S. (2018). Communication in mental health nursing-Bachelor Students' appraisal of a blended learning training programme-an exploratory study. BMC nursing, 17(1), 20.
Ghanbari, S., Razghi Shirsavar, H., Ziaei, Mohammad Sadegh., & Mosleh, A. (2019). Presenting an e-learning evaluation model in the electronic unit of Islamic Azad University. Educational Management Research, 11 (41), 75-100. [In Persian]
Ghorbankhani, M., and Salehi, K. (2017). Representation of the characteristics of successful virtual education teachers in the Iranian higher education system from the perspective of professors and students: a study with phenomenological method. Education Technology (Technology and Education), 11 (4), 327-347. [In Persian]
Gossenheimer, A. N., Bem, T., Carneiro, M. L. F., and de Castro, M. S. (2017). Impact of distance education on academic performance in a pharmaceutical care course. PloS one, 12(4).
Grant, M. M., & Cheon, J. (2007). The value of using synchronous conferencing for instruction and students. Journal of Interactive Online Learning, 6(3), 211-226.
Haghtalab, T., Khodabakhshi, P., and Haji Moradi, R. (2015). Study of the effectiveness and quality of virtual education (e-learning), National Conference on Management and Education, Malayer. [In Persian]
Jochems, W., Koper, R., & Van Merrienboer, J. (Eds.). (2004). Integrated e-learning: Implications for pedagogy, technology and organization. Routledge.
Karataú, E. (2003). Equality of face to face and distance learning experiment. Educational sciences and application, 2(3), 91.
Khorasani, A., & Dosti, H. (2011). Assessing the level of satisfaction and importance of factors affecting the effectiveness of e-learning from the perspective of employees (Case study: Saman Bank). Journal of Information and Communication Technology in Educational Sciences, 4. 37-58 [In Persian]
Lee, Y. H., Hsieh, Y. C., and Ma, C. Y. (2011). A Model of Organizational Employees’ Learning Systems Acceptance. Knowledge-based systems, 24(3), 355-366
Lightner, C. A., and Lightner-Laws, C. A. (2016). A blended model: Simultaneously teaching a quantitative course traditionally, online, and remotely. Interactive Learning Environments, 24(1), 224-238.
Martin, F., Ritzhaupt, A., Kumar, S., and Budhrani, K. (2019). Award-winning faculty online teaching practices: Course design, assessment and evaluation, and facilitation. The Internet and Higher Education, 42, 34-43.
Matlakala, M. C., Nkosi, Z. Z., Modiba, L. M., Dolamo, B. L., and Maboe, K. A. (2013). Video conference teaching at an Open Distance Learning (ODL) university in South Africa: Analysis of benefits and drawbacks. African Journal for Physical Health Education, Recreation and Dance, 19(Supplement 2), 22-31.
Milton, S., and Barakat, S. (2016). Higher Education as the Catalyst of Recovery in Conflict-Affected Societies. Globalisation, Societies and Education, 14 (3), 403-421.
Morice, A., Jablon, E., Delevaque, C., Khonsari, R. H., Picard, A., and Kadlub, N. (2020). Virtual versus traditional classroom on facial traumatology learning: evaluation of medical student’s knowledge acquisition and satisfaction. Journal of Stomatology, Oral and Maxillofacial Surgery.
Ørngreen, R., Levinsen, K., Jelsbak, V., Møller, K. L., and Bendsen, T. (2015, October). Simultaneous class-based and live video streamed teaching: Experiences and derived principles from the bachelor programme in biomedical laboratory analysis. In Year. Proceedings of 14th European Conference on e-Learning ECEL-2015. Reading: Academic Conferences Limited (pp. 451-459).
Peercy, C., & Svenson, N. (2016). The Role of Higher Education in Equitable Human Development. International Review of Education, 62 (2), 139-160.
Raes, A., Vanneste, P., Pieters, M., Windey, I., Van Den Noortgate, W., & Depaepe, F. (2020). Learning and instruction in the hybrid virtual classroom: An investigation of students’ engagement and the effect of quizzes. Computers and Education, 143, 103682.
Ramsey, D., Evans, J., & Levy, M. (2016). Preserving the seminar experience. Journal of Political Science Education, 12(3), 256-267.
Richter, S. L., & Schuessler, J. B. (2019). Nursing Faculty Experiences and Perceptions of Online Teaching: A Descriptive Summary. Teaching and Learning in Nursing, 14(1), 26-29.
Saad, M., Guermat, C., & Brodie, L. (2015). National Innovation and Knowledge Performance: The Role of Higher Education Teaching and Training. Studies in Higher Education, 40 (7),1194-1209.
Seraje, F (2008). A new approach to designing the e-learning environments. Journal of Curriculum Studies. 12(100-121) [in Persian].
Terras, M. M., and Ramsay, J. (2015). Massive open online courses (MOOCs): Insights and challenges from a psychological perspective. British Journal of Educational Technology, 46(3), 472-487.
van Rensburg, E. S. J. (2018). Effective online teaching and learning practices for undergraduate health sciences students: An integrative review. International journal of Africa nursing sciences, 9, 73-80.
Wagner, N., Hassanein, K., and Head, M. (2008). Who is Responsible for E-learning Success in Higher Education? A Stakeholders' Analysis. Journal of Educational Technology and Society, 11(3), 26-36.
Weitze1and2, C. L., Ørngreen, R., & Levinsen, K. (2013). The global classroom video conferencing model and first evaluations.
Yang, J., Schneller, C., and Roche, S. (2015). The Role of Higher Education in Promoting Lifelong Learning. UIL Publication Series on Lifelong Learning Policies and Strategies: UNESCO Institute for Lifelong Learning.
Zydney, J. M., McKimmy, P., Lindberg, R., & Schmidt, M. (2019). Here or there instruction: Lessons learned in implementing innovative approaches to blended synchronous learning. TechTrends, 63(2), 123-132.

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