کنشگری والدین و معلمان از چالش‌ها و نوآوری‌های آموزش در دوران پاندمی کووید 19 : پژوهشی کیفی مبتنی بر رهیافت پدیدارشناختی

Objective: In the current situation, students face fears and anxieties in the face of the public environment and people in the community; They think that in contact with others and the polluted environment of society, something bad will happen to them or they will be threatened with dangers, which may lead to their isolation and anti-socialization in the coming years. The main purpose of this study is to identify the challenges and innovations of education during the Covid 19 pandemic. The present study has been carried out by adopting an interpretive approach and with the aim of understanding the process of shaping the experience of e-learning following identifying the challenges of e-learning in the corona and changing the world of students by focusing on the experiences of actors in this field in Khuzestan province. Therefore, in line with the above, the main question of the present study is how do stakeholders interpret the opportunities and challenges of e-learning and what are the implications of this interpretation? What are the consequences of these conditions? Method: The present research is methodologically qualitative in terms of phenomenology. Phenomenology provides a deep understanding of a phenomenon as experienced by several individuals and its main purpose is a comprehensive description of the phenomenon of everyday experience and to gain an understanding of the basic structures of the phenomenon itself. Participants in the present study include some parents and teachers of primary school students in Khuzestan province in the academic year 1399-1400, who are active and busy in cyberspace during school holidays, according to the schedule provided by the Ministry of Education. They have been teaching. The research tool was a semi[1]structured interview. To select the subjects, a purposeful approach was used, and finally 20 stakeholders related to the subject, including educators (10 people) and parents (10 families with children aged 6 to 10 years in Khuzestan province (Hindijan, Mahshahr, Shousha, Ahvaz, etc.) were included in the group of participants.Data analysis was performed using thematic analysis method.The interviews were conducted with prior coordination and in a private environment with respect to the moral rights of the subjects and privacy through allocation The duration of each interview was between 30 and 45 minutes.On average, each interview was also recorded by audio recording for analysis after obtaining permission from the interviewees. Findings: According to the research results, it can be said that Corona pandemic on the one hand develops skills and learning experience, increases the skills and educational creativity of all stakeholders and on the other hand results in aggression, depression and isolation, delay in socialization of children, increase individualism And social isolation has led to the abandonment of cyberspace. Capacity building of this issue requires that the teaching methods used by teachers should be based on the knowledge of their learners' learning capacities and the individual differences that exist between learning styles. Present it in a way that learners can learn it effectively. The findings show that a four-step process related to the formation of bio-online in the Corona can be identified, during which children's lives in the first step, after being affected by transformational shocks. Eclipse becomes a challenging situation, then natural and eventually stabilized bio-online. Each of these stages has requirements and mechanisms that affect the process of bio-online formation and its continuation and survival. Conclusion: Based on what was found in the research findings section, the most important consequences of e-learning regarding educational challenges in the Corona and post-Corona eras due to the virtual nature of education, it can be said that students' literacy level has become very different from in-person education. They were. Because many parents and friends took the test and class instead of the learner, and the student was either asleep or resting during class. On the other hand, many communication steps were taken by the student to take the test, which again it took the teacher the possibility of accurate assessment. Also, decrease in material well-being of children, aggression, depression and isolation, delay in socialization of children, decrease in self-confidence and inability to make decisions, academic and scientific decline of students, decrease in puberty in 302 ? children, increase in individualism and social isolation, decrease in puberty Children are abandoned in cyberspace, assertiveness in cyberspace, trusting another big one in cyberspace, imitating celebrities are other consequences of e[1]learning. In addition to the proposed consequences, the most important opportunities of virtual education are the development of students 'learning skills and experience, increasing teachers' teaching skills and creativity, environmental effectiveness, determining the valuable role of school in education and increasing educational productivity. One of the most important e-learning opportunities is the passage of time and place, which allows different people to access e-learning. In addition, e-learning has the potential to lead to educational justice if the infrastructure is provided. According to the findings of the present study, in the case of strategies and strategies for the development of virtual education, factors such as; Educational policy in line with new media planning and policy for child welfare, media literacy, development of indigenous infrastructure and design and development of appropriate and attractive content and curriculum were identified.