مطالعه پدیدارشناسانه دیدگاه معلمان از چالش‌های حاکم بر آموزش مجازی و راهکارها

Abstract
The use of virtual education in teaching has provided a wide range of new educational opportunities. However, the combination of ethical and legal risks associated with accessing and exchanging information in the form of ethical issues in the digital space has challenged this type of education. Given the short history of virtual education in Iran, the research gap to guide ethical practices in virtual education is strongly felt, and the few studies conducted in Iran and internationally show that teachers' experiences of this type of education are not clear. In this regard, Mata and Bogian (2019) state that ensuring the fair and efficient use of new technologies in education, which is an important part of personal and professional life, is one of the main challenges of the 21st century. In fact, digital issues that affect the ethical culture of educational institutions and the free flow of communication in virtual education and the emergence of unethical behaviors in it have made the need for research in the field of ethics in virtual education more evident than ever. Meanwhile, the current dilemma of virtual reality technology should be emphasized to ensure its development prospects. Therefore, the purpose of the present study is to express teachers' experiences in the field of virtual education. In fact, digital issues that affect the ethical culture of educational institutions and the free flow of communication in virtual education and the emergence of unethical behaviors in it have made the need for research in the field of ethics in virtual education more evident than ever before.
Meanwhile, the current dilemma of virtual reality technology should be emphasized to ensure its development prospects. Therefore, the purpose of the present study is to examine the experiences of teachers in the field of virtual education. Therefore, considering the purpose of the study and based on what was raised in this study, the following three questions have been considered:

How have you experienced the issues of virtual education?
What is the perception of teachers about ethics in virtual education?
What are the challenges of virtual education?

In this regard, the present study has attempted to express teachers' experiences of the challenges of virtual education. Materials and This study used a qualitative and phenomenological method. The interviewees, including 25 teachers and experts in the field of education, were selected through purposive sampling and with the rule of saturation and maximum diversity in mind. Data were collected using semi-structured interviews.
Coding of interview findings showed that categories such as perceived role conflict and the dominance of online education, the transfer of learning from the classroom to homes, determinism and burnout, the allocation of home space for learning, the imbalance and proportionality of the volume of activities, the management of virtual space, virtual education and the formation of a mosaic of flat social consciousness, the duality of online education in contrast to individual life and virtual education (a contradiction of complete liberation with ominous distortions) and the overarching organizing and basic theme of "hermeneutic understanding of the teacher education process against the resistance of tradition" were found.
In general, the results of the analysis of the findings show that the greatest challenge of virtual education in the Iranian education system is in the socio-cultural field. Given the various challenges, it seems that education has not been able to create a suitable socio-cultural context for benefiting from virtual education. Meanwhile, researchers and experts such as Bourdieu (2001) have emphasized the role of culture in education by presenting the theory of cultural reproduction and are trying to express the relationship between what he calls cultural capital and academic success.
Based on the findings of the present study, the following suggestions are presented for teachers, managers and officials to make the most of the virtual education space. These suggestions include:
Among the most important solutions to overcome the aforementioned challenges are providing a basis for social communication between students and teachers, using interactive multimedia technologies, educational and research institutions, scientific communities and fun programs.
Creating the ground for effective virtual education, in both aspects of education and training, requires the presence of an active interaction field for students with the content, the teacher, the school's executive staff, classmates, and in a broader sense, the school, which can somehow minimize the unwanted effects of not being present in the community, including poor education. The teacher must integrate the various abilities of virtual students with life in the virtual classroom. Instead of engaging with abstract concepts that are given in the form of one-sided lectures in the classroom, virtual students should have problem-oriented and research-oriented learning activities. In this case, the student enters into discussions and negotiations with the teacher and becomes fully involved and active in carrying out lesson projects, and the teacher brings them back to the educational process by providing attractive assignments and content that is appropriate to the interests and abilities of the students.
- The teacher, the student, and the curriculum are factors that must be related to each other; because the interaction between them leads to the growth of students' creativity. The "brainstorming" method means that the teacher asks a question and allows students to express all the ideas that come to their mind (good or bad). Their ideas are not evaluated in any way. Finally, their answers, which are written on a sheet of paper, are collected. The teacher chooses the best answer by comparing all the solutions, and in this way, the mind is led to fluidity. According to the findings of the research, content is very important in education. In fact, it is the content that can help make educational methods more attractive. As a result, steps should be taken to improve it. And the best type of content, namely interactive content, should be used. Since teachers are the most effective and important forces in education, support programs and measures should be implemented to promote their spirituality, loyalty, and job commitment. Conditions must be provided for them so that they can perform their roles and abilities safely, calmly, and without worry and engage in work.