چکیده:
The coronavirus pandemic has created an opportunity for transformation and updating the country's education system in accordance with the achievements resulting from the development of information and communication technology in Iran and the world. The present research, with the aim of examining the challenges and solutions implemented or proposed by teachers in line with their virtual teaching experience, seeks to develop professional teacher development, support services, and also policymaking and planning for holding much better virtual classes in the future. This qualitative research was conducted using the semi-structured individual interview method with teachers in Bafq County across three educational levels: elementary, lower secondary, and upper secondary, based on the criterion of having virtual teaching experience. In the tenth interview, theoretical saturation of the data was achieved; however, to validate the findings, interviews continued until the twelfth person; data analysis was carried out through coding and was also sent to participants to ensure the accuracy of the obtained codes so they could be corrected if there were discrepancies. Ultimately, the received findings led to the identification of 4 subcategories—'infrastructural', 'evaluative', 'teaching and learning', and 'environmental factors'—for both the categories of challenges and solutions.
خلاصه ماشینی:
(Refer to the page image) 4- Discussion and Conclusion The research findings, which aimed to investigate virtual education during the coronavirus pandemic and answer what challenges education has faced from the teachers' perspective during this period, as well as their solutions for overcoming these challenges and obstacles; categorized these two basic groups, each into four subcategories: "infrastructure", "evaluation", "teaching and learning", and also "environmental factors", which consist of all data received from teachers and the result of their activities and practical experiences in virtual education, so that decision-makers, should these conditions continue, can increase the level of this style of education in their planning by being aware of these challenges and utilizing the mentioned suggestions for overcoming them, or in the future and upon returning to schools, if blended learning (face-to-face and virtual) is implemented, which is consistent with technological progress and modern methods in the teaching-learning process, they can employ it.
The present research, with the aim of investigating and identifying the challenges related to education during the Corona era at the implementation stage by teachers and the solutions they provided to resolve them and increase the quality of their own teaching process, is conducted by answering these two questions: What challenges did they face in virtual education?
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