| Popis: |
The closure of universities and schools interrupted learning outcomes and deprived students from growth and development opportunities as well as hindering their academic progress. Indeed, the COVID-19 Pandemic changed educational mechanism from traditional method to staying at home and virtual education globally. On the other hand, the educators and student particularly in developing countries faced shortage of necessary software and hardware infrastructures. Accordingly, introduction of virtual education along with some organizational and regional obstacles as well as poor planning caused low-quality online courses. Therefore, the present study extrapolated teachers' virtual education experiences during the COVID-19 pandemic. This qualitative study conducted on Iranian teachers using the conventional content analysis method in 2022. To do this, the targeted sampling method with maximum variation continued until data saturation. Hence, a total of 17 teachers (10 women and 7 men) included in the study. Data collected through five focus group discussions on the Sky room platform and two individual in-depth interviews. Male teachers had an average age of 44.42 years, while female ones had an average age of 47.80 years. The qualitative analysis categorized 22 themes as virtual education's pros and cons. Mental, physical, and social injuries; economic problems; insufficient virtual teaching skills; lack of virtual infrastructure; lack of motivation were identified as the main disadvantages of virtual education. Virtual education benefits included familiarity with modern science and education, time management, the durability of video and course topics, and not forcing students to attend class. Removing structural barriers (like creating a good platform for practical education and stopping new restrictive policies) and individual barriers (like economic and family problems, lack of motivation, psychological pressures, and occupational stress) could possibly improve virtual education. Virtual education should be different from face-to-face teaching because it can only meet some students' needs. |
