在COVID-19大流行期间和之后,母亲们对虚拟教育的体验:一种定性研究
Monireh Faghir Ganji1,2, Narjes Abdolmohammadi3, Maryam Nikbina4
1Student Research Committee, Iran University of Medical Sciences, Tehran, Iran.
Heliyon
|April 22, 2024
概括
德黑兰的母亲在COVID-19期间面临虚拟教育的挑战,强调家庭,学生和学校因素. 解决这些问题可以使在线学习成为未来灵活的选择.
科学领域:
- 教育教育教育教育教育教育.
- 社会学 社会学 社会学
- 心理学 心理学 心理学
背景情况:
- 在全球范围内,COVID-19大流行需要快速转向虚拟教育.
- 德黑兰的母亲在过渡期间经历了独特的挑战和适应.
- 了解父母的经验对于有效的教育政策至关重要.
研究的目的:
- 为了调查德黑兰的母亲在COVID-19大流行期间关于虚拟教育的经验.
- 从母亲的角度来看,确定影响在线学习有效性和挑战的关键因素.
- 为改善未来虚拟教育战略提供见解.
主要方法:
- 使用半结构面试对德黑兰17名学龄儿童的母亲进行定性研究.
- 通过电话采访 (30-45分钟) 收集的数据,录音,字面转录.
- 传统的内容分析用于识别主题和子主题.
主要成果:
- 出现了三个主要主题:与家庭相关的因素 (教师的角色,监督,成本,心灵安宁),与学生相关的因素 (学习环境的好坏,时间管理,技能获取,参与,幸福感) 和与学校相关的因素 (教师的角色,缺乏经验,获得不平等).
- 母亲们报告了虚拟学习环境的优点和缺点.
- 关键的挑战包括管理时间,确保技能获取,以及解决学生福祉和参与.
结论:
- 虚拟教育为家庭,学生和学校提供了机会和挑战.
- 政策制定者应该优先解决技术和教育障碍,并提供家长支持和心理服务.
- 有了适当的支持和应对挑战,虚拟教育可以成为未来教育系统的灵活和有效组成部分.
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