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Quality Evaluation of Virtual (Electronic) Secondary Education in Tehran: A Model with respect to Ethics and Culture
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Nazanin Baniasadi1   , Elnaz Khosravi2 , M Ramezani |
1- Islamic Azad University- North Tehran Branch , nazaninbaniasadi@gmail.com
2- Islamic Azad University- North Tehran Branch |
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Abstract: (6 Views) |
Background: With the expansion of virtual education-especially during the COVID-19 pandemic-it’s quality has become a serious challenge. However, the ethical and cultural dimensions of this form of education have received relatively little attention. This study seeks to address this gap by proposing a model for evaluating the quality of online secondary education, with a particular focus on ethical and cultural components.
Method: To gather qualitative data, semi-structured interviews were conducted with 12 participants, including school principals, vice-principals, and teachers from secondary schools in District 3 of Tehran. Participants were selected through purposive and snowball sampling. Data were analyzed using qualitative content analysis and a three-phase coding process via Atlas.ti software. The data were analyzed through a three-stage coding process using Atlas.ti. To achieve expert consensus, the Delphi method was employed with the participation of 19 experts and structural equation modeling (SEM) using Smart-PLS3 for model validation. Quantitative data were collected via a survey from 250 individuals selected through convenience sampling from a population of 713 staff members (principals, teachers, and administrative personnel) working in secondary schools in District 3 of Tehran. The data were analyzed using SPSS 27 and Smart-PLS3.
Results: The findings reveal that culturally and ethically informed practices are central to evaluating the quality of virtual education. In addition, several other key factors emerged, including educational management, technological infrastructure, technical and instructional support, teacher evaluation systems, curriculum design, student assessment methods, and participatory teaching strategies.
Conclusion: Improving the quality of online education requires a dual focus: enhancing technological infrastructure and cultivating a culture of ethical and responsible engagement in online learning environments. This can be achieved through targeted training programs, the development of oversight mechanisms, and increased pedagogical support.
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| Keywords: Online Education, Educational Quality, Cyber Ethics, Secondary Education, COVID-19 |
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Full-Text [PDF 1469 kb]
(9 Downloads)
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Type of Study: Research |
Subject:
Special
Received: 2025/04/22 | Accepted: 2025/06/26 | Published: 2025/11/1
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