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Analyzing the ethical Challenges of Virtual Teaching-Learning in the Education System
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Mohamadreza Farjzadeh1   , Nooredin Mirzai2 , Naghi Kamali3 |
1- Ph.D. Student, Dept. of Management, Zanjan Branch, Islamic Azad University, Zanjan, Iran
2- , mirza683@yahoo.com
3- Dept. of Educational Sciences, Zanjan Branch, Islamic Azad University, Zanjan, Iran |
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Abstract: (800 Views) |
Background: Virtual education is a unique opportunity to face the limitations of face-to-face education, to realize the ideal of universal education and to lay the groundwork for the country's development. According to this topic, virtual teaching and learning can be one of the most useful ways of education, hence the purpose of this research is to investigate the ethical challenges of virtual teaching and learning in the education system.
Method: The current research was conducted with a qualitative approach and thematic analysis method. The field of research included the teachers of education in Tehran, 15 secondary school teachers were selected using the purposeful sampling method (the entry criteria is having at least 5 years of experience and at least a master's degree). The data collection tool in this research is a semi-structured interview. The process of analyzing the data obtained from the text of the interviews was done simultaneously with the data collection and using the Maxqda software. Also, in order to evaluate the scientific accuracy of the research, four criteria of reliability, transferability, reliability and verification were used. In order to analyze the qualitative data, the theme analysis method, which is based on open coding, was used.
Results: The research findings showed that the ethical challenges of virtual teaching-learning are in three areas: behavioral challenges (including the challenges of the teacher's ethical behavior and the challenges of the student's ethical behavior), programmatic challenges in the ethics of virtual teaching-learning (including the challenges of content, process challenges and evaluation challenges), structural-contextual challenges in virtual teaching-learning ethics (including software challenges, hardware challenges, social contexts and individual-personal contexts) were counted.
Conclusion: According to the findings, it can be concluded that in order to improve the implementation of virtual education, it is necessary to pay attention to the behavioral, programmatic and structural aspects, and only the behavioral dimension does not lead to the improvement of the implementation of virtual education. |
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| Keywords: Teaching, Learning, Virtual Education, Moral Challenge |
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Full-Text [PDF 572 kb]
(531 Downloads)
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Type of Study: Research |
Subject:
Special
Received: 2023/08/8 | Accepted: 2023/10/14 | Published: 2024/11/28
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