Phenomenology of virtual education culture in the Iranian higher education
Subject Areas : Curriculum Design and DevelopmentSoraya Baghershahi 1 , Zahra Taleb 2 * , Alireza Sadeghi 3
1 - Department of Curriculum Planning, ST.C., Islamic Azad University, Tehran, Iran.
2 - Department of Curriculum Planning, ST.C., Islamic Azad University, Tehran, Iran.
3 - Department of Curriculum Studies, Allameh Tabataba'i University, Tehran, Iran.
Keywords: Higher Education, Phenomenology, Virtual Education Culture,
Abstract :
This qualitative phenomenological study explored the culture of virtual education in Iranian higher education, focusing on the lived experiences of 31 professors and students. Employing structured interviews and thematic analysis, the research identified one overarching theme and six primary subcultures: interaction and communication, scientific and academic processes, emotional dynamics, exclusion, acceptance, and neutrality. The findings revealed that virtual education reshapes traditional academic norms by enabling wider scientific communication, reducing knowledge monopolies, and increasing collaboration across institutions. However, challenges such as diminished emotional connections, weakened academic commitment, increased superficial learning, and reduced in-person engagement also emerge. Students' and professors' attitudes toward virtual education varied, ranging from full acceptance to indifference. These orientations are influenced by personal values, learning styles, technological familiarity, and institutional support. While virtual education fosters academic freedom and access, it simultaneously disrupts emotional and spatial dimensions of learning environments. The study concludes that understanding the cultural dimensions of virtual education is crucial for policymakers and educators to enhance its effectiveness. Tailoring educational planning to account for emotional, structural, and communicative factors will be essential in ensuring the long-term sustainability and equity of virtual education in higher education contexts.
Abbasi, M. S., Ahmed, N., Sajjad, B., Alshahrani, A., Saeed, S., Sarfaraz, S. & Abduljabbar, T. (2020). E- Learning perception and satisfaction among health sciences students amid the COVID-19 pandemic. Work, 67(3), 549-556. https://doi.org/10.3233/WOR-203308
Akinkuolie, B., Shortt, M. (2021). Applying MOOCocracy learning culture themes to improve digital course design and online learner engagement. Education Techology Research and Development, 69, 369–372. https://doi.org/10.1007/s11423-020-09936-5
Banks, J. A. (2018). Diversity and citizenship education in multicultural nations 1. In Routledge international handbook of multicultural education research in Asia Pacific, 9-22. Routledge. https://doi.org/10.1080/23770031.2009.11102861
Beningoff, W. (2015). Collaborative learning in networks. Proceedings of the National Academy of Sciences, 109(3), 764-769. 10.1073/pnas.1110069108
Boswell, J., Smith, J. C., Devine, D., & Corbett, J. (2024). Learning to govern: A typology of ministerial learning styles. Public Administration, 102(4), 1665-1680. https://doi.org/10.1111/padm.12994
Christudas, B. C. L., Kirubakaran, E., & Thangaiah, P. R. J. (2018). An evolutionary approach for personalization of content delivery in e-learning systems based on learner behavior forcing compatibility of learning materials. Telematics and Informatics, 35(3), 520-533. https://doi.org/10.1016/j.tele.2017.02.004
Damen, L. (2017). Culture Learning: The Fifth Dimension on the Language Classroom Reading, MA: Addison-Wesley.
Collins A., Halverson R. (2009) Rethinking Education in the Age of Technology: The Digital Revolution and the Schools. Distance Education. 4(3).45-71. https://courses.aiu.edu/Educational
Dudian, M., Todoran, T. A., & Popa, R. A. (2022). Organisational Culture Shifting Into Online Learning. Virtual Learning Practices. Studies in Business and Economics, 17(3), 57-69. https://doi.org/10.2478/sbe-2022-0045
Edmundson, A. (2013). Decreasing cultural disparity in educational ICTs: Tools and recommendations. Turkish Online Journal of Distance Education. 4(3).76-89. https://dergipark.org.tr/en/pub/tojde/issue/16937/176824
Fazeli, N (2016). Why and how should we teach cultural theories? Journal of Cultural Studies and Communication. 12(44), 33-52. https://www.jcsc.ir/article_23146.html
Finn, G. M., Danquah, A., & Matthan, J. (2022). Colonization, cadavers, and color: Considering decolonization of anatomy curricula. The Anatomical Record, 305(4), 938-951. https://doi.org/10.1002/ar.24855
Gasparini, I., Eyharabide, V., Schiaffino, S., Pimenta, M. S., Amandi, A., & de Oliveira, J. P. M.
(2012). Improving user profiling for a richer personalization: modeling context in e-learning.
In Intelligent and Adaptive Learning Systems: Technology Enhanced Support for Learners
and Teachers, 7(2). 182-197.
Gorski, P. C. (2016). Making better multicultural and social justice teacher educators: A qualitative analysis of the professional learning and support needs of multicultural teacher education faculty. Multicultural Education Review, 8(3), 139-159. https://doi.org/10.1080/2005615X.2016.1164378
Grant, M. M. (2019). Difficulties in defining mobile learning: analysis, design characteristics, and implications. Educational Technology Research and Development, 67(5), 361-388. https://doi.org/10.1007/s11423-018-09641-4
Green, C. S., Kattner, F., Siegel, M. H., Kersten, D., & Schrater, P. R. (2015). Differences in perceptual learning transfer as a function of training task. Journal of vision, 15(10), 5-9. https://doi.org/10.1167/15.10.5
Grothaus, C. (2022). Collaborative online learning across cultures: The role of teaching and social presence. Qualitative Research in Education, 11(3), 298-326. 10.17583/qre.10474
Haj Bagheri, M., Adib, M., Arani, S. (2016). The effect of web-based education on the learning of medical students. Iranian Journal of Education in Medical Sciences. 17(3), 298-310. http://ijme.mui.ac.ir/article-4249-1-fa.html
Harbison.E.J & Rex, L.A. (2010).school cultures as Contexts for informal teacher learning.Teaching and Teacher education. 26(3).267-277.
Harvey, J. F. (2022). A strategic view of team learning in organizations. Academy of Management Annals, 16(2), 476-507. https://doi.org/10.5465/annals.2020.0352
Hawkins, K. A. (2019). Impact of novice teacher professional learning on student academic achievement, Doctoral dissertation, Baker University.
Hopkins, B. (2016). Learning and performance: A systemic model for analysing needs and evaluating training. Routledge.
Hosseini, T., Turabi, S., Shayan, N., Ismailpour, M., Ashuri, J. (2015). Comparing of the effect of web- based education and cognitive and metacognitive learning strategies on the academic progress and self-efficacy of nursing students of Peshwa Azad University. Jihad Academic Journal. 6(2).65- 81. https://www.magiran.com/p1423473
Hua, Z., & Gao, X. (2021). Language, culture and curriculum: lived intercultural experience of international students. Language, Culture and Curriculum, 34(4), 458-465. https://doi.org/10.1080/07908318.2020.1871003
Javadi, M., Gheshlaghi, M., & Bijani, M. (2023). A comparison between the impacts of lecturing and flipped classrooms in virtual learning on triage nurses’ knowledge and professional capability: an experimental study. BMC nursing, 22(1), 205-228. https://doi.org/10.1186/s12912-023-01353-2
Jenkins, R. (2013). Who is driving the online locomotive? The Chronicle of Higher Education. http://www. chronicle.com/article/Who-Is-Driving-the-Online/140505/
Karimi, M. (2021). Phenomenological analysis of professors' and students' lived experiences of virtual education in Iran's higher education system. Information and Communication Technology Quarterly in Educational Sciences. 11(4).153-173. https://sanad.iau.ir/Journal/ictedu/Article/1006572
Kazempour, N., Kiapasha, K., Faraji, G., Hamidabadi, M. (2021). Analyzing the challenge of university culture components in virtual education: a case study. Research Education, 7(26), 16-28 http://noo.rs/1w3uh
Ke, L., Friedrichsen, P., Rawson, R., & Sadler, T. D. (2023). Teacher learning through collaborative curriculum design in the midst of a pandemic: A cultural historical activity theory investigation. Teaching and Teacher Education. 4(7).99-114. https://doi.org/10.1016/j.tate.2022.103957
Kim, E. (2018). Conceptions, critiques and challenges in multicultural education reform the U.S. KEDI Journal of Educational Policy, 8, 201–218. KEDI journal of educational policy 8(2):201-218
Kljunić J., Vukovac D.P. A. (2015) Survey on Usage of Mobile Devices for Learning among TertiaryStudents in Croatia. In: Proceedings of the 26th Central European Conference on Information and Intelligent Systems (CECIIS 2015). Faculty of Organization and Informatics, University of Zagreb, 97- 104. Available at: https://bib.irb.hr/prikazi-rad?rad=781498 (accessed 23.06.2019)
Kok, X. F. K., Puah, S., Pua, C. Y., Devilly, O. Z., & Lim, S. M. (2024). Students’ approaches to learning (SAL) and their relations to burnout among university freshmen in Singapore. Discover Psychology, 4(1), 98-117. https://doi.org/10.21203/rs.3.rs-3201938/v1
Kolikant Y. (2019) Using ICT for School Purposes: Is There a Student-School Disconnect? Computers & Education. 59(3), 907-914. https://doi.org/10.1016/j.compedu.2012.04.012
Kuper, A. (2018). Culture: The anthropologists' account. Cambridge: Harvard University Press.
Limperos, A. M., Buckner, M. M., Kaufmann, R., & Frisby, B. N. (2015). Online teaching and technological affordances: An experimental investigation into the impact of modality and clarity on perceived and actual learning. Computers & Education, 83(2), 1-9. https://doi.org/10.1016/j.compedu.2014.12.015
Lombardi, M. M. (2013). The inside story: Campus decision making in the wake of the latest MOOC tsunami. Journal of Online Learning and Teaching, 9(2).38-53. http://www.jolt.merlot.org/vol9no2/
lombardi_0613.htm.
MacDonald, B., Berrios-Siervo, G. M., Díaz-Santos, M., Sánchez, O., Suárez, P., Diaz, A. L., & Strutt, A. M. (2023). Foundational Curriculum and Core Guidelines for Training in Latinx/a/o-Hispanic Cultural Neuropsychology across the Lifespan. 5(3).33-48. https://doi.org/10.1093/arclin/acac108
Macleod, H., Haywood, J., Woodgate, A., & Alkhatnai, M. (2015). Emerging patterns in MOOCs: learners, course designs and directions. TechTrends, 59(1), 56–63. https://doi.org/10.1007/s11528- 01400821-y
Mathiasen, H. (2015). Digital voting systems and communication in classroom lectures. Journal of Interactive Media in Education. 1, 1–8. https://doi.org/10.5334/jime.ah
Matusov, E. (2023). Teacher as a benevolent dictator: Promoting a culture of democratic dialogic education in a conventional university. Dialogic Pedagogy: An International Online Journal. 11(2), 132-151. https://doi.org/10.5195/dpj.2023.331
McVey, A. J., Schiltz, H., Haendel, A., Dolan, B. K., Willar, K. S., Pleiss, S., & Van Hecke, A. V. (2017). Brief report: Does gender matter in intervention for ASD? Examining the impact of the PEERS® social skills intervention on social behavior among females with ASD. Journal of autism and developmental disorders, 8(2), 59-81. https://doi.org/10.1007/s10803-017-3121-5
Ming-tso J.C. (2019). Digital Media’s Transformative Role in Education: Beyond Potential to Essential. Electronic Theses and Dissertations. 3(5). 125-138. https://doi.org/10.2139/ssrn.2320122
Mirza, M., & Chatterjee, A. (2012). The impact of culture on personalization of learning
environments: some theoretical insights. In PLE Conference Proceedings. 1(1).39-61. https://doi.org/10.1007/978-1-4614-3185-5_28
Muminova, A. A. (2021). Linguistic incentive category: definition and classification: example of different systematic languages. Linguistics and Culture Review, 5(3), 97-103. https://doi.org/10.21744/lingcure.1396
Nesterko, Y., & Glaesmer, H. (2016). Migration und Flucht ALS Prozess: theoretische Konzepte und deren klinisch-praktische Bedeutung für die Versorgung traumatisierter Geflüchteter. Trauma & Gewalt. 10(4), 270-286. https://doi.org/10.21706/tg-10-4-270
Noraddin, E. (2015). Three learning potentials in digital games: perception of Malaysian university teachers. Journal of E-learning and Knowledge Society, 11(2).45-61. https://doi.org/10.20368/1971- 8829/995
Nussbaum M., Diaz A. (2013). Classroom Logistics: Integrating Digital and Non-Digital Resources. Computers and Education. Online Learning Quarterly. 69, 493-495. DOI: https://doi.org/10.1016/j.compedu.2013.04.012.
Pappano, L. (2012). The year of the MOOC. The New York Times, 2(12).20-31. https://doi.org/10.4018/978- 1-4666- 5888-2.ch741
Paudyal, G. R. (2020). Online classes as a paradigm shift in teaching and learning culture. Prithvi Academic Journal. 3(2), 52-60. https://doi.org/10.3126/paj.v3i1.31285
Perso, T. F. (2012). Cultural Responsiveness and School Education: With particular focus on Australia’s First Peoples; A Review & Synthesis of the Literature. Menzies School of Health Research, Centre for Child Development and Education. 5(2).34-52
Peters, M., Lankshear, C., & Olssen, M. (2016). Critical Theory and the Human Condition: Founders and Praxis. New York: Peter Lang.
Qoraishi Kharsegani, Maryam Sadat (2022). Students’ lived experience of mobile learning in the Covid-19 crisis: A phenomenological study of challenges. Journal of Educational Technology. 16(3). 323- 338. https://doi.org/10.22061/tej.2022.8400.2658
Sadeghi, D. (2012). Multicultural knowledge and lifestyle promotion in Iran. Culture of Counseling and Psychotherapy. 4(13), 111-124. https://doi.org/10.22054/qccpc.2013.6087
Saif, A. (2015). Modern Educational Psychology. Duran Publishing House.
Sfenrianto, Hasibuan, Z. A., Suhartanto, H., & Selviandro, N. (2014). An approach to detect
learning types based on triple-factor in e-learning process. Journal of Next Generation
Information Technology. 5(1), 9-15.
Spriti, A., & Badrhani, S. (2025). Learning through cultural mediations: An ethnographic study. Indigenous Wisdom: A Multidisciplinary Journal of Indigenous Studies. 4(2), 81-97.
Stachl C., Hilbert S., Au J.Q., Buschek D., De Luca A., Bischl B. et al.(2017) Personality Traits PredictSmartphone Usage. European Journal of Personality. 31(6), 701-722. https://doi.org/10.1002/per.2113
Stoel, L. (2017). Explaining Socially Responsible Consumer Behavior: A Meta-Analytic Review of Theory of Planned Behavior. Journal of International Consumer Marketing, 29(3), 91-103. https://doi.org/10.1080/08961530.2016.1251870
Streubert, H. J., & Carpenter, D. R. (2003). Qualitative research in nursing: Advancing the humanistic imperative. Lippincott Williams & Wilkins.
Swierczek, F. W., & Bechter, C. (2010). Cultural features of e-learning. In Learning and instruction in the digital. Springer, Boston. 5(3). 291-308. https://doi.org/10.1007/978-1-4419-1551-1_18
van Breda-Verduijn, H., & Heijboer, M. (2016). Learning culture, continuous learning, organizational learning anthropologist. Industrial and Commercial Training, 48(3), 123-128. https://doi.org/10.1108/ICT-11-2015-0074
Variki, F. (2025). Investigation of Teaching-Learning Process in Teaching Principles and Methods Course in terms of Student-Centered Learning. International Journal of Turkish Education Sciences, 13(1), 509-556. https://doi.org/10.46778/goputeb.1605289
Wang, W., Arora, R., Livescu, K., & Bilmes, J. (2015). On deep multi-view representation learning. In International conference on machine learning. 1083-1092. PMLR.
Wormley, A. S., Scott, M., Grimm, K., Li, N. P., Choy, B. K., & Cohen, A. B. (2021). Loosening the definition of culture: An investigation of gender and cultural tightness. Current Research in Ecological and Social Psychology, 2(3).35-47. https://doi.org/10.1016/j.cresp.2021.100021
Xiaojun, L., & Peng, L. (2010). The impact of learning culture on individual innovative behavior. Proceedings of Management and Service Science (MASS), Wuhan.
Xie, L. (2019). Leadership and organizational learning culture: a systematic literature review. European journal of training and development, 43(1/2), 76-104. https://doi.org/10.1108/EJTD-06-2018-0056
Yang, W., & Li, H. (2022). The role of culture in early childhood curriculum development: A case study of curriculum innovations in Hong Kong kindergartens. Contemporary Issues in Early Childhood, 23(1), 48-67. https://doi.org/10.1177/1463949119900359
Yang, Y. T. C., & Chang, C. H. (2013). Empowering students through digital game authorship:
Enhancing concentration, critical thinking, and academic achievement. Computers &
Education, 68(3), 334-344. https://doi.org/10.1016/j.compedu.2013.05.023