Challenges of Online Education for Farmers: Lived Experiences of Trainers in Iran (A Phenomenological Approach)

Subject Areas : Agricultural Extension

Khadigeh Solimani ¹ , Bahman Khosravipour ² , Masoud Yazdanpanah ³ , Katharina Loehr ⁴ , Stefan Sieber ⁵ , Moslem Savari ⁶

1 - Department of Agricultural Extension and Education, Agricultural Sciences and Natural Resources University of Khuzestan, Mollasani, Iran
2 - Department of Agricultural Extension and Education, Agricultural Sciences and Natural Resources University of Khuzestan, Mollasani, Iran
3 - Department of Agricultural Extension and Education, Agricultural Sciences and Natural Resources University of Khuzestan, Mollasani, Iran
4 - Leibniz Centre for Agricultural Landscape Research (ZALF), Muncheberg, Germany.
5 - Leibniz Centre for Agricultural Landscape Research (ZALF), Muncheberg, Germany.
6 - Department of Agricultural Extension and Education, Agricultural Sciences and Natural Resources University of Khuzestan, Mollasani, Iran

Received: 2024-07-03 Accepted : 2024-09-20 Published : 2024-11-04

Keywords: Online social networks (OSNs), Farmers, Trainer, Internet, Phenomenology, Colaizzi's method ,

Abstract :

Digital technologies have affected all aspects of human life and have become an integral element of sustainable development, and rural and agricultural areas are no exception to this rule. Despite the high potential of online social networks (OSNs) in connecting rural communities and solving the challenge of accessing farmers due to the geographical dispersion of villages, with the epidemic of the Covid-19 disease, a good opportunity was provided to benefit from the capacity of these networks for training farmers. This research was conducted with a phenomenological approach and Colaizzi's method with the aim of investigating the lived experience of farmers' educators in Khuzestan province (in Iran) of virtual education for farmers. The results of the research showed that the advantages and disadvantages of this type of training for farmers can be classified into 8 main categories and 36 sub-categories. The main categories are infrastructures, economic dimension, education dimension, educational resources, communication, psychological dimension, evaluation and cultural dimension. The most frequency was assigned to the three sub-themes of lack of proper internet (speed, quality, platform), lack of comprehensive skills in using networks and not having a smartphone.

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