Factors Influencing the Participation of Student-Teachers in Farhangian University Virtual Classes after COVID-19 Pandemic

Subject Areas : Virtual Learning

Ali Saeidi ¹ , Hamed Meiboudi ²

1 - Faculty member, Department of Psychology in Farhangian University, Tehran, Iran
2 - Department of Consultation, Farhangian University, Mashhad, Iran

Received: 2022-08-24 Accepted : 2022-12-03 Published : 2022-12-22

Keywords: Students, Farhangian University, Participation, Virtual Class,

Abstract :

In the past decades, virtual education as a type of distance education has been the focus of managers, professors and others. Among the effective factors in increasing the efficiency of this type of education is the participation of students in virtual classes. The aim of this study is to investigate the factors affecting student-teacher participation in virtual classes of Farhangian University of Mashhad. By using descriptive survey research method, Data were obtained through a questionnaire. The validity of the questionnaire was formally confirmed and its reliability was confirmed by Cronbach's alpha (0.85). The statistical population of the study is all student-teachers of undergraduate degrees in Farhangian University in the academic year 2022. Kolmogorov-Smirnov and independent t tests as well as Friedman's model were used to analyze the data. The most important findings of the research showed that positive communication with students, teaching method, critical and open spirit of the teacher, creating a sense of security in discussions, teacher creativity, active role of the teacher, academic satisfaction, knowledge and information of students, sense of belonging and commitment and designing appropriate activities with a degree of importance above 50 are the most important in participation of students in virtual classes.

References:

Abazari, Z., Mirjani-Aghdam, A., Cheraghi-Zanjani, A. (2015). Factors affecting students' participation in the teaching-learning process from professors' point of view. Journal of Rehabilitation, 16(3): 262-269. (in Persian)

Abbasi Asl, M., Zahed Babelan, Adel., Namvar, Y. (2012). Investigating factors related to the use of information and communication technology by middle school teachers in the teaching and learning process. Education and Evaluation. 4(13): 95-105. (in Persian)

Alaf Behbahani, Z. (2020). Pathology of the electronic education system in the workshops of art courses and providing effective solutions. Paykareh Journal. 9(22): 13-24. (in Persian)

Al-Zaidiyeen, N., Lai Mei, L., & Soon Fook, F. (2010). Teacher's attitudes and
levels of technology use in classrooms: The case of Jordan schools.
International Educational Studies, 3(2), 211-218

Allen, TO., Zhang, Y. (2016). Dedicated to their degrees. Community College Review. 44(1): 70–86.

Azimi, N., Ismailpour, R., Heydari, S. (2016). Evaluation of effective factors on electronic participation of citizens in the management of urban affairs. Urban and regional studies and research. 7(26): 189-206. (in Persian)

Bartlett, M. E., Warren, C. L., & Chapman, D. D. (2021). Supporting Postsecondary Faculty Transition to Rapid Online Teaching & Learning. Impacting Education, Journal on Transforming Professional Practice, 6(2), 43-47.

Etedadi, M., Sakhai, Gh., Pourrajb, M., Kayani, M. (2020). Implementation of online education and learning plan in schools of Isfahan province during the outbreak of covid-19. Recent Advances in Behavioral Sciences. 5(44):12-24. (in Persian)

Fareghzadeh, N., Kashi, A. (2015). Investigating the methods and tools of virtual education in order to improve the quality of education from the point of view of the professors of Khodabandeh Azad University. A New Approach in Educational Management. 5(1): 121-152. (in Persian)

Foruzandeh, L., Derini, MV., Tab, M., Seidi, F. (2012). Analysis of factors affecting the participation of Ilam University students in extracurricular activities. Journal of research in educational systems. 5(12): 53-69. (in Persian)

Hasani, M., Gholam Azad, S., Navidi, A. (2021). Iranian teachers' lived experiences of virtual teaching in the early days of the corona virus epidemic. Information and communication technology quarterly in educational sciences. 12(1): 87-107 . (in Persian)

Hylton M. E. (2007). Facilitating online learning communities: A comparison of two discussion facilitation techniques. Journal of Technology in Human Services. 25(4): 63-78..

Karakis, O. (2022). Factors affecting the behaviors of teachers towards technology integration teaching via distance education during COVID-19 pandemic: A path analysis: Behaviors of teachers towards technology integration. International Journal of Curriculum and Instruction, 14(1), 814-843.

Lee, J., Song, H. D., & Hong, A. J. (2019). Exploring factors, and indicators for measuring students’ sustainable engagement in e-learning. Sustainability, 11(4), 985.

Mahmoudi, M., Ebrahimzadeh, I; Musa Kazemi, M., Farajollahi, M., Mahmoudi, A. (2016). Analyzing the relationship between collaborative learning and student retention in e-learning. Electronic Learning Academic Journal. 6(1): 14-1. (in Persian)

McBean TR, Feinberg JR. (2020). Critically examining virtual history curriculum. The Journal of Social Studies Research. 44(1): 61-76.

Mehrabi, M., Homapur, S. (2017). Investigating the effect of the type of platform in simultaneous virtual classes on the oral comprehension of Iranian language learners: the case of the Adobe Connect platform and Skype software. Linguistic essays. 9(2): 251-276.. (in Persian)

Mohammadi, M., Keshavarzi, F., Naseri Jahormi, R., Naseri Jahormi, R., Hasampour, Z., Mirghafari, F., Ebrahimi, Sh. (2019). Analyzing the experiences of parents of first grade elementary school students about the challenges of virtual education with social networks during the outbreak of the Corona virus. Journal of Educational Research. 7(40): 74-101. (in Persian)

Nejati, R. (2021). The relationship between active participation and academic achievement in an online English class after the outbreak of covid-19 in Iran. Education Technology. 15(4): 623-634. (in Persian)

Phillips, N. (2005). Forced learning theory. Training. 42(6): 46.

Pino-James, N. (2018). Evaluation of a pedagogical model for student engagement in learning activities. Educational Action Research, 26(3), 456-479.

Putra, P., Liriwati, F., Tahrim, T., Syafrudin, S., & Aslan, A. (2020). The Students Learning from Home Experience during Covid-19 School Closures Policy in Indonesia. Journal Iqra, Kajian Ilmu Pendidikan, 5(2). 42-30.

Rezapour, F., Moharramzadeh, M. (2021). Developing a model of the effectiveness of the virtual educational program of physical education in schools (case study: the epidemic of covid-19). Research in Educational Sports. 9(23): 99-128. (in Persian)

Ruthotto, I., Kreth, Q., Stevens, J., Trively, C., & Melkers, J. (2020). Lurking and participation in the virtual classroom: The effects of gender, race, and age among graduate students in computer science. Computers & Education, 151, 103854.

Song L, Singleton E S, Hill J R, Koh M H. (2004). Improving online learning: Student perceptions of useful and challenging characteristics. Internet and Higher Education. 7: 59-70.

Zainalipour H, Zarei E, Jahani Z. (2020). Developing and Validating a Virtual Classroom Model in Higher Education based on Connectivism Theory. Iranian Journal of Medical Education. 20 :354-363. (in Persian)

Zamani, BE., Nikunejad, S. (2015). Comparison of interaction and social presence of virtual and non-virtual students according to demographic factors and academic success. Applied Sociology. 55(3): 119-134. (in Persian)

Zarei Zavaraki, E., Seyedi Nazarlou, ST. (2014). Measuring the level of interaction in the electronic curriculum of Khwaja Nasiruddin Toosi University of Technology. Educational Measurement. 4(11): 147-163. (in Persian)