Asynchronous classroom management: a grounded theory research on how teachers perform in classroom management in the context of online learning platforms

Subject Areas :

Farzad Dehghani-Firoozabadi ¹ , SeyedAlireza Afshani ^{2 *} , Abolfazl Sadeghian ³ , Alimohammad Mazidi-sharfabadi ⁴

1 - Ph.D. Student of Media Management, Yazd Branch, Islamic Azad University, Yazd, Iran
2 - Sociology Department, Social Sciences Faculty, Yazd University, Yazd, Iran
3 - Assistant Professor of Operations Research, Department of Human Sciences, Yazd Branch, Islamic Azad University, Yazd, Iran
4 - Assistant Professor of Communication Sciences, Department of Human Sciences, Meybod Branch, Islamic Azad University, Meybod, Iran

Received: 2024-02-15 Accepted : 2024-06-02 Published : 2024-08-20

Keywords: teachers, Yazd, Grounded theory, Asynchronous Management, educational platforms,

Abstract :

Introduction: The goals of the present and Ekawi research are the performance of teachers in managing online classes in educational platforms.
research methodology: the authors of the article have used qualitative methodology and grounded theory approach. The target population was the teachers of Yazd city, 15 of them were selected through theoretical and targeted sampling for in-depth interviews. The data collected in this research were analyzed using three stages of open, axial, and selective coding.
Findings the results were presented in the form of 20 main categories and 1 final category along with paradigm model, story line, and theoretical framework. The obtained findings indicated that " asynchronous classroom management" as a central phenomenon follows a set of factors such as teacher cognition in online teaching, online collaborative management, organization and educational training of teachers, emotional and scientific dynamics of the teacher, online supply and demand discipline, the desirability of the public class, the selective responsibility of teachers, and challenges encountered in the implementation of online classes .this form of education is created along with a set of contextual and intervening factors. in order to implement asynchronous classroom management, teachers rely on strategies such as online emotional work, simulation of face-to-face classes, and asynchronous pursuit of courses, leading to two consequences, including managing and arranging classes, and teacher burnout competition
Conclusion: The result indicates that the online class can be explained by teachers at three levels: micro, medium and macro.