Designing a paradigm model for the use of E-learning in multi- grade classes in the post-corona era
Mohammad Sadegh Karimi
1
(
)
sayed ali siadat
2
(
assistant prof. faculty of psychology and educational sciences university of isfahan
)
َAmir Moradi
3
(
Assistant Professor, Department of Educational Sciences, Farhangian University
)
Keywords: Paradigm model, E-learning, Post corona, Multi- grade class.,
Abstract :
Introduction: In the 21st century, almost all aspects of human life are somehow dependent on information and communication technologies. Therefore, electronic education has been given attention in educational systems, especially in the post-corona era. But despite that the use of ICT in teaching multigrade classes is of double importance, the existing conditions limit the possibility of using ICT in these classes. Therefore, the aim of this research was to design a paradigm model of electronic education in multigrade classes in the post-corona era.
research methodology: This research is applied in terms of purpose and qualitative in terms of nature, which was implemented with a grounded theory approach. The research community included leading experts and teachers in the field of multi-grade classes, that fifteen people were identified as a sample through targeted snowball sampling. Data were collected through semi-structured interviews. Data saturation was achieved in the 11th interview, But in order to increase credibility, three more interviews were conducted. Participants' answers were re-thematized with the interpretive analysis approach in the coding process and concepts and categories were extracted. The validity of the coding was verified based on the agreement of the experts and the approval of the participants.
Findings: The categories of curricula, difficulty of classroom management, possible injuries, teacher's lack of self-confidence, infrastructure weakness and teachers' resistance were placed under causal conditions. The categories of lack of technical support, lack of mastery of teachers, lack of familiarity of students, economic conditions and time limitation were placed under contextual conditions. The categories of audience motivation, smartphone and students' technological capabilities were identified under the intervention conditions. The identified strategies can lead to the improvement of learning, increasing the motivation and skill of scientific use of e-learning as the consequences of using ICT.
Conclusion: Multigrade classes in different regions do not have the same conditions, But the paradigm model shows that empowering teachers, allocating educational subsidies and providing infrastructure in needy areas and modifying curricula can facilitate the effective use of ICT in teaching multigrade classes
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