Rezaei Habibolah, Ramezani Ghobad, Koohestani Hamid Reza, Zazoly Atefeh Zabihi, Taghavinia Mansoureh, Shirazi Mohammad Khabaz, Ostovarfar Maral, Baghcheghi Nayereh, Keshavarzi Mohammad Hasan
Cellular and Molecular Research Center, Yasuj University of Medical Sciences, Yasuj, Iran.
Education Development Center, Kermanshah University of Medical Sciences, Kermanshah, Iran.
J Educ Health Promot. 2023 May 31;12:177. doi: 10.4103/jehp.jehp_787_22. eCollection 2023.
Despite the restrictions on providing medical courses online in medical universities, all instructors were required to provide training on virtual platforms. This study aimed to explain faculty members' experiences applying effective strategies in online class teaching.
This study has been done with a qualitative approach and using the method of conventional content analysis. Participants included 14 faculty members working at the Shiraz University of Medical Sciences. Semistructured interviews were used to collect data. Faculty members who had experience in conducting online classes were purposefully selected. Graneheim and Lundman's (2004) approach was used to analyze interview data.
Two main categories were obtained from the data analysis: interpersonal communication and supportive behavior. The category of interpersonal communications comprises the subcategories of emotional expression and flexibility. The category of supportive behavior includes the subcategories of educational design, learner encouragement, diversity in evaluation, collaborative learning, and prompt feedback.
Our findings confirmed that an appropriate teaching strategy leads to better attention to class and deep learning in learners. The cause is that in online classes, the student's attention is more minor than in daily classes due to its virtual nature. Appropriate educational strategies will motivate learners, interest them, and improve teacher interaction. These strategies increase students' participation in educational activities.
尽管医科大学对在线提供医学课程有限制，但所有教师都被要求在虚拟平台上提供培训。本研究旨在阐述教师在在线课堂教学中应用有效策略的经验。
本研究采用定性研究方法及传统内容分析法。参与者包括设拉子医科大学的14名教师。采用半结构化访谈收集数据。有在线授课经验的教师被有目的地挑选出来。采用格兰内海姆和伦德曼（2004年）的方法分析访谈数据。
数据分析得出两个主要类别：人际沟通和支持行为。人际沟通类别包括情感表达和灵活性两个子类别。支持行为类别包括教学设计、鼓励学习者、评价多样性、合作学习和及时反馈等子类别。
我们的研究结果证实，适当的教学策略能使学习者更好地专注于课堂并进行深度学习。原因在于，由于在线课程的虚拟性质，学生在在线课程中的注意力比在日常课程中更难集中。适当的教育策略将激励学习者，激发他们的兴趣，并改善师生互动。这些策略会增加学生对教育活动的参与度。
