Student Research Committee, Lorestan University of Medical Sciences, Khorramabad, Iran.
Social Determinants of Health Research Center, School of Nursing and Midwifery, Lorestan University of Medical Sciences, Khorramabad, Iran.
PLoS One. 2023 Nov 16;18(11):e0287520. doi: 10.1371/journal.pone.0287520. eCollection 2023.
The sudden transition from face-to-face teaching to virtual remote education and the need to implement it during COVID-19 initially posed specific challenges to educational institutions. Identifying and understanding teachers' experiences pave the way for discovering and meeting educational needs. This study explored faculty members' teaching experiences during the COVID-19 pandemic.
The qualitative descriptive design via conventional content analysis was used. It was conducted from January 13, 2020, to May 10, 2022. In-depth interviews (online and in-person) of ten faculty members, three managers, and one staff from Lorestan University of Medical Sciences were conducted. They were purposefully selected with maximum variation. Simultaneously with data collection, analysis was performed using the approach Graneheim and Lundman proposed (2004). Lincoln and Goba's criteria were used to obtain the study's rigor.
Six categories emerged from the data: education in the shadow of the crisis, Challenges related to the teaching-learning process, Blurred boundaries between personal and professional lives, Positive consequences of e-learning, Trying to deal with the crisis, And dealing with the crisis.
Initially, teachers faced several challenges in the teaching-learning process and even in their personal life. However, with time, the actions of the teachers and the managers caused an increase in the quality of education. However, planning and foresight are needed in developing countries, including Iran, to appropriately face and optimally manage similar crises and move towards blended learning.
在 COVID-19 期间，面对面教学向虚拟远程教学的突然转变以及实施这种转变的需要，最初给教育机构带来了一些特殊的挑战。确定并了解教师的经验为发现和满足教育需求铺平了道路。本研究探讨了教师在 COVID-19 大流行期间的教学经验。
采用传统内容分析法的定性描述设计。它于 2020 年 1 月 13 日至 2022 年 5 月 10 日进行。对来自洛雷斯坦医科大学的十名教师、三名管理人员和一名工作人员进行了深入访谈（在线和面对面）。他们是根据最大差异有针对性地选择的。在收集数据的同时，使用 Graneheim 和 Lundman 提出的方法（2004 年）进行了分析。使用 Lincoln 和 Goba 的标准来获得研究的严谨性。
从数据中出现了六个类别：危机阴影下的教育、与教学过程相关的挑战、个人生活和职业生活之间的界限模糊、电子学习的积极后果、试图应对危机和应对危机。
最初，教师在教学过程中甚至在个人生活中都面临着一些挑战。然而，随着时间的推移，教师和管理人员的行动提高了教育质量。然而，包括伊朗在内的发展中国家需要有规划和远见，以适当应对和优化管理类似的危机，并朝着混合学习的方向发展。
