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新冠疫情期间及之后母亲们的虚拟教育体验:一项定性研究。

Mothers' experience of virtual education during and after the COVID-19 pandemic: A qualitative study.

作者信息

Faghir Ganji Monireh, Abdolmohammadi Narjes, Nikbina Maryam, Ansari-Moghaddam Alireza, Tehrani-Banihashemi Arash

机构信息

Student Research Committee, Iran University of Medical Sciences, Tehran, Iran.

Department of Epidemiology, School of Public Health, Iran University of Medical Sciences, Tehran, Iran.

出版信息

Heliyon. 2024 Apr 10;10(8):e29532. doi: 10.1016/j.heliyon.2024.e29532. eCollection 2024 Apr 30.

Abstract

This qualitative study was conducted with the aim of investigating the experience of mothers in Tehran in the field of virtual education during the COVID-19 pandemic. The participants in this study were 17 mothers of school children who experienced virtual education in Tehran during the COVID-19 pandemic. Data collection was done through semi-structured interviews, over the phone, and lasted for approximately 30-45 min. The interviews were audio recorded with the permission of the participants, transcribed verbatim, and analyzed using the method of conventional content analysis. For this study, 17 mothers were interviewed. Of those, 7 had one school-age child, 8 had two, and 2 had three. All of the children lived with both their mother and father. The majority of the mothers (16 out of 17) held bachelor's degrees. On average, the students were 11.76 years old. Fourteen of the students attended public schools, while 3 attended private schools. Most of the mothers (14 out of 17) reported their financial status as average. Data analysis led to the identification of 3 main themes and 12 subthemes. The three main categories were family-related factors, student-related factors, and school-related factors. The 4 themes related to family included 1) the role of family as a teacher, 2) the importance of direct and indirect supervision in family education, 3) the cost, and 4) the peace of mind. Factors related to students included 5 themes; 1) the advantages and disadvantages of virtual learning environments, 2) time management in education, 3) the consequences of failing to acquire necessary skills and knowledge, 4) issues of indifference and fraud in education, 5) physical, mental, and social problems affecting students. Factors related to schools included 3 themes; 1) the role of the teacher in virtual teaching and learning, 2) the challenges of lack of prior experience in education, 3) inequality in access to education and opportunities. The findings of this study have several implications for policymakers. Paying attention to technological and educational challenges related to virtual education and providing adequate support to parents are important things that should be prioritized. In addition, psychological support services should be made available to parents so that they can cope with the emotional challenges of virtual education. Finally, the positive experiences reported by mothers suggest that virtual education can be an effective and flexible option for future education, provided that the challenges are adequately addressed. Moreover, no work has been done on this issue comprehensively and the few studies that have followed this method have had some limitations. Therefore, schools, parents, and policymakers should explore innovative ways of integrating virtual education into the educational system to provide flexible and effective learning opportunities for students.

摘要

这项定性研究旨在调查德黑兰母亲们在新冠疫情期间的虚拟教育经历。本研究的参与者是17位在新冠疫情期间于德黑兰经历过虚拟教育的学龄儿童的母亲。数据收集通过电话进行的半结构化访谈完成,持续约30 - 45分钟。访谈经参与者许可进行录音,逐字转录,并采用常规内容分析法进行分析。本研究共访谈了17位母亲。其中,7位有一个学龄儿童,8位有两个,2位有三个。所有孩子都与父母双方生活在一起。大多数母亲(17位中的16位)拥有学士学位。学生的平均年龄为11.76岁。14名学生就读于公立学校,3名就读于私立学校。大多数母亲(17位中的14位)表示她们的经济状况为中等。数据分析得出3个主要主题和12个子主题。三个主要类别是家庭相关因素、学生相关因素和学校相关因素。与家庭相关的4个主题包括:1)家庭作为教师的角色;2)直接和间接监督在家庭教育中的重要性;3)成本;4)安心。与学生相关的因素包括5个主题:1)虚拟学习环境的优缺点;2)教育中的时间管理;3)未能获得必要技能和知识的后果;4)教育中的冷漠和欺诈问题;5)影响学生的身体、心理和社会问题。与学校相关的因素包括3个主题:1)教师在虚拟教学中的角色;2)缺乏教育经验的挑战;3)教育机会获取方面的不平等。本研究的结果对政策制定者有若干启示。关注与虚拟教育相关的技术和教育挑战,并为家长提供充分支持是应优先考虑的重要事项。此外,应为家长提供心理支持服务,以便他们能够应对虚拟教育带来的情感挑战。最后,母亲们报告的积极经历表明,只要充分应对挑战,虚拟教育可以成为未来教育的一种有效且灵活的选择。而且,在这个问题上尚未进行全面研究,少数采用这种方法的研究存在一些局限性。因此,学校、家长和政策制定者应探索将虚拟教育融入教育系统的创新方法,为学生提供灵活有效的学习机会。

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Teachers and managers experiences of virtual learning during the COVID-19 pandemic: A qualitative study.
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