Identifying the Teaching-Learning Process in Electronic Platform of Tehran University: A Phenomenological Study

Document Type : Research Paper

Authors

1 Department of Psychology, Faculty of Nursing, Psychotherapy and Community Health, Dublin City University, Dublin, Ireland.

2 Department of Educational Psychology and counselling, Faculty of Psychology and Educational Sciences Faculty, University of Tehran, Tehran, Iran.

3 Department of Educational Psychology and counselling, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran.

4 Department of Educational Administration, Faculty of Psychology and Educational Sciences Faculty, University of Tehran, Tehran, Iran.

Abstract

The objective of the current investigation is to utilize a descriptive phenomenological qualitative research methodology to identify the components of the electronic platform at the University of Tehranthat are involved in the teaching and learning process. The statistical population of the current research consisted of all students and professors at the University of Tehran during the academic year 2021-2022. Purposive sampling was employed to select 18 students and 25 lecturers, who subsequently participated in a semi-structured interview. In three phases, the questions were developed and revised in accordance with the theoretical framework of the research. Also, the seven-step Colaizzi method was implemented to analyze the data. The participants’ components can be classified into three fields: institutional, technological, and pedagogical. The most significant field is pedagogy, which is the science and practice of teaching and learning. In general, the research indicated that the teaching-learning process can be facilitated by the experiences and skills of students and lecturers in teaching and learning, as well as excellent content and intuitional and technical support. Dissatisfaction can result from the delay and inaccuracy of the teaching-learning process, which can be caused by a lack of knowledge. Therefore, in order to enhance the teaching-learning process on the electronic platform at the University of Tehran, it is necessary to be cognizant of people, appropriate content, and tools for proper technical and institutional background.

Keywords

References

منابع
ابیلی، خ.، مصطفوی، ز. ا.، نارنجی ثانی، ف.، و شاه‌حسینی، م. ع. (1400). شناسایی عوامل و معیارهای اعتباربخشی نهادهای آموزش عالی در محیط یادگیری الکترونیکی. فصلنامۀ فناوری اطلاعات و ارتباطات در علوم تربیتی. 12(46)، 108-89. https://dorl.net/dor/20.1001.1.22285318.1400.12.2.5.8
بازرگان، ع. (1393). مقدمه‌ای بر روش‌های تحقیق کیفی و آمیخته؛ رویکردهای متداول علوم رفتاری. تهران: دیدار.
حجازی، ا. (1396). روان‌شناسی تربیتی در هزارۀ سوم. تهران: دانشگاه تهران.
خسروی، ر.، و کافی‌زاده، م. (1390). بررسی رابطۀ به‌کارگیری روش‌های تدریس فعال با ایجاد انگیزه به پژوهش در دانشجویان. فصلنامۀ علمی پژوهشنامۀ تربیتی دانشگاه آزاد واحد بجنورد. 6(28)، 56-29. https://sanad.iau.ir/Journal/educ/Article/941437
عبدلی، ا.، پورشافعی، ه‍.، و زین‌الدینی، ف. (1396). بررسی وضعیت کیفیت تدریس مدرسان در نظام آموزش عالی: ضرورت توجه به تدریس تعاملی (مطالعۀ موردی: دانشجویان کارشناسی دانشگاه جامع علمی-کاربردی خراسان جنوبی). مطالعات فرهنگی-اجتماعی خراسان. 11(3)، 76-47. https://dorl.net/dor/20.1001.1.26766116.1396.11.3.3.9
کشاورز، م. (1399). تأثیر روش آموزشی یادگیرنده‌محور بر درک و یادگیری دانش‌آموزان. هشتمین همایش علمی-پژوهشی علوم تربیتی و روان‌شناسی، آسیب‌های اجتماعی و فرهنگی ایران. 15 تیر 1399، تهران.  https://civilica.com/doc/1030981
مهقانی، ز.، حجازی، ا.، و سجادیه، ن. س. (1400). ادراک و شناخت نوجوانان از مفهوم عاملیت: مطالعۀ پدیدارشناسانه. فصلنامۀ پژوهش‌های کاربردی روان‌شناختی. 12(1)، 38-19. https://doi.org/10.22059/japr.2021.279514.643239
References
Abili, K., Mostafavi, Z., Narenji Thani, F., & Shahosseini, M. A. (2021). A systematic review of the factors and criteria for the accreditation of higher education institutions in the e-learning environment. Information and Communication Technology in Educational Sciences, 12(46), 89-108. https://sanad.iau.ir/en/Article/1006932 (In Persian)
Abou El-Seoud, M. S., Taj-Eddin, I. A., Seddiek, N., El-Khouly, M. M., & Nosseir, A. (2014). E-learning and students' motivation: A research study on the effect of e-learning on higher education. International Journal of Emerging Technologies in Learning, 9(4), 20-26. https://doi.org/10.3991/ijet.v9i4.3465
Abdoli, A., Poorshafei, H., & Zeynoddini Meymand, F. (2017). A study on the quality of teaching in higher education system: The need to pay attention to interactive teaching (case study: undergraduate students of Comprehensive Applied- Scientific University of Southern Khorasan). Scientific Quarterly of Social-Cultural Studies of Khorasan, 11(3), 47-76. https://dorl.net/dor/20.1001.1.26766116.1396.11.3.3.9 (In Persian)
Al Rawashdeh, A. Z., Mohammed, E. Y., Al Arab, A. R., Alara, M., & Al-Rawashdeh, B. (2021). Advantages and disadvantages of using e-learning in university education: Analyzing students’ perspectives. Electronic Journal of E-Learning, 19(3), 107-117. https://doi.org/10.34190/ejel.19.3.2168
Al-Fraihat, D., Joy, M., & Sinclair, J. (2020). Evaluating E-learning systems success: An empirical study. Computers in Human Behavior, 102, 67-86. https://doi.org/10.1016/j.chb.2019.08.004
Alhabeeb, A., & Rowley, J. (2018). E-learning critical success factors: Comparing perspectives from academic staff and students. Computers & Education, 127, 1-12. https://doi.org/10.1016/j.compedu.2018.08.007
Alsabawy, A. Y., Cater-Steel, A., & Soar, J. (2013). IT infrastructure services as a requirement for e-learning system success. Computers & Education, 69, 431-451. https://doi.org/10.1016/j.compedu.2013.07.035
Alsoud, A. R., & Harasis, A. A. (2021). The impact of COVID-19 pandemic on student’s e-learning experience in Jordan. Journal of Theoretical and Applied Electronic Commerce Research, 16(5), 1404-1414. https://doi.org/10.3390/jtaer16050079
Alsoufi, A., Alsuyihili, A., Msherghi, A., Elhadi, A., Atiyah, H., Ashini, A., ... & Elhadi, M. (2020). Impact of the COVID-19 pandemic on medical education: Medical students’ knowledge, attitudes, and practices regarding electronic learning. PloS One, 15(11), e0242905. https://doi.org/10.1371/journal.pone.0242905
Archambault, L. M., & Barnett, J. H. (2010). Revisiting technological pedagogical content knowledge: Exploring the TPACK framework. Computers & Education, 55(4), 1656-1662. https://doi.org/10.1016/j.compedu.2010.07.009
Bazargan, A. (2008). Introduction to qualitative and mixed research methods: common approaches in behavioral sciences. Tehran: Didar Publishing. (In Persian)
Bhuasiri, W., Xaymoungkhoun, O., Zo, H., Rho, J. J., & Ciganek, A. P. (2012). Critical success factors for e-learning in developing countries: A comparative analysis between ICT experts and faculty. Computers & Education, 58(2), 843-855. https://doi.org/10.1016/j.compedu.2011.10.010
Bozkurt, A., Jung, I., Xiao, J., Vladimirschi, V., Schuwer, R., Egorov, G., ... & Paskevicius, M. (2020). A global outlook to the interruption of education due to COVID-19 pandemic: Navigating in a time of uncertainty and crisis. Asian Journal of Distance Education, 15(1), 1–126. https://doi.org/10.5281/zenodo.3878572
Drlik, M., & Skalka, J. (2011). Virtual faculty development using top-down implementation strategy and adapted EES model. Procedia-Social and Behavioral Sciences, 28, 616-621. https://doi.org/10.1016/j.sbspro.2011.11.117
Dudung, A., Hasanah, U., Salman, I., Priyanto, S., & Ramdhan, T. (2022). Achievement of student graduates: The role of e-readiness, e-learning and e-book. International Journal of Data and Network Science, 6(2), 375-382. http://dx.doi.org/10.5267/j.ijdns.2021.12.017
Edisherashvili, N., Saks, K., Pedaste, M., & Leijen, Ä. (2022). Supporting self-regulated learning in distance learning contexts at higher education level: systematic literature review. Frontiers in psychology, 12, 792422. https://doi.org/10.3389/fpsyg.2021.792422
Elameer, A. S., & Idrus, R. M. (2011). Elameer-Idrus Orbital E-Education Framework for the University of Mustansiriyah (Uomust). TOJET, 10(4), 165–173. http://www.tojet.net/articles/v10i4/10416.pdf
Encarnacion, R. F. E., Galang, A. A. D., & Hallar, B. J. A. (2021). The impact and effectiveness of e-learning on teaching and learning. Online Submission, 5(1), 383-397. http://dx.doi.org/10.25147/ijcsr.2017.001.1.47
Hagos, Y., Anteneh, S., & Garfield, M. J. (2018). A conceptual model of e-learning systems success and its implication for future research. 17th International Conference on Information Technology Based Higher Education and Training, April 2018 (ITHET), Olhao, Portugal, 2018, pp. 1-9. http://dx.doi.org/10.1109/ITHET.2018.8424771
Hays, D. G., & McKibben, W. B. (2021). Promoting rigorous research: Generalizability and qualitative research. Journal of Counseling & Development, 99(2), 178-188. https://doi.org/10.1002/jcad.12365
Hejazi, E. (2017). Educational psychology in the third millennium (ed.). Tehran: University of Tehran Tehran Publishing. (In Persian)
Hooshyar, D., Pedaste, M., Saks, K., Leijen, Ä., Bardone, E., & Wang, M. (2020). Open learner models in supporting self-regulated learning in higher education: A systematic literature review. Computers & education, 154, 103878. https://doi.org/10.1016/j.compedu.2020.103878
Islam, N., Beer, M., & Slack, F. (2015). E-learning challenges faced by academics in higher education: A literature review. Journal of Education and Training Studies, 3(5), 102–112. https://doi.org/10.11114/jets.v3i5.947
Johnson, J. B., Reddy, P., Chand, R., & Naiker, M. (2021). Attitudes and awareness of regional Pacific Island students towards e-learning. International Journal of Educational Technology in Higher Education, 18(1), 13. https://doi.org/10.1186/s41239-021-00248-z
Keshavarz, M. (2019). The effect of learner-centered educational method on students' understanding and learning. Jun 2019. 8th scientific research conference of educational sciences and psychology, social and cultural injuries. https://civilica.com/doc/1030981 (In Persian)
Khan, B. H. (2005). Managing E-Learning Strategies: Design, Delivery, Implementation and Evaluation. Hershey: Information Science Publishing. Available from: IGI Global. http://dx.doi.org/10.4018/978-1-59140-634-1
Khan, B. H. (2019). Microlearning: Quick and meaningful snippets for training solutions. International Journal of Research in Educational Sciences., 2(2), 275–284. https://iafh.net/index.php/IJRES/article/view/107
Khosravi, R., & Kafizadeh, M. (2011). Investigating the relationship between active teaching methods and enhanced motivation towards research in students. Educational Researches, 6(28), 29-56. https://sanad.iau.ir/en/Journal/educ/Article/941437 (In Persian)
Kozan, K., & Caskurlu, S. (2018). On the Nth presence for the community of inquiry framework. Computers & Education, 122, 104–118. https://doi.org/10.1016/j.compedu.2018.03.010
Lam, P. L., Ng, H. K., Tse, A. H., Lu, M., & Wong, B. Y. (2021). eLearning technology and the advancement of practical constructivist pedagogies: Illustrations from classroom observations. Education and Information Technologies, 26(1), 89-101. https://doi.org/10.1007/s10639-020-10245-w
Lee, R., Hoe Looi, K., Faulkner, M., & Neale, L. (2021). The moderating influence of environment factors in an extended community of inquiry model of e-learning. Asia Pacific Journal of Education, 41(1), 1-15. https://doi.org/10.1080/02188791.2020.1758032
Lincoln, Y. S., Lynham, S. A., & Guba, E. G. (2011). Paradigmatic controversies, contradictions, and emerging confluences, revisited. In. N. K. Denzin & Y. S. Lincoln (Eds.), The sage handbook of qualitative research (pp. 97–128). Los Angeles, CA: Sage.
Ma, J., Han, X., Yang, J., & Cheng, J. (2015). Examining the necessary condition for engagement in an online learning environment based on learning analytics approach: The role of the instructor. The Internet and Higher Education, 24, 26-34. https://doi.org/10.1016/j.iheduc.2014.09.005
Maatuk, A. M., Elberkawi, E. K., Aljawarneh, S., Rashaideh, H., & Alharbi, H. (2022). The COVID-19 pandemic and E-learning: Challenges and opportunities from the perspective of students and instructors. Journal of Computing in Higher Education, 34, 21–38. https://doi.org/10.1007/s12528-021-09274-2
Mahghani, Z., Hejazi, E., & Sajjadieh, N. (2021). Adolescents’ Perception and Knowledge of Agency: A Phenomenological Study. Journal of Applied Psychological Research, 12(1), 19-38. https://doi.org/10.22059/japr.2021.279514.643239 (In Persian)
Malas, R. I., & Hamtini, T. M. (2016). A gamified e-learning design model to promote and improve learning. International Review on Computers and Software, 11(1), 8–19. https://doi.org/10.15866/irecos.v11i1.7913
Mastan, I. A., Sensuse, D. I., Suryono, R. R., & Kautsarina, K. (2022). Evaluation of distance learning system (e-learning): a systematic literature review. Jurnal Teknoinfo, 16(1), 132-137
Mseleku, Z. (2020). A literature review of e-learning and e-teaching in the era of Covid-19 pandemic. International Journal of Innovative Science and Research Technology, 5(10), 588-597. https://ijisrt.com/assets/upload/files/IJISRT20OCT430.pdf
Onwuegbuzie, A. J., & Leech, N. L. (2007). A call for qualitative power analyses. Quality & Quantity, 41(1), 105-121. https://doi.org/10.1007/s11135-005-1098-1
Onwuegbuzie, A. J., & Leech, N. L. (2021). Qualitizing data. In The Routledge Reviewer's Guide to Mixed Methods Analysis (pp. 141-150). London: Routledge Publishing.
Pavel, A.-P., Fruth, A., & Neacsu, M.-N. (2015). ICT and e-learning–catalysts for innovation and quality in higher education. Procedia Economics and Finance, 23, 704–711. https://doi.org/10.1016/S2212-5671(15)00409-8
Pinho, C., Franco, M., & Mendes, L. (2021). Application of innovation diffusion theory to the E-learning process: higher education context. Education and Information Technologies, 26, 421-440. https://doi.org/10.1007/s10639-020-10269-2
Rajab, K. D. (2018). The effectiveness and potential of E-learning in war zones: An empirical comparison of face-to-face and online education in Saudi Arabia. IEEE Access, 6, 6783–6794. https://doi.org/10.1109/ACCESS.2018.2800164
Regmi, K., & Jones, L. (2020). A systematic review of the factors–enablers and barriers–affecting e-learning in health sciences education. BMC Medical Education, 20(1), 1-18. https://doi.org/10.1186/s12909-020-02007-6
Sailer, M., Schultz-Pernice, F., & Fischer, F. (2021). Contextual facilitators for learning activities involving technology in higher education: The C♭-model. Computers in Human Behavior,121, 106794. https://doi.org/10.1016/j.chb.2021.106794
Sharov, S., Filatova, O., & Sharova, T. (2020). The development of an online platform for studying Ukrainian literature. TEM Journal, 9(3), 1171-1178. https://doi.org/10.18421/TEM93-43
Shaw, P., Green, P., Gration, M., Rhodes, C., Sheffield, D., & Stone, J. (2020). Within these hyperporous walls: An examination of a rebundled online learning model of higher education. Australasian Journal of Educational Technology, 36(5), 85–101. https://doi.org/10.14742/ajet.6061
Shosha, G. A. (2012). Employment of Colaizzi’s strategy in descriptive phenomenology: A reflection of a researcher. European Scientific Journal, 8(27), 31-43. https://core.ac.uk/download/pdf/236417203.pdf
Singh, N., Benmamoun, M., Meyr, E., & Arikan, R. H. (2021). Verifying rigor: analyzing qualitative research in international marketing. International Marketing Review, 38(6), 1289-1307. https://doi.org/10.1108/IMR-03-2020-0040
Sun, H. M., Li, S. P., Zhu, Y. Q., & Hsiao, B. (2015). The effect of user's perceived presence and promotion focus on usability for interacting in virtual environments. Applied Ergonomics, 50, 126-132. https://doi.org/10.1016/j.apergo.2015.03.006
United Nation Eduvational, Scientific and Cultural Organization. (2021). AI and education: Guidance for policy-makers. UNESDOC Biblioteca Digital. https://doi.org/10.54675/PCSP7350
Zheng, Y., Wang, J., Doll, W., Deng, X., & Williams, M. (2018). The impact of organisational support, technical support, and self-efficacy on faculty perceived benefits of using learning management system. Behaviour & Information Technology, 37(4), 311-319. https://doi.org/10.1080/0144929X.2018.1436590
Journal of Applied Psychological Research
Volume 15, Issue 2
2024
Pages 113-134

Files

History

  • Receive Date: 08 January 2023
  • Revise Date: 29 January 2023
  • Accept Date: 11 March 2023
  • First Publish Date: 02 June 2024
  • Publish Date: 22 July 2024

Share

How to cite

Statistics