Virtual Teaching and Its Challenges in Corona Era from the Perspective of Mazandaran University Female Faculty Members: A Phenomenological Study

Author
meimanat abedini baltork
university of mazandaran
10.52547/erj.8.42.141
Abstract
The purpose of this study was to study the challenges of virtual education in the Corona era from the perspective of lived experience of female faculty members of Mazandaran University. The design of the present study was qualitative and the method used, was phenomenological. The statistical population included women faculty members of University of Mazandaran in the academic year 2020-2021, which was a total of 71 members. Qualitative data were collected using semi-structured interviews of 20 members. The validity and reliability of the study were verified on the basis of validity, transferability, reliability, and verifiability the method of data analysis in this study was thematic analysis (comprehensive, organizing, and inclusive). The results showed that women faced various challenges in e-learning which were classified into 1 comprehensive theme, 3 organizing themes and 9 inclusive themes Changes in teaching style, infrastructure and facilities and students' lack of cooperation are the themes of the organizer. Each organizing theme also consists of several inclusive themes that include changes in teaching style and teaching and being time consuming; Challenges of university infrastructures, faculty facilities, student facilities and basic infrastructures; Failure of taking e-learning seriously, neglect of the classroom, and unreasonable expectations of students are among the basic themes that participants cited as a challenge to e-learning during the Corona era. Finally, virtual education and e-classroom which had not been considered in Iranian universities, since the arrival of this virus became the center of attention, which faced many challenges due to this issue. Identifying challenges is the first step is to resolve it so that affiliated organizations can take steps in this direction.
Keywords
Corona
lived experience
Women
faculty member
Abdullah, F., & Ward, R. (2016). Developing a General Extended Technology Acceptance Model for E-Learning (GETAMEL) by analyzing commonly used external factors. Computers in Human Behavior. 56: 238-256.
Adedoyin, O. B., & Soykan, E. (2020). Covid-19 pandemic and online learning: the challenges and opportunities. Interactive Learning Environments, 1-13.
Al-Gamdi, A. M., & Samarji, A. (2016). Perceived barriers towwrds e-learning
by factulty members at a recently established university in Saudi Arabia,
International Journal of Information and Education Technology. 6(1): 23-28.
Amir, L. R., Tanti, I., Maharani, D. A., Wimardhani, Y. S., Julia, V., Sulijaya, B., & Puspitawati, R. (2020). Student perspective of classroom and distance learning during COVID-19 pandemic in the undergraduate dental study program Universitas Indonesia. BMC medical education, 20(1), 1-8.
Armstrong-Mensah, E., Ramsey-White, K., Yankey, B., & Self-Brown, S. (2020). COVID-19 and Distance Learning: Effects on Georgia State University School of Public Health Students. Frontiers in Public Health. 8, 547.
Bora, U. J., & Ahmed, M. (2013). E-learning using cloud computing.International. Journal of Science and Modern Engineering. 1(2): 9-12
Dağhan, G., & Akkoyunlu, B. (2016). Modeling the continuance usage intention of online learning environments. Computers in Human Behavior. 60: 198-211.
Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5-22.
El Mhouti, A., Erradi, M., & Nasseh, A. (2018). Using cloud computing services in e-learning process: Benefits and challenges. Education and Information Technologies. 23(2): 893-909.
El Mhouti, A., Erradi, M., & Nasseh, A. (2018).Using cloud computing services in e-learning process: Benefits and challenges. Education and Information Technologies. 23(2): 893-909.
Hassanzadeh, A., Kanaani, F., & Elahi, S. A (2012).Model for measuring e-learning systems success in universities. Expert Systems with Applications. 39(12): 10959-10966.
Kearns, S. (2016).E-learning in aviation. London, Routledge.
Kisanga, D., & Ireson, G. (2015).Barriers and strategies on adoption of e-learning in Tanzanian higher learning institutions: Lessons for adopters. International Journal of Education and Development using ICT. 11(2):126-137.
Tarus, J.K., Gichoya, D., & Muumbo, A. (2015).Challenges of Implementing E-Learning in Kenya: A Case of Kenyan Public Universities. International Review of Research in Open and Distributed Learning. 16(1):120-141.
Unesco. (2020).Covid-19 Educational Disruption and Response.Available at: https://en. unesco. Org/covid19/ educationresponse.