Document Type : Research Paper
Authors
1 Phd student of Curriculum Planning, Islamic Azad University, Lamard branch, Lamard, Iran
2 Assistant Professor, Department of Educational Sciences, Islamic Azad University, Lamard branch, Lamard, Iran
3 Professor, Department of Educational Sciences, Islamic Azad University, Lamard branch, Lamard, Iran
Abstract
The main objective of the present study was to investigate the challenges faced by elementary school teachers in Fars in teaching based on electronic platforms in order to provide an effective teaching model. This qualitative research was conducted using the phenomenological method. The data collection method was semi-structured interviews. Accordingly, 12 people were selected from among scientific experts, administrators, and elementary school teachers based on the purposeful criteria for entering the study. The analysis of the interviews was conducted using the seven-stage model of Claise (1978) and the phenomenological method. The validity of the data was confirmed using the techniques of confirmability, reliability, and researcher alignment. After analyzing the qualitative evidence, the organizing categories were presented in 5 categories. 7 categories in the category "Production of effective time, cost and ideas with a consistent follow-up", 7 basic categories in the category "Internalization of learning with the role of cognitive load", 5 basic categories in the category "Program planning management", 3 basic categories in the category "Distance navigation learning management", 6 basic categories in the category "Identifying and determining both training needs and frequency distance with new training". Identifying the challenges and tips for effective teaching in an electronic context allows the teacher to bypass the challenges and pitfalls of designing and developing electronic teaching so that he can move on the path to success.
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