Document Type : Research Paper
Author
member of faculty
Abstract
Flexibility in E-learning is one of the most significant concepts in education that which received more attention with the change in the style of education during the corona virus era. The sudden change in the teaching method from face-to-face to online became the biggest challenge to the quality of education. The present study was carried out using the qualitative method of the phenomenological interpretive approach in 2024. The aim of this research is to study how to define and interpret the challenges and flexibility in e-learning in Payame Noor University. This article demonstrates how phenomenology can be used to understand the concrete expressions of critical thinking and e-curriculum. The participants include 17 Bachelor's and Master's degree e-learning students aged 19 to 55 in psychology and social sciences . The sampling method was theoretical. Data were collected through 50 in-depth interviews and online focus group interviews. Data saturation was achieved after 50 interviews. In the data analysis process, 6 main categories were formed: "Professor flexibility challenge", "Lack of flexibility of educational resources", "Lack of flexibility of electronic assessment", "Lack of flexibility for practical lessons", "Student- professors' interaction challenge", "Technology challenge". In the process of focus group interviews and data analysis, the students' shared understanding of the "challenge of professor flexibility," "lack of flexibility of educational resources," and "challenge of technology" was represented. While theories in the field of E-learning emphasize "flexibility," the challenge for students at Payam Noor University is the inflexibility of professors, educational resources, and the challenge of technology.
Keywords
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