Students' Lived Experience of Academic Socialization during the COVID 19
Volume 15, Issue 55, Winter 2022, Pages 178-186
Mojgan Khoshnam
Abstract The purpose of this study is to describe in depth the lived experience of doctoral students of Tehran, Allameh Tabatabai and Amirkabir universities of their university socialization during the Corona period. Using a qualitative approach and interrogative strategy and theoretical sampling, a semi-structured interview was conducted with 18 doctoral students (in 1399). The information obtained from the interviews was then coded and selected using MAXQDA11 software. 139 open codes, 20 central codes and 5 elective codes including education (5), research (4), interactions of scientific actors (6), daily life (3) and international scientific interactions (2) were extracted. Findings showed that using professors of other universities for teaching, comprehensive virtual exam, lack of skills through the virtual system, learning disabilities, delays in study opportunities abroad, limited access to required resources, limitations Disciplinary and interdisciplinary communication has been the experience of feeling lonely, reducing the opportunity for teaching assistants, reducing the sense of dynamism of students' experiences in the process of academic socialization during the outbreak of Corona virus. The Corona crisis has invalidated previous teaching methods and even some research methods. The need to prevent communities (scientific and non-scientific) has affected communication and communities. Students find the reduction of interdisciplinary and interdisciplinary interactions with other students harmful. On the other hand, the significant increase in conferences, seminars and virtual live due to low cost and the possibility of participation from different parts of the country and the world. Provides interactions between faculty, students, and professionals, and strengthens academic communities.
Phenomenological analysis of the perception and experience of elementary school teachers' lives of the weaknesses and strengths of the appraisal-descriptive program
Volume 9, Issue 31, Summer 2016, Pages 19-68
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Abstract The purpose of this study was to analyze teachers' perceptions about the weaknesses and strengths of the implementation of the assessment program in elementary schools. It was attempted to use the interpretive approach to redefine the semantic perceptions of teachers about the strengths and weaknesses of the evaluation system, the so-called assessment evaluation, and to show that these participants, both their perceptions and assessments, are well versed in the weaknesses and strengths of the evaluation plan. A qualitative semi-structured interview was used to collect data. Using targeted sampling, data saturation was obtained after conducting 23 interviews with teachers, mostly experienced teachers, with an educational tendency for elementary education. The deep analysis of teachers 'views has led to the identification and categorization of six points of view, such as "reducing the craving, sensitivity and motivation of students' endeavors to learn and study," and "increasing the drop in student learning and education," and the eight strengths of the appraisal program, such as "eliminating The Effort of Teachers to List the Students List "and" The Possibility of Using Multiple Methods in Student Assessment ". The findings showed that the interviewed teachers have experienced different outcomes of the effects of the implementation of the appraisal assessment program.