Keywords: education culture, virtual learning, grounded theory. Introduction .... Magazine, Culture Department of Islamic Azad University. Second year, No 2, ...
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Procedia - Social and Behavioral Sciences 46 (2012) 5379 – 5381
WCES 2012
The role of education, educational processes, and education culture on the development of virtual learning in Iran Mojdeh Naderzadeh¬ Gavareshki. a , Haddadian, F. b , HassanzadehKalleh,M c a
Payame Noor University, Iran Payame Noor University, Iran
b
Abstract The aim of this study was to investigate the effect of education and education culture on the development of virtual learning in Iran. The qualitative method with a grounded theory approach was developed. Virtual students as well as their teachers teaching in Tehran, Iran were chosen as the population. The research instrument for the data collection was a thorough unstructured interview. Based on the systematic grounded approach, the data were encoded through three different coding systems: open coding (in two levels), axial coding, and selective coding and finally the grounded theory is explained. The results showed attention to the influence of technology as well as its entrance to the world of education; such a thing that leads to changes in current traditional teaching and finally the combination of virtual and traditional education. Keywords: education culture, virtual learning, grounded theory
Introduction The culture in each society is unique and it consists of language, norms, values, beliefs, religion, social gatherings, rules and methods, statements and sub cultures (Manohar, 2008). The most important specification of culture is that it's allocated to the society where it has been formed and has got its essence (Vidal, 1926). All social institutions particularly educational ones are products of such societies and even they create culture. The interaction among the culture, educational institutions, and other institutions is in a way that even movement toward development and globalization isn't possible. Virtual learning is a new method in learning applied to all learning and teaching methods being supported by technology (Lipood, Nolting, Tavangaran, 2004). The existence of technology in virtual learning allows the learners to be exposed by new methods, new language, and new values; consequently, they base their conduct and reflection on those of virtual atmosphere (Mahdavi and Akbari, 2008).The presence of web and web-based learning produce special technical, organizational, and cultural features which pave the way for the evaluation of education culture in this arena (Hart, 1992). Important question is that whether education culture is different based on situation and cultural textures? The answer is positive. Education culture depends on situation and cultural textures (Bruner 1996). In addition, in virtual learningan especial education culture is developed. Although virtual learning has grown in the traditional texture, it has its own special education culture. Whenever it is known properly and can fulfil the cultural needs of the society, it can be considered a developmental tool. On the other hand, if such learning, either in education or other areas, be in contrast to culture and common sub-cultures, it will result in cultural delay or even cultural conflict. Therefore,
1877-0428 © 2012 Published by Elsevier Ltd. Selection and/or peer review under responsibility of Prof. Dr. Hüseyin Uzunboylu Open access under CC BY-NC-ND license. doi:10.1016/j.sbspro.2012.06.442
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numerous barriers will impede the development of this learning method. Considering the novelty of this method in Iran as well as other countries, the present study evaluates the necessity of contemplation on education culture as well as its efficacy on virtual learning. Methodology and Sampling Considering the novelty of such studies, it was decided that the semi-structured interviews with emphasis on heuristic approach based(Krsvl1994Kvalh, 1996, Dvvs2002,FontanaandFrey1994,Patton1990). All students of virtual universities in Iran were chosen as our subjects. Collecting the data continues until saturation is met i.e. getting new information adds nothing to his knowledge. Data Analysis The main objective of qualitative research is deep consideration and recognition of various socio-cultural concepts. Grounded theory was selected to access these precise concepts; therefore, three coding process including, open,axial, and selective were used to analyse the data. In the selective coding part the most important subject matter of our study is extracted and based on this the grounded theory is presented. Coding entails careful consideration because it plays a great role in grounded theory and describes the conditions as well as consequences (Glaser andStrauss1967,Glaser1998, Dey1993,Auerbachand Silverstyn2003,CorbinandStrauss2008). The following table outlines the key matters regarding the different coding processes in data analysis. Table 1: Key matters regarding different coding processes Selective coding axial coding -The recognition and culture of virtual learning
-The domination of technologies on virtual learning -The formation of new roles rules, and beliefs in education due to virtual learning
open coding concepts of second level -Lack of operative planning in teacher training to make virtual learning professors -Lack of suitable educational planning to apply virtual learning in the country Lack of appropriateness in technology infrastructure to lesson plan virtual learning.
Open coding open coding concepts of first level -The interaction between students and professors is influenced by technology. -Self-teaching and self-conducting in education leads to student's involvement in learning -Student's involvement in virtual learning process through virtual learning as well as the teacher's authority are due to the teacher's mastery over the technology and its content -The need for student's involvement in lesson planning -Criticism over the application of traditional teaching methods in the virtual education -Lack of professor's dominance in presentation of materials and generation of lesson planning in virtual education -Lack of face-to-face interaction which causes improper feedback in education -Expressing ideas and opinions between the teacher and student without any embarrassment due to the existence of technology
Result The finding of present study resulted from gathering data and their analysis is the grounded theory which is the last level in grounded approach, it also provides the situation for codifying a theory. Such a theory is formed only when
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the researcher encounters a great amount of concepts, notes, and qualitative data (Powel, 1999). Here the researcher pays attention to the details of the research and tries to infer the theory out of data to make it clear for others. The grounded theory is formed over three main concepts including interactional, procedural, and consequential; hence, it makes the study perceivable for others. References: 1. 2. 3.
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