LinkedIn

 آمار

تعداد نشریات20
تعداد شماره‌ها1,232
تعداد مقالات11,230
تعداد مشاهده مقاله78,248,443
تعداد دریافت فایل اصل مقاله104,591,076
GHRABAT, ABBAS TAHER ALLAWI, GHASHGHAEIZADEH, NASROLAH, JABER, JALAL SHANTA, MOSAVI, FRANK. (1404). Teachers’ Virtual Education Experiences in Iraq: Insights from a Mixed-Methods Study on Challenges and Consequences. سامانه مدیریت نشریات علمی, 13(3), 235-248. doi: 10.30476/jamp.2025.105009.2098
ABBAS TAHER ALLAWI GHRABAT; NASROLAH GHASHGHAEIZADEH; JALAL SHANTA JABER; FRANK MOSAVI. "Teachers’ Virtual Education Experiences in Iraq: Insights from a Mixed-Methods Study on Challenges and Consequences". سامانه مدیریت نشریات علمی, 13, 3, 1404, 235-248. doi: 10.30476/jamp.2025.105009.2098
GHRABAT, ABBAS TAHER ALLAWI, GHASHGHAEIZADEH, NASROLAH, JABER, JALAL SHANTA, MOSAVI, FRANK. (1404). 'Teachers’ Virtual Education Experiences in Iraq: Insights from a Mixed-Methods Study on Challenges and Consequences', سامانه مدیریت نشریات علمی, 13(3), pp. 235-248. doi: 10.30476/jamp.2025.105009.2098
GHRABAT, ABBAS TAHER ALLAWI, GHASHGHAEIZADEH, NASROLAH, JABER, JALAL SHANTA, MOSAVI, FRANK. Teachers’ Virtual Education Experiences in Iraq: Insights from a Mixed-Methods Study on Challenges and Consequences. سامانه مدیریت نشریات علمی, 1404; 13(3): 235-248. doi: 10.30476/jamp.2025.105009.2098

Teachers’ Virtual Education Experiences in Iraq: Insights from a Mixed-Methods Study on Challenges and Consequences

Journal of Advances in Medical Education & Professionalism
دوره 13، شماره 3، مهر 2025، صفحه 235-248    اصل مقاله (1.15 M)
نوع مقاله: Original Article
شناسه دیجیتال (DOI): 10.30476/jamp.2025.105009.2098
نویسندگان
ABBAS TAHER ALLAWI GHRABAT1؛ NASROLAH GHASHGHAEIZADEH* 2؛ JALAL SHANTA JABER3؛ FRANK MOSAVI4
1Department of Educational Administration, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
2Department of Educational Management, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
3Department of Basic Sciences, University of Dhiqar, Dhiqar, Iraq
4Department of Educational Management, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran
چکیده
Introduction: The COVID-19 pandemic has significantly transformed the educational landscape in Iraq, necessitating a rapid shift from traditional classroom settings to virtual education. This study aimed to examine the experiences of Arabic virtual education teachers in Iraq, with a focus on the challenges they faced and the implications of adopting online teaching methodologies.
Methods: A mixed-methods approach was applied, incorporating a qualitative-quantitative approach for tool development. The qualitative section dealt with content analysis, while the quantitative section followed a descriptive survey method. The study was performed in 2023. The qualitative sampling was purposeful, involving 15 experts in virtual education from Iraq, whereas the quantitative samples consisted of 368 teachers from 20 schools in Baghdad, Iraq, selected via cluster sampling. The qualitative tool was a semi-structured interview, whereas the quantitative tool was a researcher-made questionnaire consisting of 10 components and 66 items. For data analysis, exploratory factor analysis was carried out. The data were analyzed using SPSS 22 software.
Results: A total of 15 educational experts contributed to the qualitative analysis, while the opinions of 398 teachers were inspected through exploratory factor analysis for content analysis. The sample’s adequacy and the test’s suitability were validated using two indicators: Kaiser-Meyer-Olkin (KMO=0.684) and Bartlett’s Test of Sphericity, both being significant at >0.001. The
quantitative findings presented the extraction of 10 factors, which accounted for 85.823% of the total variance at the eigenvalue point. These factors included Utility (9 items), Implications (8 items), Flexibility and Adaptability (7 items), Equity (7 items), Balanced Infrastructure Development (7 items), Evaluation and Motivation Mechanisms (6 items), Management and Policy Making (8 items), Awareness and Empowerment (6 items), Educational Planning (4 items), and Technology Enhanced Learning (3 items).
Conclusion: The findings highlight the complex challenges encountered by Iraqi educators in virtual learning environments, underscoring the significance of addressing infrastructural gaps,
providing adequate training, and fostering equitable access to technology. By focusing on these domains, educational stakeholders can boost the effectiveness of online education in Iraq, ultimately improving educational outcomes for all students.

تازه های تحقیق
کلیدواژه‌ها
Education؛ Distance؛ Virtual؛ Surveys and Questionnaires؛ Students
سایر فایل های مرتبط با مقاله
مراجع
  1. Barikzai S, Bharathi S V, Perdana A. Challenges and strategies in e-learning adoption in emerging economies: a scoping review. Cogent Education. 2024;11(1):2400415.
  2. Hasan DO, Aladdin AM, Amin AAH, Rashid TA, Ali YH, Al-Bahri M, et al. Perspectives on the Impact of E-Learning Pre-and Post-COVID-19 Pandemic—The Case of the Kurdistan Region of Iraq. Sustainability. 2023;15(5):4400.
  3. Lie A, Tamah SM, Gozali I, Triwidayati KR, Utami TSD, Jemadi F. Secondary school language teachers’online learning engagement during the covid-19 pandemic in indonesia. Journal of Information Technology Education: Research. 2020;19:803-32.
  4. Alsaleh A. Online Teacher Professional Development in Conflict Area Online Teacher Professional Development Training For Educators in Two Different Areas in Syria, a case study [Internet]. 2023 [Cited 1 Nov 2023]. Available from: https://gupea.ub.gu.se/handle/2077/79053.
  5. Elameer AS, editor. COVID-19 and real e-government and e-learning Adoption in Iraq, 2021. 4th International Iraqi Conference on Engineering Technology and Their Applications (IICETA). Iraq: IEEE; 2021:
  6. Hussein NR, Saleem ZSM, Musa DH, Ibrahim N, Naqid IA. Impact of COVID-19 on the medical education: experience from Kurdistan region of Iraq. Journal of Medical Education. 2020;19(1):e106889.
  7. Serin H. Challenges and opportunities of e-learning in secondary school in Iraq. International Journal of Social Sciences & Educational Studies. 2022;9(3):305.
  8. Mjhool A, Alsabah R, Aljshamee M, Alajwadi M, Alsabbagh A. E-learning Trends and Internet challenges in Iraq. International Journal of Computing and Digital System. 2021;10(1):1-8.
  9. Al-Abdali AIE, Alzayadi ADN. The electronic approaches: the Era of emergence E-learning in the educational system in Iraq. International Journal of English Literature and Social Sciences. 2020;5(5):1424-6.
  10. Coutts CE, Buheji M, Ahmed D, Abdulkareem T, Buheji B, Eidan S, et al. Emergency remote education in Bahrain, Iraq, and Russia During the COVID-19 pandemic: A comparative case study. Human Systems Management. 2020;39(4):473-93.
  11. Ebadi S, Barban FW, Rawdhan Salman A. An Exploration into Iraqi EFL Teachers' and Learners' Perspectives on the Google Classroom Platform under the COVID-19 Pandemic. Technology Assisted Language Education. 2024;2(3):46-73.
  12. Alhamdawee NO. Online learning in iraq: challenges and opportunities [Internet]. 2023 [Cited 2 May 2023]. Available from: https://www.researchgate.net/publication/367008838_online_learning_in_Iraq_challanges_and_opportunities.
  13. Ali LMM, Saleh BM. E-learning in Iraq: Practice and Difficulties. Journal Of Educational and Psychological Researches. 2024;21(83):486-99.
  14. Al-Azawei A, Parslow P, Lundqvist K. Barriers and opportunities of e-learning implementation in Iraq: A case of public universities. The International Review of Research in Open and Distributed Learning. 2016;17(5):1-21.
  15. El-Ameer AS, Hammed AG, editors. Iraqi e-learning Adoption Trials for Building Sustained Developed Society. 3rd International Conference on Engineering Technology and its Applications (IICETA). Iraq: IEEE; 2020.
  16. Hussein Hakeem Barzani S, Jamil RJ. Students’ perceptions towards online education during COVID-19 pandemic: An empirical study. International Journal of Social Sciences & Educational Studies. 2021;8(2):28-38.
  17. Genis SG. An interpretative phenomenological study of South African psychologists’ experiences using brain working recursive therapy in trauma cases. South Africa: University of Johannesburg; 2022.
  18. Brady SR. Utilizing and adapting the Delphi method for use in qualitative research. International journal of qualitative methods. 2015;14(5):1609406915621381.
  19. Herrador-Alcaide TC, Hernández-Solís M, Hontoria JF. Online learning tools in the era of m-learning: Utility and attitudes in accounting college students. Sustainability. 2020;12(12):5171.
  20. Fritea R. Enhancing situational interest, perceived utility, and self-efficacy in online learning: An instructional design intervention. Cognitie, Creier, Comportament/Cognition, Brain, Behavior. 2015;19(4):1.
  21. Goldenson RP, Avery LL, Gill RR, Durfee SM. The virtual homeroom: utility and benefits of small group online learning in the COVID-19 era. Current Problems in Diagnostic Radiology. 2022;51(2):152-4.
  22. DeNeui DL, Dodge TL. Asynchronous learning networks and student outcomes: The utility of online learning components in hybrid courses. Journal of Instructional Psychology. 2006;33(4):256-9.
  23. Panigrahi R, Srivastava PR, Sharma D. Online learning: Adoption, continuance, and learning outcome—A review of literature. International Journal of Information Management. 2018;43:1-14.
  24. Kauffman H. A review of predictive factors of student success in and satisfaction with online learning. Research in Learning Technology. 2015;23:26507.
  25. Palvia S, Aeron P, Gupta P, Mahapatra D, Parida R, Rosner R, et al. Online education: Worldwide status, challenges, trends, and implications. USA: Taylor & Francis; 2018. pp. 233-41.
  26. Besser A, Flett GL, Zeigler-Hill V. Adaptability to a sudden transition to online learning during the COVID-19 pandemic: Understanding the challenges for students. Scholarship of Teaching and Learning in Psychology. 2022;8(2):85.
  27. Salloum SA, Salloum A, Alfaisal R, Basiouni A, Shaalan K, editors. Predicting Student Adaptability to Online Education Using Machine Learning. International Conference on Breaking Barriers with Generative Intelligence. Greece: Springer; 2024.
  28. Budiyanti K, Ramadhan S, Mukhaiyyar M. Investigating the Attitude on Blended Learning Adaptability among Nursing Faculty Students. RETORIKA: Jurnal Ilmu Bahasa. 2024;10(1):248-59.
  29. Yuliansyah A, Ayu M. The implementation of project-based assignment in online learning during covid-19. Journal of English Language Teaching and Learning. 2021;2(1):32-8.
  30. Shehab AY, Khalifa M. Evaluation of the Current Challenges of Nursing Students about Online Nursing Education at Kurdistan Region in Iraq. Kufa Journal for Nursing Sciences. 2021;11(1):146-56.
  31. Qadir J. The triple imperatives of online teaching: Equity, inclusion, and effectiveness [Internet]. 2020 [Cited 2 June 2020]. Available from: https://www.researchgate.net/publication/342315514_The_Triple_Imperatives_of_Online_Teaching_Equity_Inclusion_and_Effectiveness.
  32. AlShamsi A. Equity in online assessment: A qualitative case study. NeuroQuantology. 2022;20(10):6478-91.
  33. Roddy C, Amiet DL, Chung J, Holt C, Shaw L, McKenzie S, et al. Applying best practice online learning, teaching, and support to intensive online environments: An integrative review. UK: Frontiers in Education; 2017.
  34. Huda M. Between accessibility and adaptability of digital platform: investigating learners' perspectives on digital learning infrastructure. Higher education, skills and work-based learning. 2023;14(1):1-21.
  35. Hamid R, Sentryo I, Hasan S. Online learning and its problems in the Covid-19 emergency period. Jurnal Prima Edukasia. 2020;8(1):86-95.
  36. Pei L, Wu H. Does online learning work better than offline learning in undergraduate medical education? A systematic review and meta-analysis. Medical education online. 2019;24(1):1666538.
  37. Damayanti E, Ibrahim MM, Ismail MI. Evaluation of Online Learning Programs at Universities Using the CIPP Model. Jurnal Educative: Journal of Educational Studies. 2022;6(1):95-110.
  38. Hoi SC, Sahoo D, Lu J, Zhao P. Online learning: A comprehensive survey. Neurocomputing. 2021;459:249-89.
  39. Singh V, Thurman A. How many ways can we define online learning? A systematic literature review of definitions of online learning (1988-2018). American Journal of Distance Education. 2019;33(4):289-306.
  40. Dube B. Rural online learning in the context of COVID 19 in South Africa: Evoking an inclusive education approach. REMIE: Multidisciplinary Journal of Educational Research. 2020;10(2):135-57.
  41. Chametzky B. Andragogy and engagement in online learning: Tenets and solutions. Creative education. 2014;5(10):813-21.
  42. MacDonald J. Blended learning and online tutoring: Planning learner support and activity design. UK: Routledge; 2017.
  43. Kirkwood A, Price L. Technology-enhanced learning and teaching in higher education: what is ‘enhanced’and how do we know? A critical literature review. Learning, media and technology. 2014;39(1):6-36.
  44. Popenici SA, Kerr S. Exploring the impact of artificial intelligence on teaching and learning in higher education. Research and practice in technology enhanced learning. 2017;12(1):22.
  45. Badia A, Garcia C, Meneses J. Approaches to teaching online: Exploring factors influencing teachers in a fully online university. British Journal of Educational Technology. 2017;48(6):1193-207.
  46. Tate T, Warschauer M. Equity in online learning. Educational Psychologist. 2022;57(3):192-206.
  47. Rodrigues AL. Digital technologies integration in teacher education: the active teacher training model. Journal of e-learning and knowledge society. 2020;16(3):24-33.
  48. Sun A, Chen X. Online education and its effective practice: A research review. Journal of information technology education, Research. 2016;15:157-90.
  49. Zolfaghari Z, Karimian Z, Mehrfar A. Implications of Major Learning Theories for Online Medical Education: A Narrative Review. Interdisciplinary Journal of Virtual Learning in Medical Sciences. 2024;15(1):1-17.
آمار
تعداد مشاهده مقاله: 677
تعداد دریافت فایل اصل مقاله: 195


سامانه مدیریت نشریات علمی. قدرت گرفته از سیناوب