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Information Journal Paper

Title

The lived experiences of students from educational justice in virtual education

Pages

  223-238

Abstract

 Background and Objectives: Nowadays, Virtual Education has become one of the most important applications of information and communication technologies in the world and extensive activitieshave been started in this field. This can be one of the favorite options to fill the educational gaps, in the unavailability of face to face education and eventually leading to the promotion of Educational Justice for people in rural and remote areas. The aim of this study was determingwhether those who were the target audience for this form of education have perceived it as a fairexperience. To be more precise, which part of this type of education has led to a feeling of justicein these individuals and which part has led to a significant feeling of injustice in their experiences. In short, the aim of this study was to investigate the experiences of virtual Students of Tehran’ scomprehensive universities of the state of Educational Justice in Virtual Education in order todetermine its aspects and dimensions. Methods: This study was conducted as a qualitative research using the phenomenology method. One of the suitable cases to apply the phenomenological method is providing an answer to thefollowing question: Is there any need to further clarify a specific phenomenon? The state of justice in Virtual Education has not yet been properly studied in any research; therefore, theresearchers in the present study selected the above approach to study this issue. Based on itsgoal, in this study, standard sampling was used among virtual Students who have experiencedvirtual courses of Tehran Comprehensive Universities (Amirkabir University, Shahid BeheshtiUniversity, Iran University of Science and Technology, K. N. Toosi University of Technology andTehran University) and met the criteria for being included in this study. The sampling processcontinued until the data were saturated in 32 interviews. A semi-structured interview was usedfor data collection. The interviews were analyzed using the Smith method. In order to confirm thevalidity and accuracy of the research, the reliability and verifiability of the data were examined. To ensure validity, the findings of this study were presented to the participants and theyexpressed their views to the researcher on the correspondence of the findings with theirexperiences; moreover, collaborative reflection on the emerged themes was conducted by theresearcher. The researchers ensured the validity of this research by maintaining thedocumentation at all stages of the study. Due to ethical considerations, before starting theinterview, the participants were informed of the goals and importance of the research andparticipated in the research with informed consent. Participants were also assured that theiridentity would be kept confidential during and after the study. Findings: The main question of this research was: What experiences do Students have regardingjustice and injustice in Virtual Education? In analyzing the interviews, the main concepts wereextracted from the sentences expressed by the participants and were represented in a reducedconceptual form, resulting in 153 descriptive codes. In the next step, by reflecting on thedescriptive codes, overlapping, similar, and related codes were identified. These concepts wereintegrated in the form of 20 interpretive codes based on commonalities, similarities and semanticoverlaps. Finally, in the last step, the interpretive codes were reduced to 7 explanatory codes: Students' equity with different characteristics (geographical condition, job status, and learningcompetence), Students' equality in their interaction with professors (equality despite differencesin appearance features and cultures), lack of real interactions (short and fragile interactions), content problems (non-practical content, lack of supervision in content development and lack ofcodified and specific planning in presenting courses), organizational misconceptions towardvirtual Students (having capitalistic attitude to Students and not paying attention to Students' realabilities), inequality in the use of facilities and costs (high educational costs and inequality in the use of facilities), and inequality in providing educational services (lack of appropriate organizational behavior patterns suitable for virtual teaching, low staff number to meet the educational needs of Students, high number of Students in classrooms and the use of inappropriate teachers for teaching). Conclusion: Justice and its realization has always been one of the main slogans in the field of education. Participants in the present study have sometimes focused on communication and sometimes focused on the facilities provided in the training process. If we take a general look at the themes obtained, we can divide them into two spectrums of justice and injustice although more examples have been found in the section on injustice. Another main conclusion that is drawn from the present study is the predominant link between the instances of justice and the inherent characteristics of Virtual Education and the predominant link between the instances of injustice in the way the virtual teaching is managed and lack of facilities appropriate for this form of education. Finally, it should be noted that due to the increasing use of Virtual Education and its fundamental difference from face-to-face education, ethical issues also appear differently in its process which require accurate recognition and study.

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    APA: Copy

    JAFARI, E., Homayouni Bakhshayesh, N., & ALAMOLHODA, j.. (2021). The lived experiences of students from educational justice in virtual education. JOURNAL OF TECHNOLOGY OF EDUCATION (JOURNAL OF TECHNOLOGY AND EDUCATION), 15(2 (58) ), 223-238. SID. https://sid.ir/paper/375528/en

    Vancouver: Copy

    JAFARI E., Homayouni Bakhshayesh N., ALAMOLHODA j.. The lived experiences of students from educational justice in virtual education. JOURNAL OF TECHNOLOGY OF EDUCATION (JOURNAL OF TECHNOLOGY AND EDUCATION)[Internet]. 2021;15(2 (58) ):223-238. Available from: https://sid.ir/paper/375528/en

    IEEE: Copy

    E. JAFARI, N. Homayouni Bakhshayesh, and j. ALAMOLHODA, “The lived experiences of students from educational justice in virtual education,” JOURNAL OF TECHNOLOGY OF EDUCATION (JOURNAL OF TECHNOLOGY AND EDUCATION), vol. 15, no. 2 (58) , pp. 223–238, 2021, [Online]. Available: https://sid.ir/paper/375528/en

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