Analyzing the Challenge of University Culture Components in Virtual Education: A Case Study

Kazempour, Nazila; Kiapasha, Kosar; Faraji, Mahbobe; Ghanbari Hamidabadi, MahdiM; Zare Sheykhkolai, Seyyed Fatem; Mohammadzade, Morteza

Analyzing the Challenge of University Culture Components in Virtual Education: A Case Study

Document Type : Original Article

Authors

¹ Master of Curriculum Planning, Faculty of Educational Sciences and Psychology, University of Mazandaran, IRAN.

² Master of History and Philosophy of Education, Mazandaran University, IRAN.

³ Master of Curriculum Planning, Faculty of Educational Sciences and Psychology, Allameh Tabatabai University, Tehran, IRAN.

⁴ Master of Curriculum Planning, Faculty of Educational Sciences and Psychology, University of Tehran, Tehran, IRAN.

⁵ Master of Educational Management, Faculty of Educational Sciences and Psychology, Shahid Beheshti University, Tehran, IRAN.

Abstract

culture is considered as the body of a university, and is reflected in the basic parts of the university. In this study,in order.to discover the.components of.university culture in virtual learning from the perspective of master studentsof educational sciencesof Mazandaran University was studied.The research was applied in.terms.of purpose and survey in.terms.of descriptive method and the.general design of.the research was mixed.The research data were obtained inthe qualitative part using semi-structured interviews with.university professors and.in.the quantitative part using the student population sample questionnaire.In the qualitative.part.of.the.research,12 themes were extracted through interviews.in.the field of components.of.university.culture.in.virtual.education.In.a.small part,.the.samples.were examined.using.a.researcher-made questionnaire.To analyze.the quantitative.data.in.the.statistical part of the t-statistic was analyzed through Spss software.Qualitative findings.were.extracted through semi-structured interviews.in 3 general categories of contextual components,interactions and artifacts. In.the.quantitative part.of the statistical data, students 'views on the context and artifacts were not satisfactory and significant, and in the interaction component, students' views were evaluated as significant and desirable.As a result, the proper use of the capacity of academic culture in virtual education requires a change in the context, and artifacts of cyberspace for its audience.Strengthening Interactions as an Important and Constructive Principle in Virtual Education A good introduction to improving other elements of academic culture in virtual education is an urgent necessity.

Keywords