Providing a model for improving the quality of teacher-student interaction in the virtual education system of universities

Document Type : research article

Authors

1 educational Sciences/ humanities/ university of science and culture/Tehran/IRAN

2 Ministry of science, research and technology

3 educational sciences/ humanities/ university of science and culture/ Tehran/IRAN

Abstract

Aim: This study aims to provide a model to improve the quality of teacher-student interaction in universities’ virtual education systems.
Methodology:  This research is applied in terms of purpose and follows the qualitative and content analysis approaches. The study population consisted of teachers of the non-governmental University of Science and Culture (including faculty members and invited teachers) from whom the required sample was selected purposefully. Theoretical saturation was obtained through seventeen semi-structured interviews Non-interference of the interviewers' prior knowledge, accuracy in analyzing and coding the information, and re-coding and verification of the transcripts of the interviews by the interviewees were observed to ensure the reliability and validity of the research.
Findings: The effective factors for improving teacher-student interaction quality were identified in the form of 54 initial themes, 10 basic pre-organized themes, and five secondary pre-organized themes. The components related to the selected themes were educational and technical skills, communication quality, quality of facilities, and improving the attitude and supervision of the educational system.
 Results: According to the prioritization of the selected themes, the factor of "educational and technical skills” with 32% repetition is the most important priority in terms of improving the interaction between teacher and student. The "attitude improvement" factor was of secondary importance. "Communication quality", "facilities quality", and "education system monitoring" were also in the next ranks, respectively..

Keywords

Journal of Educational Planning Studies
Volume 12, Issue 24
September 2024
Pages 72-91

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History

  • Receive Date: 16 August 2023
  • Revise Date: 23 August 2023
  • Accept Date: 24 November 2023

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