جستجوی مقالات مرتبط با کلیدواژه "کلاس های درس مجازی" در نشریات گروه "پزشکی"

In this study, the design of the formative evaluation model of virtual classrooms during the pandemic has been discussed. The current study is an applied-developmental study in terms of its purpose, and it is a cross-sectional survey research in terms of the method and time frame of data collection.

A semi-structured interview was used to collect data. The statistical population of this research in the qualitative part includes experts and specialists, university faculty members and students. Sampling of the qualitative part continued until theoretical saturation was reached and 20 people participated in the qualitative part. In order to analyze the data in the qualitative part, using the method of data theory, it was attempted to identify the indicators of formative evaluation model of virtual classrooms.

Based on the results of qualitative analysis, 6 main categories, 9 sub-categories and 43 basic indicators were identified.

Based on the paradigm model of research, creating a learning environment and finding talent and responding to the educational needs of students constitute the causal conditions. Formative evaluation of virtual classrooms is a central phenomenon. The participation of students in the discussion of online education and learning provides background conditions, and human resources and technology infrastructures are also interfering conditions. Empowering professors in formative assessment is a strategic factor that ultimately leads to consequences such as improving the efficiency of the educational system, developing virtual education, and repairing deficiencies and gaps in students' learning.