The Barriers to Virtual Implementation of the Country's Official Curriculum during the Global Outbreak of Coronavirus

Document Type : Original Article

Authors

1 Secretariat of the Supreme Council of the Cultural Revolution

2 Faculty Member in National Research Institute for Science Policy

Abstract

From January 2020, with the outbreak of Coronavirus, the virtual implementation of formal curricula in the country; therefore, the present study seeks to identify and prioritize the obstacles to the implementation of this plan which has become necessary due to the present conditions. This study was applied and mixed in terms of type and method. To answer the first and second research questions, the document mining method and the descriptive-survey method were used. The research measurement tool was a researcher-made questionnaire whose validity was confirmed by experts. The statistical population of the study was formed by principals and teachers of schools in Tehran and a statistical sample of 350 people was selected. In order to answer the questions, the statistical method of chi-square test was used. The results indicated that from the perspective of school principals and teachers, five main obstacles were identified as: educational barriers, cultural and social barriers, infrastructural and technical barriers, managerial and organizational barriers and financial barriers.

Keywords

References

Abidah, A., Hidaayatullaah, H. N., Simamora, R. M., Fehabutar, D., & Mutakinati, L. (2020). The Impact of Covid-19 to Indonesian Education and Its Relation to the Philosophy of “Merdeka Belajar”. Studies in Philosophy of Science and Education, 1(1), 38-49.‏
Biavardi, N. G. (2020). Being an Italian medical student during the Covid-19 outbreak. International Journal of Medical Students.‏
Butcher, J. (2020). Public-Private Virtual-School Partnerships and Federal Flexibility for Schools during COVID-19. Mercatus Center Research Paper Series, Special Edition Policy Brief (2020).‏
Cornock, M. (2020). Scaling up online learning during the coronavirus (Covid-19) pandemic.‏
Crawford, J., Butler-Henderson, K., Rudolph, J., Malkawi, B., Glowatz, M., Burton, R & Lam, S. (2020). COVID-19: 20 countries’ higher education intra-period digital pedagogy responses. Journal of Applied Learning and Teaching, 3(1).‏
Dai, D., & Lin, G. (2020). Online Home Study Plan for Postponed 2020 Spring Semester during the COVID-19 Epidemic: A Case Study of Tangquan Middle School in Nanjing, Jiangsu Province, China. Jiangsu Province, China (March 15, 2020).‏
Dong, S. (2020). Practical Exploration of Using'Cloud Classroom'to Organize Online Learning: A Case Study of Jianye District, Nanjing during the COVID-19 Pneumonia. Sci Insigt Edu Front, 5(2), 553-556.‏
Guo, B., & Li, H. (2020). Guidance Strategies for Online Teaching during the COVID-19 Epidemic: A Case Study of the Teaching Practice of Xinhui Shangya School in Guangdong, China. Sci Insigt Edu Front, 5(2), 547-551.‏
Hammond, T., Watson, K., Brumbelow, K., Fields, S., Shryock, K., Chamberland, J. F & Childs, M. D. (2020). A Survey to Measure the Effects of Forced Transition to 100% Online Learning on Community Sharing, Feelings of Social Isolation, Equity, Resilience, and Learning Content During the COVID-19 Pandemic.‏
Huang, R. H., Liu, D. J., Tlili, A., Yang, J. F., & Wang, H. H. (2020). Handbook on Facilitating Flexible Learning During Educational Disruption: The Chinese Experience in Maintaining Undisrupted Learning in COVID-19 Outbreak.‏
Iwai, Y. (2020). Online Learning during the COVID-19 Pandemic: What do we gain and what do we lose when classrooms go virtual? Scientific American.‏
Kong, Q. (2020). Practical Exploration of Home Study Guidance for Students during the COVID-19 Pandemic: A Case Study of Hangzhou Liuxia Elementary School in Zhejiang Province, China. Sci Insigt Edu Front, 5(2), 557-561.‏
Lippe, M. P., & Kaylor, S. K. (2020). COVID-19 Resource: Graduating during a pandemic: Navigating the unknown.‏
Mingaine, L. (2013). Leadership challenges in the implementation of ICT in public secondary schools, Kenya. Journal of Education and Learning, 2(1), 32.
Rangiwai, B., & Simati-Kumar, B. (2020). The potential impacts of COVID-19 for the Master of Applied Indigenous Knowledge (MAIK) programme in Māngere: Planning for online delivery. Te Kaharoa, 15(1).‏
Teoh, P. (2020). COVID-19: Universities activate e-learning mode. New Straits Times.‏
Xia, J. (2020). Practical Exploration of School-Family Cooperative Education during the COVID-19 Epidemic: A Case Study of Zhenjiang Experimental School in Jiangsu Province, China. China (March 15, 2020).‏
Xie, Z., & Yang, J. (2020). Autonomous learning of elementary students at home during the COVID-19 epidemic: A case study of the second elementary school in Daxie, Ningbo, Zhejiang Province, China. Ningbo, Zhejiang Province, China (March 15, 2020).‏
Zhao, N., Zhou, X., Liu, B., & Liu, W. (2020). Guiding Teaching Strategies with the Education Platform during the COVID-19 Epidemic: Taking Guiyan
Zhou, L., Wu, S., Zhou, M., & Li, F. (2020). 'School’s Out, But Class’ On', The Largest Online Education in the World Today: Taking China’s Practical Exploration During The COVID-19 Epidemic Prevention and Control As an Example. (March 15, 2020) ‏

Files

History

  • Receive Date: 12 April 2020
  • Revise Date: 12 June 2020
  • Accept Date: 16 June 2020

Share

How to cite

Statistics