Identifying the Teaching-Learning Process in Electronic Platform of Tehran University: A Phenomenological Study

Abstract

The objective of the current investigation is to utilize a descriptive phenomenological qualitative research methodology to identify the components of the electronic platform at the University of Tehranthat are involved in the teaching and learning process. The statistical population of the current research consisted of all students and professors at the University of Tehran during the academic year 2021-2022. Purposive sampling was employed to select 18 students and 25 lecturers, who subsequently participated in a semi-structured interview. In three phases, the questions were developed and revised in accordance with the theoretical framework of the research. Also, the seven-step Colaizzi method was implemented to analyze the data. The participants’ components can be classified into three fields: institutional, technological, and pedagogical. The most significant field is pedagogy, which is the science and practice of teaching and learning. In general, the research indicated that the teaching-learning process can be facilitated by the experiences and skills of students and lecturers in teaching and learning, as well as excellent content and intuitional and technical support. Dissatisfaction can result from the delay and inaccuracy of the teaching-learning process, which can be caused by a lack of knowledge. Therefore, in order to enhance the teaching-learning process on the electronic platform at the University of Tehran, it is necessary to be cognizant of people, appropriate content, and tools for proper technical and institutional background.

Keywords

• e-learning
• phenomenology
• teaching-learning process
• university of tehran