Assessing Educational Harms and Challenges of Covid-19

Abstract

Background and Objectives: As a result of the Covid-19 outbreak in Iran and other countries of the world, face-to-face training in schools and universities was changed to distance eductaion, which has had different consequences. The purpose of this study was to identify and categorize educational harms and challenges using existing measures and evidence from recent international data. The results of this study can be used to better understand the impact of the COVID-19 crisis on learnerschr('39') learning as a practical and generalizable framework for epidemic management in the field of education in Iran and other countries. Methods: The present qualitative study was performed using the document content analysis method. First, by reviewing electronic databases, all available documents and articles related to education and Covid-19 were identified. All multimedia files, including audio, text and video files during winter 1399 were searched in Internet websites and databases using keywords based on the above criteria. The selection of documents was purposeful considering the four criteria of JUPP. After multi-stage screening, 65 documents were finally selected and analyzed after coding. Results: Educational harms and challenges caused by Covid-19 outbreak in Iran and other countries were identified and recorded in 29 areas. Conclusion: It can be concluded that although online education is an immediate need in the process of learning and teaching with many benefits, proposing managerial and executive solutions to address the harms and challenges can form the basis of a rich method of eeducational ducation during and after the Covid-19 era.

Keywords

• covid-19
• virtual education
• harms
• challenges