میر مسعود طالبی برکجه

The purpose of the present study is to investigate the way teachers evaluate students' performance in the CoVid-19 Pandemic and to identify challenges and solutions to overcome problems using lived experiences of parents, teachers and professionals. The current research is qualitative. To obtain the findings, the phenomenological method (semi-structured interview) was used. In this study, 25 primary school teachers and 25 parents of students in Ardabil city and 14 experts in this field across the country were selected by purposeful sampling method and theoretical saturation criteria. The results showed that during the CoVid-19 Pandemic, teachers used different methods for evaluation and faced many challenges, and were presented with suggestions to overcome them. Parents also expressed their opinions about how to evaluate teachers and provided solutions to solve the challenges. Later, in relation to the identified challenges, experts were interviewed, and in order to overcome challenges, strategies such as expansion of combined education, elucidating philosophy of evaluation and its ethical aspect to learners and parents, the development of communication infrastructures, use of research results, conducting continuous activity-based evaluations and in a practical and inferential manner, no restrictions on the use of networks, monitoring the work of teachers, emphasizing evaluation as a tool for learning not a means of stress, evaluating high levels of students' knowledge and avoiding emphasizing the evaluation of the low level of knowledge, and various other solutions that were presented in the findings section. Therefore, it is necessary for education practitioners to take advantage of the suggestions of parents, teachers, and especially experts in order to identify the challenges in the evaluation of students during the CoVid-19 Pandemic and overcome them according to the presented suggestions.

Objective: The purpose of this study is to examine how psychological problems—such as obsessive-compulsive disorder (OCD), attention deficit hyperactivity disorder (ADHD), anxiety disorders, insomnia, and sleep issues—affect distance learning. Based on the experiences of experts and educators, this study will identify problems and potential solutions.Methodology: The study takes a qualitative approach, gathering and analyzing data using a phenomenological method. Twenty Ardabil primary school teachers and fourteen specialists from around Iran were among the participants, who were chosen via purposive selection until theoretical saturation was reached. In-depth, semi-structured interviews were used to collect data, and they were done both remotely and in person. Themes from the instructors' replies were found and categorized, and their frequency and percentage were then presented. The coding approach developed by Strauss and Corbin (2008) was used to examine the replies from the professionals. Triangulation, member checking, parallel data verification, and researcher self-review were used to guarantee the correctness and reliability of the interviews.Findings: The findings revealed that teachers encountered significant psychological challenges in the context of distance learning. To address these challenges, several strategies were proposed. Subsequently, specialists were consulted regarding the identified challenges, and solutions such as establishing a structured study routine, managing rest and sleep schedules, enhancing social interactions, providing psychological support services, training in stress management techniques, introducing flexible scheduling, prioritizing physical health, delegating tasks effectively, using visual aids, incorporating regular short breaks, reducing screen time, practicing breathing and relaxation exercises, applying cognitive behavioral therapy (CBT), and preventing avoidance behaviors were suggested. A more detailed presentation of these solutions is provided in the findings section.Conclusion: Education stakeholders are advised to implement the suggested strategies from teachers and specialists to identify and address the psychological challenges associated with distance learning effectively.