Challenges of Online Education for Farmers: Lived Experiences of Trainers in Iran (A Phenomenological Approach)
الموضوعات :Khadigeh Solimani 1 , Bahman Khosravipour 2 , Masoud Yazdanpanah 3 , Katharina Loehr 4 , Stefan Sieber 5 , Moslem Savari 6
1 - Department of Agricultural Extension and Education, Agricultural Sciences and Natural Resources University of Khuzestan, Mollasani, Iran
2 - Department of Agricultural Extension and Education, Agricultural Sciences and Natural Resources University of Khuzestan, Mollasani, Iran
3 - Department of Agricultural Extension and Education, Agricultural Sciences and Natural Resources University of Khuzestan, Mollasani, Iran
4 - Leibniz Centre for Agricultural Landscape Research (ZALF), Muncheberg, Germany.
5 - Leibniz Centre for Agricultural Landscape Research (ZALF), Muncheberg, Germany.
6 - Department of Agricultural Extension and Education, Agricultural Sciences and Natural Resources University of Khuzestan, Mollasani, Iran
الکلمات المفتاحية: Online social networks (OSNs), Farmers, Trainer, Internet, Phenomenology, Colaizzi's method ,
ملخص المقالة :
Digital technologies have affected all aspects of human life and have become an integral element of sustainable development, and rural and agricultural areas are no exception to this rule. Despite the high potential of online social networks (OSNs) in connecting rural communities and solving the challenge of accessing farmers due to the geographical dispersion of villages, with the epidemic of the Covid-19 disease, a good opportunity was provided to benefit from the capacity of these networks for training farmers. This research was conducted with a phenomenological approach and Colaizzi's method with the aim of investigating the lived experience of farmers' educators in Khuzestan province (in Iran) of virtual education for farmers. The results of the research showed that the advantages and disadvantages of this type of training for farmers can be classified into 8 main categories and 36 sub-categories. The main categories are infrastructures, economic dimension, education dimension, educational resources, communication, psychological dimension, evaluation and cultural dimension. The most frequency was assigned to the three sub-themes of lack of proper internet (speed, quality, platform), lack of comprehensive skills in using networks and not having a smartphone.
Adetimirin, A. E., & Ayoola, J. (2020). Perception of social media use by distance learners in Nigeria. International Journal of Online Pedagogy and Course Design (IJOPCD), 10(2), 37-47.
Aduba, D. E., & Mayowa-Adebara, O. (2022). Online platforms used for teaching and learning during the COVID-19 era: The case of LIS students in Delta State University, Abraka. International Information & Library Review, 54(1), 17-31.
Ajam, A. A., Zabet, H., & Nesaei, M. (2022). Phenomenological study of virtual education challenges and evaluation in primary schools from the perspective of teachers and parents. Quarterly of Iranian Distance Education Journal, 4(2), 9-22.
Akbari, E., Naderi, A., Simons, M. H. Y. R. J., & Pilot, A. (2016, June). Accepting Social Networks in Learning and Teaching. In 11th International Conference on e-Learning (p. 167).
Allen, K., Abrams, K., Meyers, C., & Shultz, A. (2010). A Little Birdie Told Me About Agriculture: Best Practices and Future Uses of Twitter in Agriculutral Communications. Journal of Applied Communications, 94(3), 2.
Arion, F. H., Harutyunyan, G., Aleksanyan, V., Muradyan, M., Asatryan, H., & Manucharyan, M. (2024). Determining Digitalization Issues (ICT Adoption, Digital Literacy, and the Digital Divide) in Rural Areas by Using Sample Surveys: The Case of Armenia. Agriculture, 14(2), 249.
Babaei Fard, E & Khodakarmian Gilan, N. (2017). The effect of virtual space on people's identity. The first conference on opportunities and threats of virtual space and social networks, Kermanshah.
Bagheri, R., Ostovar, S., Griffiths, M. D., & Hashim, I. H. M. (2023). Server connection versus marital disconnection: An investigation of the effect of internet addiction on couple burnout in Iran. Technology in Society, 72, 102163.
Becker, J. D., & Schad, M. (2022). Understanding the Lived Experience of Online Learners: Towards a Framework for Phenomenological Research on Distance Education. Online Learning, 26(2), 296-322.
Bigdeli, S., Salami, M., Dehnad, A., Zazoly, A., Sohrabi, Z., Nahardani, Z., & Sandars, J. (2023). Exploring Lived Experiences of Students Studying at Master’s Degree of Online Medical Education about Hidden Curriculum. Strides in Development of Medical Education, 20(1), 110-117.
Colaizzi, P. F. (1978). Psychological research as the phenomenologist views it.
Danesh, Y., & Zahiri Nia, M. (2018). A Qualitative Study on Consequences of Using Social Networks among the Students of Hormozgan University. Strategic Studies on Youth and Sports, 17(41), 85-96.
Dukes, S. (1984). Phenomenological methodology in the human sciences. Journal of religion and health, 23, 197-203.
Eginli, A. T., & Tas, N. O. (2018). Interpersonal communication in social networking sites: An investigation in the framework of uses and gratification theory. Online Journal of Communication and Media Technologies, 8(2), 81-104.
Farasatkhah, M. (2016). We Iranians: The context of historical and social exploration of Iranian peoples. Nay publication. Edition 9.
Gharibpoor, M., Allameh, S., & Abrishamkar, M. (2012). New concept of social network citizenship behavior: Definition and elements. Aust J Basic Appl Sci, 6(9), 154-63.
Ginting, Y., Chandra, T., Miran, I., & Yusriadi, Y. (2023). Repurchase intention of e-commerce customers in Indonesia: An overview of the effect of e-service quality, e-word of mouth, customer trust, and customer satisfaction mediation. International Journal of Data and Network Science, 7(1), 329-340.
Greenhow, C., & Robelia, B. (2009). Old communication, new literacies: Social network sites as social learning resources. Journal of computer-mediated communication, 14(4), 1130-1161.
Hansen, J. P., Melby Jespersen, L., Brunori, G., Leck Hansen, A., Holst, K., Mathiesen, C., ... & Ankjær Rasmussen, I. (2015). ICT and social media as drivers of multi-actor innovation in agriculture.
Hargis, M. R. (2023). Examining the use of social media applications by West Virginia agriculture producers.
Hargis, M. R. (2023). Examining the use of social media applications by West Virginia agriculture producers.
Hosseini, S., Charters, S., Anthony, P., & Alhazmi, A. (2021). Effects of “the selected smartphone social-messaging applications” training on Iranian elderly’s quality of life: results of a qualitative study.
Imam, N., Hossain, M. K., & Saha, T. R. (2017). Potentials and challenges of using ICT for climate change adaptation: a study of vulnerable community in riverine islands of bangladesh. In Catalyzing Development through ICT Adoption (pp. 89-110). Springer, Cham.
Katz, E., Blumler, J. G., & Gurevitch, M. (1973). Uses and gratifications research. The public opinion quarterly, 37(4), 509-523.
Kelly, N., Bennett, J. M., & Starasts, A. (2017). Networked learning for agricultural extension: a framework for analysis and two cases. The Journal of Agricultural Education and Extension, 23(5), 399-414.
Khan, M. I., Loh, J. M., Hossain, A., & Talukder, M. J. H. (2023). Cynicism as strength: Privacy cynicism, satisfaction and trust among social media users. Computers in Human Behavior, 142, 107638.
Kipkurgat, T., Onyiego, M., & Chemwaina, S. (2016). Impact of social media on agricultural extension in Kenya: a case of Kesses District. International Journal of Agricultural Extension and Rural Development Studies, 3(1), 30-36.
Kuteesa, K. N., Akpuokwe, C. U., & Udeh, C. A. (2024). Theoretical perspectives on digital divide and ICT access: comparative study of rural communities in Africa and the United States. Computer Science & IT Research Journal, 5(4), 839-849.
Mills, J., Reed, M., Skaalsveen, K., & Ingram, J. (2019). The use of Twitter for knowledge exchange on sustainable soil management. Soil use and management, 35(1), 195-203.
Mokhtari, M., & Malek Ahmadi, H. (2017). Pornography and Hyperreality; A Qualitative Study of Experiences of Iranian Users in Using Porno-graphical Products. Strategy for Culture, 10(38), 71-99.
Momeni, M., Hariri, N., Nobahar, M., & Noshinfard, F. (2018). Barriers and challenges experienced by seniors in using online social networks: a phenomenological study. Middle East Journal of Rehabilitation and Health, 5(1).
Morris, W., & James, P. (2017). Social media, an entrepreneurial opportunity for agriculture-based enterprises. Journal of Small Business and Enterprise Development, 24(4), 1028-1045.
Nemati, A., & Mokhtari Hesari, A. (2022). Analysis of Challenges and solutions of Using Mobile Learning in Providing Educational Services to Farmers from the Perspective of Jihad Agriculture Experts of East Azerbaijan Province. Journal of Agricultural Education Administration Research, 13(59), 33-57.
Odewumi, M. O., Yusuf, M. O., & Oputa, G. O. (2018). UTAUT Model: Intention to Use Social Media for Learning Interactive Effect of Postgraduate Gender in South-West Nigeria. International Journal of Education and Development using Information and Communication Technology, 14(3), 239-251.
Ofori, M., & El-Gayar, O. (2021). Drivers and challenges of precision agriculture: a social media perspective. Precision Agriculture, 22, 1019-1044.
Panda, R., & Sinha, B. (2023). AN EXPLORATORY STUDY ON IMPACT OF SOCIAL MEDIA ON AGRICULTURE DEVELOPMENT FROM FARMERS GROWTH PERSPECTIVE. The Online Journal of Distance Education and e-Learning, 11(2).
Park, S., Freeman, J., & Middleton, C. (2019). Intersections between connectivity and digital inclusion in rural communities. Communication Research and Practice, 5(2), 139-155.
Perez, E., Manca, S., Fernández-Pascual, R., & Mc Guckin, C. (2023). A systematic review of social media as a teaching and learning tool in higher education: A theoretical grounding perspective. Education and Information Technologies, 1-30.
Qorbanpour Lafamajan, A. (2021). A study of students' lived experience of virtual education during the epidemic of Covid-19. Rooyesh-e-Ravanshenasi Journal (RRJ), 10(8), 33-44.
Roberts, E., Beel, D., Philip, L., & Townsend, L. (2017). Rural resilience in a digital society. Journal of Rural Studies, 54, 355-359.
Sabah, N. M. (2023). The impact of social media-based collaborative learning environments on students’ use outcomes in higher education. International Journal of Human–Computer Interaction, 39(3), 667-689.
Sadeghi Nasab, I., Hariri, N., Nobahar, M., & Babalhavaeji, F. (2021). Exploring students’ experiences of the role of virtual social networks in their teaching and learning. Educational Development of Judishapur, 12, 216-231.
Sevigny, C. (2020). Adoption of Pasture Management Practices in Rondônia, Brazil: Social Media as an Informational Influence.
Shafiei Sarvestani, M., Mohammadi, M., Afshin, J., & Raeisy, L. (2019). Students’ experiences of e-learning challenges; a phenomenological study. Interdisciplinary Journal of Virtual Learning in Medical Sciences, 10(3), 1-10.
Stanley, S. (2013). Harnessing social media in agriculture. A report for the New Zealand Nuffield farming scholarship trust NZ Nuffield Scholar.
Vidanapathirana, N. P., Hirimburegama, K., Hirimburegama, W. K., & Nelka, S. A. P. (2015). Exploring farmers acceptance of e-learning using Technology Acceptance Model-case study in Sri Lanka. In EDULEARN15 Proceedings (pp. 4287-4294). IATED.
White, D., Meyers, C., Doerfert, D., & Irlbeck, E. (2014). Exploring agriculturalists' use of social media for agricultural marketing. Journal of Applied Communications, 98(4), 7.
ZOLFALIFAM, J., Farasatkhah, M., Maleki, A., & Zahedi, M. M. J. (2018). Phenomenology of Social Ethics for Virtual Social Networks Users (Case: Graduate Students Born in The 1980s).
