Migration of Face-to-Face Pedagogy to Online Education: An Educational Policy Achievement
Keywords:
Policy-making process, education system, online education, elementary schoolAbstract
Today, the diversity and rapid changes in the environment have increasingly highlighted the importance of assets such as modern human capital, which contribute to sustainable development. The education system in every society plays a vital role in determining the level of national development. The present study was conducted with the aim of examining the migration of face-to-face pedagogy to online education as an achievement of educational policymaking. The research method employed in this study is qualitative, and the research strategy is phenomenology with a Colaizzi approach. The participants of the study consisted of 12 experts and managers in the field of education who are recognized for their expertise, influence, and authorship regarding policymaking for online education at the elementary level. The sampling method was non-probability snowball sampling. The method of data analysis for the interviews was coding. The research findings, which encompassed instructional design, included 115 open codes, 13 components, and 5 categories titled goals, content, strategies, materials and resources, and assessment. The results, presented within the framework of administrators’ experiences of online education policymaking, identified the following: goals—comprehensive, cognitive, affective, and psychomotor; content—including attitudinal, knowledge-based, and skill-based content; strategies—such as creative thinking strategies, information technology, and effective social networks; materials and resources—comprising technological infrastructure and equipment, financial infrastructure, and curriculum resources; and assessment—including formative and summative evaluation.
Downloads
References
Arnold, M. (2022). Problem-based Learning and Community Engagement: A Service-Learning Project with Social Pedagogues. In U. Fahr, K. Alessandra, H. Angenent, & A. Eßer-Lüghausen (Eds.), Hochschullehre erforschen: Innovative Impulse für das Scholarship of Teaching and Learning (pp. 199-214). Springer Fachmedien Wiesbaden. https://doi.org/10.1007/978-3-658-34185-5_11
Dzikovska, M. (2019). Coaching as the Pedagogical Technology in Professional Training of Future Specialists. Continuing Professional Education Theory and Practice(3), 45-50. https://doi.org/10.28925/1609-8595.2019.3.4550
Ebrahimi, A. (2013). Designing and Explaining a Model for Institutionalizing Evidence-Based Policy-Making in the National Policy-Making System of the Country Tarbiat Modares University, Faculty of Economic Affairs]. https://library.oapen.org
Farahmarziani, S., Hashemi, S., & Farhangi, A. A. (2016). The Role of Virtual Media in Changing Social Values, with Emphasis on Social Networks Telegram and Facebook. Social Development, 10(4), 123-148. https://www.sid.ir/fileserver/je/138520172603
Filatova, O., Barabashkina, E. V., & Komkova, A. (2024). Coaching in an Educational Organization. The Tidings of the Baltic State Fishing Fleet Academy Psychological and Pedagogical Sciences (Theory and Methods of Professional Education)(3(69)), 212-214. https://doi.org/10.46845/2071-5331-2024-3-69-212-214
Ghadermazi, S., & Bolandhamtan, K. (2021). Representation of School Managers' Experiences regarding Quality Education Policy-Making. School Management, 9(2), 413-454. https://jsa.uok.ac.ir/article_61901.html?lang=en
Gupta, D. K. (2001). Analyzing Public Policy: Concepts, Tools, and Techniques. CQ Press. https://cir.nii.ac.jp/crid/1130282271366418688
Harvey, S., & Jarrett, K. (2014). A review of the game-centred approaches to teaching and coaching literature since 2006. Physical Education and Sport Pedagogy, 19(3), 278-322. https://www.tandfonline.com/doi/abs/10.1080/17408989.2012.754005
Hennessy, S., D'Angelo, S., McIntyre, N., Koomar, S., Kreimeia, A., Cao, L., Brugha, M., & Zubairi, A. (2022). Technology Use for Teacher Professional Development in Low- and Middle-Income Countries: A systematic review. Computers and Education Open, 3, 100080. https://doi.org/10.1016/j.caeo.2022.100080
Ismatova, M. S. (2021). Development of Coaching Technologies in the Educational Space of the University. Current Research Journal of Pedagogics, 02(05), 134-141. https://doi.org/10.37547/pedagogics-crjp-02-05-25
Lassek, B. (2022). Pedagogical Dimension of Swim Training as Perceived by Swimmers and Their Coach. Journal of Education Health and Sport, 12(11), 311-318. https://doi.org/10.12775/jehs.2022.12.11.041
Lim, S. M., & Patel, N. S. (2024). Coaching in Higher Education. 3-17. https://doi.org/10.4324/9781003332176-2
Lim, S. M., Patel, N. S., & Shahdadpuri, R. (2024). Coaching Students in Higher Education. https://doi.org/10.4324/9781003332176
Myskiv, I., Sydorchuk, O., & Dmytruk, V. (2023). Activation of the Student's Learning Potential by Educational Coaching. Sciencerise Pedagogical Education(2 (53)), 10-13. https://doi.org/10.15587/2519-4984.2023.279568
Niazazari, K., Esmaeili Shad, B., & Rabiei Dolabi, M. (2011). Policy-Making and the Process of Public Policy in the Educational System. Qaemshahr: Mehr al-Nabi Publications. https://link.springer.com/article/10.1007/BF00140379
Pisklova, M. V., & Bekoeva, M. (2021). Technology of Pedagogical Coaching as a Basic Model of Supporting the Personal Development of Students. SHS Web of Conferences, 121, 02001. https://doi.org/10.1051/shsconf/202112102001
Razak, N., Karim, Z. A., & Hashim, A. (2020). The Source of Knowledge of School Football Teachers Influencing Football Coaching Pedagogy: Needs Discovered. International Journal of Academic Research in Business and Social Sciences, 10(6). https://doi.org/10.6007/ijarbss/v10-i6/7313
Reddy, L. A. (2023). Advancing the science of coaching in education: An introduction to the special issue. Journal of School Psychology, 96, 36-40. https://doi.org/10.1016/j.jsp.2022.10.003
Rosenberg, M. (1965). Society and the adolescent self-image. Princeton University. https://psycnet.apa.org/fulltext/2013-39906-020.pdf
Salimi, J., & Barkhoda, J. (2018). Analysis and Ranking of the Most Important Components of Learning Disabilities among Students. Learning Disabilities, 8(1), 42-69. https://www.sid.ir/paper/375205/en
Savchuk, B., Султанова, Н., Bilavych, H., & Pantyuk, T. (2022). Two-Tier Model Оf Training Future Teachers for Coaching at Out-of-School Institutions. Pedagogika-Pedagogy, 177-195. https://doi.org/10.53656/ped2022-2.03
Turchyn, A., & Tsar, I. (2021). Coaching as a Form of Active Learning in Foreign Language Classes. Scientific Papers of Berdiansk State Pedagogical University Series Pedagogical Sciences, 1(2), 321-329. https://doi.org/10.31494/2412-9208-2021-1-2-321-329
Vangrunderbeek, H., Backer, M. D., McCarthy, L., Buelens, E., & Ponnet, H. (2023). Developing Critical Reflection Skills in a Formal Coach Education Program. International Sport Coaching Journal, 10(1), 54-69. https://doi.org/10.1123/iscj.2021-0068
Wexler, J., Shelton, A., Swanson, E., Payne, S. B., Sayers, R., Johnston, T., Hogan, E. K., & Stark, K. (2025). The Development of a Coaching Model: Challenges and Implications for Intervention Research. Remedial and Special Education, 1. https://doi.org/10.1177/07419325241304126
Woodcock, C. (2024). Executive Function Coaching in Higher Education. https://doi.org/10.3102/ip.24.2092116
Downloads
Published
Submitted
Revised
Accepted
Issue
Section
License
Copyright (c) 2025 Mohammadreza Mohammadzadeh Shadmehri (Author); Ali Maghool; Mohammad Karimi, Ahmad Akbari (Author)
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
