News Science Quarterly (NS)

News Science Quarterly (NS)

Teachers' Experiences in Using Virtual Learning Environments in Teaching Persian Language

Document Type : Original Article

Authors
Mohammad Paknahad 1
Zohre Karami 2
GHolamreza Habibirad 3
1 Corresponding author, Assistant Professor, Department of Persian language and literature, Farhangian University, Tehran, Iran. E-mail: Mpak5152@cfu.ac.ir
2 Assistant Professor, Department of educational sciences, Farhangian University, Tehran, Iran. E-mail: karami.edu@cfu.ac.ir
3 Masters in Persian language and literature, Farhangian University, Tehran, Iran. E-mail: habibir708@gmail.com
10.22034/lrsi.2025.515352.1349
Abstract
Objective: The present research aimed to study the methods of using virtual learning environments in teaching Persian literature based on the experiences of literature teachers.
Method: This research employed a qualitative research method, specifically phenomenology. The statistical population consisted of all Persian literature teachers in the first cycle of secondary school in Hamedan province. The statistical sample was selected based on purposive sampling from Persian literature teachers with at least two years of experience teaching in virtual learning environments, and interviews continued until saturation was reached. After conducting the interviews, their content was transcribed and analyzed.
Results: Based on the results of interviews with Persian literature teachers, 10 main themes and 33 sub-themes were identified. The main themes include: virtual learning environments in teaching Persian literature; the use of virtual learning environments in Reading aloud; Persian language grammar; teaching the poetry section; the art of writing; self-assessments; methods of teaching Persian literature; assessment of Persian literature; and the advantages and limitations of using virtual learning environments in teaching Persian literature.
Conclusions: Teaching in virtual learning environments has advantages and limitations. Studying the experiences of teachers who have experienced virtual learning can be very valuable and will help other teachers in virtual learning-based teaching. In this research, based on the experiences of Persian literature teachers, a framework was presented by which Persian literature teachers can design and implement their activities and students' activities in the poetry, reading aloud, prose, writing conventions, and grammar sections in a variety of ways in virtual learning environments.
Keywords
phenomenology
Persian Literature
Virtual Education
Virtual Learning Environment
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