Lessons learned  about virtual  education during the  COVID-19 pandemic

Faghir-Gangi, Monireh; Khezri, Rozhan; Mohammadpour, Yousef; Valizadeh, Rohollah

doi:10.17533/udea.iee.v41n2e01

Cited by 2 publications

(3 citation statements)

References 6 publications

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“…However, they also noted that nothing can replace traditional education and socializing with peers [ 19 ]. The findings of our study are largely consistent with other studies on virtual education [ 20 , 21 ].…”

Section: Discussionsupporting

confidence: 93%

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Mothers’ experience of virtual education during and after the COVID-19 pandemic: A qualitative study

Faghir Ganji,

Abdolmohammadi,

Nikbina

et al. 2024

Heliyon

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Section: Discussionsupporting

confidence: 93%

“…The participants in our study also mentioned the lack of appropriate content or copying of videos or links to lessons [ 17 ]. Moreover, students' participation and their learning and evaluation were affected [ 21 , 23 ].…”

Section: Discussionmentioning

confidence: 99%

Mothers’ experience of virtual education during and after the COVID-19 pandemic: A qualitative study

Faghir Ganji,

Abdolmohammadi,

Nikbina

et al. 2024

Heliyon

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“…Virtual classes are important because, quite naturally, people's fear of getting this virus can make them avoid attending training sessions in person. 57 - 65 …”

Section: Discussionmentioning

confidence: 99%

An Analysis of Approaches to Reduction of HIV Stigma across the World through educational interventions: A Scoping Review

Ebrahimi,

Atashzadeh Shoorideh,

Reza Sohrabi

et al. 2024

Invest. Educ. Enferm.

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Objective. To determinate the educational interventions for reducing the stigma caused by HIV worldwide. Methods. This scoping review study analyzed all papers published from early 2000 to the end of 2022 by searching all the scientific databases, Scopus, Web of Science, PubMed, Cochrane, Embase and CINHAL. The quality assessment of the papers was done using the ROBIS tool checklist. Results. 31papers were admitted to the scoping review process. Stigma reduction intervention was founded on three parts: Society, health and therapeutic services providers, and the patients who had HIV and their families. The interventions included education on the reduction of fear, and shame, observation of protective standards, conducting tests and treatment at the above levels, as well as the support provided by the society, policymakers, religious leaders and families of patients in economic, psychological and cultural terms, together with the establishment of social centres and organization of campaigns. Conclusion. The stigma associated with HIV is a significant obstacle before treatment, life expectancy and living quality of patients. Therefore, the stigma associated with this disease can be reduced, and the living quality of patients can be raised using approaches such as education of healthcare service providers and afflicted people, as well as economic, social, cultural, and psychological support.

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Lessons learned about virtual education during the COVID-19 pandemic

Cited by 2 publications

References 6 publications

Mothers’ experience of virtual education during and after the COVID-19 pandemic: A qualitative study

Mothers’ experience of virtual education during and after the COVID-19 pandemic: A qualitative study

An Analysis of Approaches to Reduction of HIV Stigma across the World through educational interventions: A Scoping Review

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