نوع مقاله : مقاله پژوهشی
نویسنده
استادیار گروه مطالعات ارتباطات و فضای مجازی، مؤسسه مطالعات فرهنگی و اجتماعی، تهران، ایران.
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسنده [English]
Abstract
In Iran, with the spread of the COVID-19 virus, daily face-to-face communications were disrupted and transferred to the virtual space. Also, the doors of the universities were suddenly closed and online classes quickly started. Each student connected to the online classes in their own home via laptops or mobile phones, and a link was formed between the inner and outer worlds. The duality of the inner (relationships) and the outer (rules) after the 1979 revolution became an important indicator for the necessity of respecting Islamic rules in public and the relative freedom in inner relationships. Therefore, the linking of the inner to the outer led to the juxtaposition and interference of inner and outer relations. The main purpose of the article is to examine the function of the virtualization of the university and its coming into the homes and the emergence of the unfamiliar and new situation that emerged from it. The article is a type of digital research with the presence of the researcher in the social network Instagram, in which the contents produced about the virtual university and its link with the home were searched, and among them, the Instagram page of a professor of Kharazmi University was selected as a case study due to the large number of audiences who wrote about the lived experience of the link between the virtual university and the home. Based on the results of data analysis, in the link between the virtual university and the home, the space of free relationships in the inner world and the administrative rules of the outer world influenced each other, which was attempted to be controlled by means of visual, auditory, and audio communication channels.
Keywords: Virtual university, Classroom, Covid-19, Home, Event.
1. Introduction
In the outbreak of the COVID-19 virus, what showed itself most was the danger of being exposed to the biology of another and transforming the other into a position of mortal danger. Therefore, avoiding the other was the best way to stay safe and healthy. Therefore, urban communities suddenly turned into deadly situations, and crowded human communities turned into monsters of the 21st century (Filho, 2020) that confronted governments with risks to preserve and manage health.
As a result, public spaces were closed and people were quarantined. In such conditions, universities were also closed and online education replaced the face-to-face communication system in the university space. As a result of this event, university classrooms came into homes and homes, as private spaces, entangled with online classrooms as public spaces. This issue becomes important because there is a great deal of value-based distancing between private and public spaces in Iranian culture. So our goal is to study the entanglement of these two heterogeneous positions of home and classroom with each other.
2. Materials and Methods
This article examines the unique phenomenon of virtual education during the COVID-19 pandemic, specifically focusing on its impact on Iranian culture and education. It approaches the topic through a post-humanist lens, emphasizing the transformative power of events and the interplay of various forces in shaping new situations.
The central event analyzed is the entanglement of the intimate space of home with the formal space of the classroom. This blurring of boundaries created a new “position” with its own distinct characteristics and challenges for teachers and students alike. The article investigates this new cultural phenomenon, seeking to spark debate and discussion about its ramifications for education in Iran.
The research methodology reflects the post-humanist approach, drawing on the lived experience of the researcher, a university professor navigating the sudden shift to virtual teaching. Data collection involved observing online interactions, scouring social media for insights, and metaphorically “wandering” through the digital sphere to gather information. This approach captures the dynamic and decentralized nature of online discourse.
Overall, the article offers a thought-provoking analysis of the ongoing transformation of education in Iran through the lens of a significant, transformative event. By emphasizing the power of ideas and open discussion, it invites further exploration of the complex cultural and educational shifts brought about by virtual classrooms within the unique context of Iranian society.
3. Discussion
In traditional Iranian culture, the inside space of a house is considered a sanctuary for women and children, and men are expected to announce their presence before entering by saying “Ya Allah” (Bimen, 2015, 114). This is due to the deep-rooted cultural belief that men are outsiders to the domestic sphere and that their presence should be minimized to protect the privacy and sanctity of women and children (Karimi, 2023). After the Iranian Revolution, the inside space of the house became even more important, as many activities that were prohibited in public were moved inside the home (Taheri Kia, 2023). This created a dualistic lifestyle for Iranians, where they could enjoy greater freedom and autonomy within the confines of their homes (Amir-Ebrahimi, 2004).
The closure of universities and the online of classes due to the COVID-19 outbreak created entanglement between the inside of homes and university classrooms as an external and administrative space. In this entanglement, the relaxed and informal atmosphere and relationships of the inner home entered the space of the classrooms, and to the same extent, the administrative and formal relationships of the classrooms infiltrated the inner homes. The entanglement of these two heterogeneous positions arises from the entanglement of fluid (in-home) and administrative (outside the home) relationships.
4. Conclusion
Online classes entered the inner space of homes through two channels: visual and audiovisual. The sounds of the home had to be managed so that they did not enter the class through the audiovisual channels. The flow of sounds in the house had to be controlled so that they entered the administrative space in a certain way. However, the student could adjust the audiovisual channel to increase or decrease the professor’s voice. Adjusting the sound to suit the student’s preference allowed the outside space to infiltrate the inner space of the home.
It was also important to manage what was exchanged between the outside and the inside through the visual channels. The student had to be in a place in the house where anything in the field of view of others was not exposed to the visual field of strangers. It was as if a part of the house was in service to the sight of others who were strangers to the inhabitants of the house. Additionally, Students could wear comfortable indoor clothing on only the part of their body that was in the field of view, while the other part of their body that was not in the field of view of others could be accompanied by comfortable indoor clothing. The entanglement of the two heterogeneous positions of external and internal values can be seen in the position of different body coverings in front of the visual channel.
In other words, the online classes blurred the boundaries between the inner space of the home and the administrative space of the university. This led to the entanglement between the two spaces, as the fluid and free characteristics of the inner space began to infiltrate the administrative space. This entanglement was particularly evident in the way students managed the visual and audiovisual channels. Students could adjust the audiovisual channel to suit their preferences, which allowed them to control the flow of sounds between the inner and outer spaces. They could also choose to wear comfortable indoor clothing only on the part of their body that was in the field of view, which allowed them to maintain a sense of privacy in their homes.
کلیدواژهها [English]
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