شناسایی ابعاد، شاخص ها و نشانگرهای فرایند یاددهی و یادگیری مطلوبِ دوره ابتدایی در محیط یادگیری الکترونیکی با رویکرد فراترکیب | ||
| مدیریت و برنامه ریزی در نظام های آموزشی | ||
| مقاله 3، دوره 17، شماره 2 - شماره پیاپی 33، 1403، صفحه 65-94 اصل مقاله (1.4 M) | ||
| نوع مقاله: علمی - پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48308/mpes.2024.236500.1482 | ||
| نویسندگان | ||
| فرزانه تاری1؛ محمد جوادی پور* 2؛ رضوان حکیم زاده3؛ مرضیه دهقانی2 | ||
| 1دانشآموخته دکتری برنامهریزی درسی، گروه روشها و برنامههای درسی و آموزشی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران | ||
| 2دانشیار، گروه روشها و برنامههای درسی و آموزشی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران | ||
| 3استاد، گروه روشها و برنامههای درسی و آموزشی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران | ||
| چکیده | ||
| هدف: نفوذ سریع فناوری تمامی ابعاد زندگی را متحول کرد و باعث تغییر و تحولات شگرفی شد. آموزش و یادگیری نیز، که جنبهای مهم از زندگی اجتماعی افراد است، از این تحولات، تأثیر پذیرفته و با رشد فناوری توسعه یافت. با این وجود و بهرغم تحقیقات گسترده در مورد مزایا و ظرفیتهای محیط یادگیری الکترونیکی، فرآیند یاددهی و یادگیری در این زیست بوم جدید همچنان چالشبرانگیز است. این شکاف پژوهشی، محقق را بر آن داشت تا چارچوب فرآیند یاددهی و یادگیری دوره ابتدایی را در بستر الکترونیک مورد مطالعه قرار دهد. بنابراین، پژوهش حاضر با هدف شناسایی ابعاد، شاخصها و نشانگرهای فرآیند یاددهی و یادگیری مطلوب دوره ابتدایی در محیط یادگیری الکترونیکی، انجام شد. مواد و روشها: متناسب با هدف پژوهش، روش کیفی از نوع فراترکیب به کار گرفته شد. دادههای پژوهش با استفاده از الگوی هفت مرحلهای سندلوسکی و باروسو (2007) گردآوری شدند. بدین منظور در پایگاههای اطلاعاتی در محدودۀ زمانی موردنظر (داخلی 1۴۰2-1390 و خارجی 2023-2010) مقالات جستوجو شدند. پس از غربالگری مقالات شناسایی شده منطبق بر معیارهای ورود و خروج، از میان 673 منبع مرتبط با موضوع پژوهش تعداد 40 منبع، به صورت هدفمند و با استفاده از برنامۀ مهارتهای ارزیابی حیاتی (CASP) انتخاب و وارد مرحلۀ تحلیل شدند. در این مرحله دادهها با روش تحلیل محتوای مضمونی (TCA) تجزیه و تحلیل شدند. بهمنظور بررسی قابلیت اعتبار و اعتماد یافتهها نیز از معیارهای خودبازبینی محقق و روش مرور همتا (ضریب توافق ارزیابها) بهره گرفته شد. بحث و نتیجهگیری: تحلیل عمیق مطالعات پیشین به بازنمایی 9 بعد، 12 شاخص و 41 نشانگر منتج شد. براساس یافتهها، الگوی پیشنهادی پژوهش حاضر شامل اهداف ساختارمند (تعیین اهداف براساس مدل SMART، تعیین اهداف براساس طبقهبندی بلوم، تعریف اهداف با در نظرگرفتن اجزای طراحی آموزشی)؛ محتوای استاندارد (انطباق با مدل اسکورم) و محتوای بهینه (شخصیسازی محتوا، محتوای چندرسانهای، محتوای شبیهسازیشده، محتوای دستهبندیشده، محتوا با دشواری مناسب، محتوای مرتبط و منسجم)؛ روش تدریس تعاملی (روش مبتنی بر قصهگویی دیجیتال، روش مبتنی بر بازی دیجیتال، تدریس مجازی همیارانه، پرسشگری برخط)؛ تعاملات همدلانه (گفتگوی فعالانه، برقراری رابطه عاطفی، طنز و شوخطبعی) و تعاملات هدفمند (تعاملات آموزشی، تعاملات اجتماعی، تعاملات حمایتی)؛ تکالیف رشددهنده (منطقه سردرگمی مطلوب، داربستبندی و تکالیف مبتنی بر مسائل واقعی)؛ بازخورد اثربخش (بازخورد مثبت و دلگرمکننده، اصلاحی/ تفسیری، شخصی و بیواسطه، پیامرسانی فوری)؛ زمان باکیفیت (برنامهریزی و مدیریت زمان، زمان ویژه یادگیری، انعطافپذیری در زمان)؛ بستر فنی کاربرپسند (برخورداری از جذابیتهای بصری، آسان برای استفاده) و بستر فنی مبتنی بر اصول پداگوژیکی (امکان شخصیسازی و استقلال فراگیران، شایستگیها و صلاحیتهای فنی مدرسان و فراگیران، فراهمسازی فرصت تعامل و همکاری، متناسب بودن پلتفرمهای آموزشی) و ارزشیابی همهجانبه (ارزشیابی تکوینی، آزمونهای الکترونیکی، نظرسنجی کلاسی، کارپوشه الکترونیکی، ارزیابی همتایان) است. در این پژوهش بیشترین میزان فراوانی کدهای مستخرج به بعد تعاملات اختصاص دارد و بیانگر آن است که چگونگی برقراری ارتباط در محیط یادگیری الکترونیکی چالشبرانگیزترین مسألهای است که در مطالعات پیشین بر آن تاکید شده است. در نهایت، این پژوهش بر اهمیت در نظر گرفتن معیار و شاخصهای مستخرج در فرآیند یاددهی و یادگیری دوره ابتدایی در بستر الکترونیک تأکید دارد و الگوی پیشنهادی آن با مختصات ارائه شده میتواند راهنما و یاریگر برنامهریزان و معلمان باشد تا آموزشهای خود را با الزامات و اقتضائات فضای جدید بیش از پیش غنیتر سازند و در جهت کیفیتبخشی به آن گام بردارند. | ||
| کلیدواژهها | ||
| فرآیند یاددهی و یادگیری؛ محیط یادگیری الکترونیکی؛ دوره ابتدایی؛ فراترکیب | ||
| عنوان مقاله [English] | ||
| Identifying the Dimensions, Indicators, and Markers of the Desirable Teaching and Learning Process for the Elementary School in the E-learning Environment with a Meta-synthesis Approach | ||
| نویسندگان [English] | ||
| Farzaneh Tari1؛ Mohammad Javadipour2؛ Rezvan Hakimzadeh3؛ Marziyeh Dehghani,2 | ||
| 1PhD in Curriculum Development, Department of Curriculum studies and Instruction, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran | ||
| 2Associate Professor, Department of Curriculum studies and Instruction, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran | ||
| 3Professor, Department of Curriculum studies and Instruction, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran | ||
| چکیده [English] | ||
| Objectives: The rapid penetration of technology has transformed all aspects of life and caused tremendous changes. Education, teaching, and learning, important aspects of people's social lives, have been greatly influenced by these developments and have developed with the growth of technology. Despite extensive research on the benefits and capacities of the e-learning environment, the teaching and learning process in this new environment is still challenging. This research gap prompted the researcher to study the framework of the teaching and learning process of elementary schools in the electronic platform. Therefore, the purpose of this study was to identify the dimensions, indicators, and markers of the desirable teaching and learning process of the elementary school in the e-learning environment with a meta-synthesis approach. Materials and Methods: According to the purpose, a qualitative research design of the meta-synthesis type was used. Research data were collected using the seven-step model of Sandelowski and Barroso (2007). Therefore, the studies were searched in the desired time range in the databases (2010-2023). After screening the identified studies according to the inclusion and exclusion criteria, among the 673 studies related to the research field, 40 studies, that directly examined the teaching and learning process of elementary school in the electronic platform, were selected in a purposeful way using the Critical Assessment Skills Program (CASP) and entered the analysis stage. At this stage, the data were analyzed through the thematic content analysis (TCA) method. To check the validity and reliability of the findings, the researcher's self-review criteria and the peer review method (the agreement coefficient of the evaluators) were used. Discussion and Conclusions: The in-depth analysis of previous studies resulted in the representation of 9 dimensions, 12 indicators, and 41 markers. Based on the research findings, the proposed model of the current research includes structured goals (setting goals based on the SMART model, setting goals based on Bloom's classification, defining goals by considering educational design components); standard content (compliance with SCORM model) and optimal content (personalized content, multimedia content, simulated content, categorized content, content with appropriate difficulty, relevant and coherent content); interactive teaching method (method based on digital storytelling, method based on digital game, collaborative virtual teaching, online questioning); empathic interactions (active conversation, establishing an emotional relationship, use of humor) and purposeful interactions (educational interactions, social interactions, supportive interactions); developmental assignments (zone of optimal confusion, scaffolding and assignments based on real issues); effective feedback (positive and encouraging feedback, corrective/interpretive, personal and immediate, fast feedback); quality time (planning and management of the time, special time for learning, flexibility in time); user-friendly technical platform (visual appeal, easy to use, proportional, interactive graphics) and the technical platform based on pedagogical principles (possibility of personalization and independence of learners, competences and technical qualifications of teachers and learners, providing opportunities for interaction and cooperation, appropriateness of educational platforms) and finally comprehensive evaluation (formative evaluation, e-tests, class survey, e-portfolio, peer evaluation). In this study, the highest frequency of extracted codes is assigned to the dimension of interactions, and it indicates that how to communicate in an e-learning environment is the most challenging issue in previous studies. Finally, this study emphasizes the importance of considering appropriate criteria and indicators in the process of teaching and learning the elementary school in the electronic platform, and its proposed model with the provided coordinates could be used as a guide for planners and teachers to enrich their education with the requirements and requirements of the new environment and to take steps towards improving it. | ||
| کلیدواژهها [English] | ||
| Teaching and Learning Process, E-learning Environment, Elementary School, Meta-synthesis | ||
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