بازنمایی آموزش الکترونیکی در استعاره‌های دانشجویان
محورهای موضوعی : آموزش مجازی
مریم برادران حقیر
1
(استادبار ،گروه معارف اسلامی و علوم تربیتی دانشگاه امام صادق ، تهران، ایران)
زینب کرمخانی
2
(استادیار، دانشکده علوم انسانی و اجتماعی، گروه علوم تربیتی، دانشگاه مازندران ، بابلسر،ایران)
کلید واژه: آموزش الکترونیکی, استعاره, پیچیدگی, یادگیری, دانشگاه, عدالت آموزشی,
چکیده مقاله :
هدف این پژوهش ارائه استعاره‌های مفهومی شکل گرفته نزد دانشجویان دربارة آموزش الکترونیکی است تا شناختی عمیق و چندجانبه دربارة احساس دانشجویان در موقعیت ایجاد شده نسبت به آموزش الکترونیکی فراهم کند. به این منظور در این پژوهش کیفی، با 51 نفر از دانشجویان (42 نفر زن و 9 نفر مرد) رشته علوم تربیتی که در طول ترم تحصیلی 99-1398 به شیوة آموزش الکترونیکی در پردیس دانشگاه امام صادق (ع) و دانشگاه مازندران در حال تحصیل بودند، مصاحبه شد. سؤالات تنظیم شده از طریق پیام‌رسان‌ها در اختیار مشارکت‌کنندگان قرار می‌گرفت تا ایشان ادراک خود را نسبت به آموزش الکترونیکی قبل از این دوره و پس از ورود به این دوران بیان کنند و تجارب مثبت و منفی و استعاره‌های احتمالی شکل گرفته را بازگو نمایند. در نهایت از تحلیل و معنادهی به مفاهیم که گاه آشکار و گاه پنهان به استعاره‌ها اشاره کرده بودند، یافته‌ها استخراج شدند. یافته‌ها ده استعاره را نشان می‌دادند که در سه رویکرد مثبت، منفی و خنثی به آموزش الکترونیکی دسته‌بندی شدند.
The purpose of this study is to provide students with conceptual metaphors about e-learning to provide a deep and multifaceted understanding of how students feel about e-learning in the situation. For this purpose, in this qualitative study, with 51 students (42 females and 9 males) in the field of educational sciences who during the academic year 1399-99 in the method of e-learning on the campus of Imam Sadegh (AS) University and Mazandaran University are They were educated, interviewed. The prepared questions were given to the participants through messengers so that they could express their perception of e-learning before and after the course and recount the positive and negative experiences and possible metaphors formed. Finally, the findings were extracted from the analysis and meaning of the concepts that sometimes referred to metaphors, sometimes explicitly and sometimes covertly. The findings showed ten metaphors that were classified into three approaches: positive, negative and neutral to e-learning.
Alvani, M. (2019). General Management, Tehran: Nei Press, Version 3, (in Persian)
Danaee Fard, H., & Shekari, H. (2010). Promoting Interpretive Paradigm in Organizational Theory: A Reflection on Organizational Storytelling Approach. Organizational Culture Management, 8 (21), 33-62. (in Persian)
Darzi, Gh. (2018). Metaphor and interdisciplinarity: Explaining the metaphors application in the interdisciplinary research. Interdisciplinary Studies in the Humanities, 10 (2), 1-26. (in Persian)
Ebrahimi, A., Abbasi, A., & Karanjam, S. (2019). Galactic Model: A New Cultural Metaphor (Case of Muhammad Rasulullah Research Tower of Shiraz University of Medical Science). Organizational Culture Management, 17 (1), 145-172 (in Persian) Fichtner, B. (1999). Metaphor and learning activity In Yrjö Engeström, Reijo M. & Raija-Leena P. (eds.), Perspectives on Activity Theory. Cambridge University Press, 314-324.
Gallagher, P. (2004). How the metaphor of a gap between theory and practice has influenced nursing education, Nurse Edudation 24, 263-268. Available at: www. Elsevierhealth.com/jpurnals/nedt Golfam, A., Yousefi rad F. (2002). Cognitive Linguistics and Metaphors. Advances in Cognitive Sciences.; 4 (3), 59-64 (in Persian)
Haji, J., Mohammadi Mehr, M., & Muhammad azar, H.(2021). Describing the Problems of virtual Education via Shad application in Corona Pandemic: This is a phenomenological study, Quarterly Journal of Information and Communication Technology in Educational Sciences,11(3), 153-174. (in Persian)
Hasani, M., gholam azad,S., & Naveedy, A.(2021). Iranian teachers' Lived experience of virtual teaching in the early days of the coronavirus epidemic, Quarterly Journal of Information and Communication Technology in Educational Sciences,12(1), 87-107.
(in Persian) Karimi, M.(2021). Phenomenological analysis of the lived experiences of professors and students of virtual education in the Iranian higher education system, Quarterly Journal of Information and Communication Technology in Educational Sciences,11(4), 153-174. (in Persian)
Lakoff, G., & Johnson, M. (1980). Conceptual metaphor in everyday language. The Journal of Philosophy, 77, 453-486. Maltby, A., & Mackie, S. (2009). Virtual learning environments–help or hindrance for the ‘disengaged’student?. ALT-J, 17(1), 49-62. Mon, M., Usagawa, T. (2018). Change in E-learning Readiness and Challenge for Myanmar Higher Education. Creative Education, 9(09), 1277-1286
Moradi, A., & Kordlu, M. (2019). Phenomenology of ethical bottlenecks in e-learning in iranian virtual higher education. Information and Communication Technology in Education Sciences, 9 (4), 61-76. (in Persian)
Olson, M. H., & Hergenhahn, B. R. (2010). An Introduction to Theories of Learning. Translated by: Ali Akbar Saif, Tehran, Doran Press, version. (in Persian)
Sadeghzadeh Ghamsari, A.(2020). Explanation and philosophical critique of three educational approaches to cyberspace based on the Islamic perspective, Philosophy of Education Society of Iran,. (in Persian).
Schwier, R. (2002). Shaping the metaphor of community in online learning environments. Retrieved online on October 20, 2006, from http://cde.athabascau.ca/ISEC2002/papers/schwier.pdf
Shahri, B. (2012). Metaphor and Ideology. Literary Criticism, 5 (19), 121-150. (in Persian)
Vahabian, M., & Izadifar, R. (2019). Use of metaphor in expressing cancer. Comparative Linguistic Research, 9 (18), 207-224. (in Persian)
Zangui, A., Shabani Vorki, B., Fotuhi, M., & Masudi, J. (2010). Mataphor: Concept Theories and its educational functions, Foundations of Education, 11 (1), 77-108. (in Persian)
_||_