بررسی عوامل مؤثر بر ارتقاء کیفیت آموزش‌های مجازی: تجربیات زیسته معلمان در دوران شیوع کرونا
محورهای موضوعی :
1 - دانش‌آموخته دکتری برنامه ریزی درسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شیراز، ایران
2 - دانشجوی کارشناسی ارشد مدیریت آموزشی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شیراز، ایران
کلید واژه: آموزش مجازی, کیفیت آموزش, تجربیات زیسته, شیوع کرونا,
چکیده مقاله :
این پژوهش به بررسی عوامل مؤثر بر بهبود کیفیت آموزش در کلاس‌های مجازی مدارس ابتدایی در دوران شیوع اپیدمی کرونا می‌پردازد. این مطالعه، با رویکرد کیفی و با استفاده از روش پدیدارشناسی، انجام گرفته است. شرکت‌کنندگان پژوهش شامل ۳۷ معلم ابتدایی از شهر شیراز در سال تحصیلی ۱۴۰۱-۱۴۰۰ بودند، که با رویکرد هدفمند ملاکی و بر اساس معیار اشباع نظری انتخاب شدند. ملاک‌های انتخاب شامل داشتن حداقل ۲ سال تجربه تدریس مجازی و تمایل به مشارکت در پژوهش بود. داده‌ها از طریق مصاحبه‌های ساختارمند جمع‌آوری شدند و تحلیل آن‌ها با استفاده از الگوی کلایزی و روش تحلیل مضمون انجام شد. در نهایت، ۴۶ مضمون پایه استخراج و دسته‌بندی شدند که به ۸ مضمون سازمان‌دهنده شامل استراتژی تدریس، روش تدریس، مواد و وسایل آموزشی، فعالیت‌های هنری، فعالیت‌های عملکردی، بازی و سرگرمی، جو کلاس و فضای فیزیکی کلاس مرتبط بودند. نتایج نشان می‌دهد که معلمان به عنوان مهم‌ترین عنصر در بهبود کیفیت آموزش‌های مجازی می‌توانند با انتخاب استراتژی‌های تدریس مناسب، تعیین فعالیت‌های عملی و استفاده از روش‌های تدریس جذاب و متنوع، فضای یادگیری مؤثری برای آموزش مجازی ایجاد کنند. همچنین، فعالیت‌های هنری، بازی و سرگرمی، و شوخی به عنوان مناسب‌ترین راهکارها برای شاداب ساختن فضای کلاس درس مجازی توصیه می‌شوند. توجه به جو روانی کلاس‌های مجازی و تدریس در مکان‌های جذاب و مرتبط با موضوع نیز از دیگر نتایج این پژوهش بود.
This research explores the factors affecting the improvement of educational quality in virtual classrooms of elementary schools during the COVID-19 pandemic. This study was conducted using a qualitative approach and a phenomenological method. The participants included 37 elementary teachers from Shiraz in the 2021-2022 academic year, selected through purposive sampling based on theoretical saturation criteria. The selection criteria included having at least two years of experience in virtual teaching and a willingness to participate in the research. Data were collected through structured interviews and were analyzed using the Colaizzi method and thematic analysis. Ultimately, 46 foundational themes were extracted and categorized into 8 organizing themes, which included teaching strategies, teaching methods, educational materials and tools, artistic activities, practical activities, games and entertainment, classroom atmosphere, and the physical classroom environment. The results indicate that teachers, as the most critical element in enhancing the quality of virtual education, can create an effective learning environment by selecting appropriate teaching strategies, designing practical activities, and employing engaging and diverse teaching methods. Furthermore, artistic activities, games, entertainment, and humor are recommended as the most suitable strategies for invigorating the virtual classroom atmosphere. Attention to the psychological climate of virtual classes and teaching in attractive and subject-related locations were also among the findings of this study.
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