چالش‌های یادگیری معکوس: تحلیل محتوای کیفی
محورهای موضوعی : یادگیری
حافظ صاحب یار
1
(دانشجوی دکتری روان شناسی تربیتی، دانشکده علوم تربیتی و روان شناسی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران.)
رامین حبیبی کلیبر
2
(استاد روانشناسی تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران.)
جواد مصرآبادی
3
(استاد روانشناسی تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران.)
ابوالفضل فرید
4
(دانشیار روانشناسی تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران.)
کلید واژه: چالش‌ها, موانع, تحلیل محتوای کیفی, یادگیری معکوس,
چکیده مقاله :
طی دهه های اخیر، با پیشرفت سریع فناوری موبایل، ظهور سایت‌های وب 2.0 و گسترش شبکه‌های اجتماعی و از طرف دیگر همه گیری کووید-19، نظام های آموزشی را به سمت آموزش مجازی و مدل های ترکیبی مثل یادگیری معکوس هدایت کرده اند. پژوهش حاضر با هدف شناسایی و طبقه بندی چالش‌های اجرایی یادگیری معکوس انجام شده است. روش پژوهش، کیفی و از نوع تحلیل محتوای استقرایی بوده و از مصاحبه نیمه ساختاریافته و مرورنظام مندِ مقالات فارسی و انگلیسی مستخرج از بانک های اطلاعاتی داخلی(نور مگز، بانک اطلاعاتی نشریات ایران و پایگاه علمی جهاد دانشگاهی) و خارجی (SCOPUS, ProQuest, Wiley, PubMed, Springer, Elsevier, Google scholar) با استفاده از کلیدواژه های "یادگیری معکوس"، "آموزش معکوس "، "کلاس معکوس، "چالش" و "موانع" به همراه معادل انگلیسی آن ها در بازه زمانی 1401-1395 و 2022-2013 استفاده شد. نتیجه جست وجوی اولیه، در مجموع تعداد 1113 مقاله شد. پس از اعمال ملاک های ورود و خروج در مجموع 100 مقاله( 28 مقاله فارسی و 72 مقاله انگلیسی) برای تحلیل انتخاب شدند. نتایج نشان می دهند چالش‌های اجرایی یادگیری معکوس را می توان در 8 طبقه شناسایی کرد. چالش‌های مرتبط با: فرد یادگیرنده؛ معلم و مدرسه؛ محتو؛ آموزش؛ خانواده؛ مدیریتی و عملیاتی؛ اخلاقی و امنیتی؛ فنی و تکنولوژیکی. با توجه به علاقه معلمان و محققان به یادگیری معکوس و تأثیرات ناشی از ویروس کووید-19 ضروری بود شکاف ها و چالش‌های اجرایی یادگیری معکوس مورد بررسی، شناسایی و طبقه بندی گردد تا آگاهی و اطلاعات محققان و مربیان بیشتر؛ و زمینه ی ارایه راهکارهای بهبود و ارتقا این مدل؛ و از سوی دیگر راهنمای عمل، آمادگی و امکان برنامه ریزی بهتر برای اجرا و کاربرد اثربخش آن فراهم شود.
The rapid progress and changes in technology, the increasing use of smart devices, multimedia and Internet, and on the other hand, the epidemic of Covid-19, have directed educational systems towards virtual education and hybrid models such as flipped learning. The current research was conducted with the aim of identifying and classifying the challenges of flipped learning implementation. This study is a qualitative research with inductive content analysis approach; and its statistical population includes two groups. The first group includes a collection of articles that were related to the purpose of the research. At this stage, articles were searched from scientific journals and reliable databases such as: Noormags, Magiran and SID in Persian language between 1393-1401; and search in foreign databases such as Scopus, ProQuest, Wiley, ERIC, and Google Scholar in English between 2013-2022. The keywords were: "flipped learning", "flipped instruction", "flipped classroom", "challenges", "barriers". After the initial search of the mentioned databases, a total of 1113 sources with the indicated keywords were obtained. After applying the inclusion and exclusion criteria, a total of 100 scientific research articles were purposefully selected for analysis. In addition to the systematic review of the articles, in order to identify more and more precisely the challenges and ensure the findings from the articles, the second group of the statistical community, that includes professors and educational experts, in the fields of educational technology , educational management, lesson planning, educational psychology and teachers who implemented the flipped learning model were referred; Among them, 15 people were selected purposefully; And they were interviewed online. The results show that the implementation challenges of flipped learning can be identified in 8 categories. Challenges related to: the learner, teacher and school, content, instruction, family, managerial and operational, ethical and security and technical and technological
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_||_خواستار، حمزه.(1388). ارایه‌ی روشی برای محاسبه‌ی پایایی مرحله‌ی کدگذاری در مصاحبه‌های پژوهشی. روششناسی علوم انسانی، 15(58)، 174-161.
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