طراحی و اعتبارسنجی چارچوب برنامه¬درسی آموزش الکترونیکی دانشگاهی توسعه پایدارمحور(مورد مطالعه اعضای هیأت علمی دانشگاه شیراز)
محورهای موضوعی : پژوهش در برنامه ریزی درسی
حسین افلاکی فرد
1
*
,
محمد نیکخواه
2
1 - گروه آموزشی علوم تربیتی، دانشگاه فرهنگیان، تهران، ایران.
2 - گروه آموزشی علوم تربیتی ، دانشگاه فرهنگیان، تهران، ایران.
کلید واژه: آموزش الکترونیکی, آموزش عالی, برنامه¬درسی, توسعه پایدار, تحلیل مضمون.,
چکیده مقاله :
هدف پژوهش طراحی و اعتبارسنجی چارچوب برنامهدرسی آموزش الکترونیکی توسعه پایدارمحور دانشگاهی بود. نوع پژوهش کاربردی و روش آن ترکيبي طرح اکتشافی متوالی بود. در بخش کیفی از طریق مصاحبه نیمه ساختاریافته و نمونهگیری هدفمند داده ها به روش تحلیل مضمون مدل آتراید- استرلینگ مورد تجزیه و تحلیل قرار گرفت. در بخش کمی از روش پیمایش استفاده شد.نمونه مورد مطالعه در بخش کیفی اعضای هیأت علمی دانشگاه شیراز بودند که تا رسیدن به اشباع نظری در نهایت 32 نفر مورد مصاحبه قرار گرفتند. در روش کمی، بعد از استخراج مضامین پایه و سازماندهنده، به روش تحلیل مضمون، یک پرسشنامه محققساخته، با 4 مقوله و 66 گویه طراحی و بعد از بررسی بازه روایی (81/0-4/0) و ضریب پایایی آن(85/0) و تعیین کفایت نمونهآماری، 168 نفر به روش کوکران از بین 950 نفر اعضای هیأت علمی دانشگاه شیراز، به طور تصادفی بین آنان توزیع و بعد از دریافت، دادهها از طریق روشهای مختلف آمار توصیفی و استنباطی، تحلیل شدند. طبق یافتههای پژوهش، بعد از تحلیل مضمون مصاحبهها، برای برنامهدرسی مذکور چهار مضمون سازماندهنده فرهنگی-اجتماعی، اقتصادی، زیست محیطی و نهادی-سازمانی با 66 مضمون پایه استخراج شد. طبق نتایج پرسشنامه در طراحی برنامهدرسی مذکور باید در حد زیادی به مقولهها و شاخصهای بررسی شده توجه شود(4≤ و 01/0˂p). بعد از ارائه چارچوب، اعتبار آن با استفاده از مدل معادلات ساختاری(از طریق AMOS)، با توجه به x2/d.f، کمتر از 3 و RMSEA کوچکتر از 1/0، تأیید شد. بنابراین نتیجهگیری میشود که با توجه به گسترش آموزشهای الکترونیکی در دانشگاهها و لزوم مبتنی بودن آنها بر توسعه پایدار، لازم است در این زمینه چارچوبی مناسب طراحی و اعتبارسنجی شود. از اینرو پیشنهاد میشود چارچوب طراحی شده در این پژوهش مورد توجه برنامهریزان درسی دانشگاهی قرار گیرد.
The present study aimed to design and validate a university-level curriculum framework for e-learning grounded in the principles of sustainable development. This research was of an applied nature and employed a mixed-method approach with a sequential exploratory design. In the qualitative phase, data were gathered through semi-structured interviews using purposive sampling, and analyzed through thematic analysis following the Attride–Stirling model. The quantitative phase utilized a survey method. The qualitative sample consisted of faculty members from Shiraz University, and interviews were conducted until theoretical saturation was achieved, resulting in a total of 32 participants. In the quantitative method, after extracting the basic and organizing themes, a researcher-made questionnaire was designed with 4 categories and 66 items using the content analysis method. After examining the validity interval (0.81-0.4) and its reliability coefficient (0.85) and determining the statistical sample adequacy, 168 people were randomly distributed among 950 faculty members of Shiraz University using the Cochran method and after receiving the data, they were analyzed through various descriptive and inferential statistical methods. According to the research findings, after analyzing the content of the interviews, four organizing themes of cultural-social, economic, environmental and institutional-organizational with 66 basic themes were extracted for the aforementioned curriculum. According to the results of the questionnaire, in designing the aforementioned curriculum, great attention should be paid to the categories and indicators examined (≤4 and p<0.01). After presenting the Framework, its validity was confirmed using the structural equation model (via AMOS), with x2/d.f less than 3 and RMSEA less than 0.1. Therefore, it is concluded that considering the expansion of e-learning in universities and the need for them to be based on sustainable development, it is necessary to design and validate an appropriate Framework in this field. Therefore, it is suggested that the Framework designed in this study be considered by university curriculum planners.
Akbari, M, Shahnazi, l & Shokohi Fard, H (2023). Alignment of the intended, implemented and acquired curriculum in the human and environment course of the 11th grade. 12(1). [In Persian]
Bagherimajd, K, Sabeghi, F, & khajedad, K. (2024). Model design of education based on sustainable development in the higher education. Journal of Applied Educational Leadership, 16(5), 1-25. [In Persian]
Bastami, R, Manzari Tawakli, H & Selajgeh, S (2016). Investigating information and communication technology (ICT) and its relationship with the effects of organizational productivity based on the social approach of sustainable development. Journal of Urban Management, 47: 201-218. [In Persian]
Cidral, W. A & Oliveira, T (2019). E-learning success determinants. Brazilian empirical study, Computers & Education. 29(1): 180-190.
Eisner, E. W (2002). The Educational Imagination. Columbus: Merrill Prentice Hall.
Eftikhari, A. R, et al (2019). Development strategies of sustainable development education in Iran, scientific research quarterly, 8(25). [In Persian]
Fathi Vajargah, K, Musipour, N & YaddegarZadeh, G (2017). Curriculum planning of higher education (an introduction to concepts, perspectives and models). Tehran: Mehraban Publishing Institute. [In Persian]
Ghanbari, S, Ziyai, M. S & Rizgi ShirSavar, H (2018). Presenting the e-learning evaluation model in the virtual unit of Islamic Azad University. Educational Management Research Quarterly. 11th year, first issue, 41 consecutive. [In Persian]
Gunn, H (2022). Virtual Libraries, supporting student learning.
www.accessware.ca/hgunn/special/pappers/virlib.
Gunther, J, et al (2022). Outcome indicator development: Defining education for sustainable development outcomes for the individual level and connecting them to the SDGs. Global Environmental Change, 74: 102-126.
Herlina, W (2018). the effectiveness inponesian English teachers training programs in improving confidence and motivation, 4(1): 609-699.
Hume, R. C & Barry , K (2017). A consensus-based approach to national public health accreditation. Journal of Public Health Managament Practice, 20 (1): 9- 13.
Izadi, S, Ramesh A & Azimi, F (2013). The relationship between curriculum and sustainable development. National Conference on Curriculum Change in Education Courses, Birjand. [In Persian]
Javidan Nejad, H & Sohali, R. (2013). E-learning, the need to organize in the 21stcentury. first international conference on information and knowledge. [In Persian]
Kazemi, Z, Ghaderi, M & Assareh, A. R (2023). The Conceptual Higher Education Curriculum Pattern based on a Sustainable Development. Research in curriculum planning, 49(20): 181-198. [In Persian]
Klasnja Milicevic, A, Vesin, B & Ivanovic, M (2020). Social tagging strategy for enhancing e-learning experience. Computers & Education. 31(1): 138-122.
LealFilho, W, Salvia, A. L, & Eustachio, J. H (2023). An overview of the engagement of higher education institutions in the implementation of the UN Sustainable Development Goals. Journal of Cleaner Production, 386: 135-194.
Maleki, S (2018). Sustainable city and sustainable urban development. Housing and Revolution, 10(1). [In Persian]
Nabavi Chashmi, S. R (2023). Examining the effect of e-learning on social capital with the mediating role of human capital (Study case: Martyrs and Veterans Foundation). Psychological research in management. 9(1): [In Persian]
Ramos, T. B, Caeiro, S, Van Hoof, B, Lozano, R, Huisingh, D, & Ceulemans, K. (2015). Experiences from the implementation of sustainable development in higher education institutions: Environmental management for sustainable universities. Journal of Cleaner Production, 106: 3-10.
Saadi, H.O, et al (2015). Obstacles to the development of electronic education in the Faculty of Agriculture of Boali Sina University, Hamedan. Agricultural Promotion and Education Research Journal, 36: 13-25. [In Persian]
UNESCO. 2009. ELearning for a sustainable World: review of contexts and structures for education for sustainable development. Section for DESD coordination, Division for the Coordination of United Nations Priorities in Education. UNESCO, 81.
Vaziri Aghdam, Z, Maki Al Agha, B. Z & Etemad Ahari, A (2020). Presenting a Curriculum Model based on the Sustainable Development from the Perspective of the Holy Quran. Quranic studies, 11(42): 267-290. [In Persian]
Velayatipour, R (2023). Investigating the effect of e-learning and virtual education on students' learning rate. The fifth national conference of professional researches in psychology and counseling with a teacher's perspective. [In Persian]
Zamani, A & Pour Atashi, M (2021). New Methods for Assessing Students' Learning Online. Institute for Higher Education Research and Planning, Higher Education Specialized Reports Series,18. [In Persian]
Design and Validation of the Sustainable Development-Oriented Academic E-Learning Curriculum Framework (Study Case of Faculty Members of Shiraz University)