شناسایی عوامل موثر بهبود کیفیت آموزش مجازی مبتنی بر تجارب زیسته معلمان دوره ابتدایی در آموزش‌های دوران کرونا
محورهای موضوعی : پژوهش در برنامه ریزی درسی
1 - دانشیارگروه علوم تربیتی، دانشگاه فرهنگیان، تهران، ایران
2 - کارشناسی ارشد تکنولوژی آموزشی، دانشگاه آزادواحد تهران مرکزی، تهران، ایران
کلید واژه: معلمان, دوران کرونا, تجارب زیسته, آموزش مجازی,
چکیده مقاله :
هدف پژوهش حاضر شناسایی عوامل موثر بهبود کیفیت آموزش مجازی مبتنی بر تجارب زیسته معلمان دوره ابتدایی در آموزش های دوران کرونا بود. این پژوهش از لحاظ هدف کاربردی، از نظر اجرا آمیخته بهم تنیده بود. روش پژوهش در بخش کیفی تحلیل مضمون و تحلیل محتوا بوده و روش پژوهش در بخش کمی پیمایشی بود. این پژوهش در بعد کیفی شامل معلمان خبره و کارشناس و متخصص تکنولوژی آموزشی و آموزش مجازی و در بخش کمی شامل تمامی معلمان ابتدایی مناطق 16 و 19 شهر تهران بودند. از این تعداد در بخش کیفی به روش نمونه گیری گوله برفی تعداد 22 نفر از معلمان خبره و کارشناس و متخصص تکنولوژی آموزشی و آموزش مجازی و در بخش کمی به روش نمونه‌گیری سیستماتیک تعداد 144 نفر از معلمان ابتدایی مناطق 16 و 19 شهر تهران به عنوان نمونه پژوهشی انتخاب شدند. ابزار پژوهش شامل پرسشنامه محقق ساخته مبتنی بر کدهای استخراج شده از مصاحبه ها با 90 سوال بود. جهت تجزیه و تحلیل داده ها از تحلیل عاملی تاییدی (CFA) با رویکرد کوواریانس محوری به وسیله‌ی نرم افزار Lisrel8.8 و جهت بررسی سوالات و فرضیات پژوهش از آزمون تی تک نمونه‌ای و آزمون رتبه‌بندی فریدمن به وسیله نرم افزار spss25 استفاده شد. نتایج پژوهش نشان داد که مولفه های معلمان، دانش آموزان، ابعاد آموزشی، ساختار آموزش، محتوا و خانواده از مهم ترین مولفه های عوامل موثر بهبود کیفیت آموزش مجازی مبتنی بر تجارب زیسته معلمان دوره ابتدایی در آموزش های دوران کرونا هستند و مولفه ی محتوا با میانگین (3.77) و دانش آموزان با میانگین (3.16) در سطح کوچکتر از 01/0 به ترتیب بیشترین و کمترین نقش را در بهبود کیفیت آموزش مجازی مبتنی بر تجارب زیسته معلمان دوره ابتدایی در آموزش‌های دوران کرونا داشتند.
The aim of this study was to Identifying the effective factors of improving the quality of virtual education based on the lived experiences of elementary school teachers in the education of the Corona era. This research was mixed in terms of practical purpose and performance. The statistical population of this study included qualitative teachers, experts and specialists in educational technology and virtual education, and in the quantitative part included all primary teachers in districts 16 and19 of Tehran. Of this number, in the qualitative section by snowball sampling method, 22 expert teachers and experts in educational technology and virtual education and in the quantitative section by systematic sampling method, 144 primary school teachers in 16th and 19th districts of Tehran as Research samples were selected. The research tool included a researcher-made questionnaire based on codes extracted from interviews with 90questions. Confirmatory factor analysis(CFA) with axial covariance approach by Lisrel 8.8 software was used to analyze the data and sample test and Friedman ranking test by spss25 software were used to examine the research questions and hypotheses. The results showed that the components of teachers, students, educational dimensions, educational structure, content and family are the most important components of Identifying the effective factors of improving the quality of virtual education based on the lived experiences of elementary school teachers in the education of the Corona era and the component Content with an average (3.77) and students with an average (3.16) at a level less than 0.01, respectively, had the most and the least role in Identifying the effective factors of improving the quality of virtual education based on the lived experiences of elementary school teachers in the education of the Corona era.
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