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
علیرضا بادله
1
(دانشیارگروه علوم تربیتی، دانشگاه فرهنگیان، تهران، ایران)
ندا شاملو
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.
Battegay, M., Kuehl, R., Tschudin-Sutter, S., Hirsch, H. H., Widmer, A. F., & Neher, R. A. (2020). 2019-novel Coronavirus (2019-nCoV): Estimating the case fatality rate –a word of caution. Swiss Medical Weekly. Advance online publication.
Bohlooli, M. (2017), The role of the teacher in the teaching-learning process with emphasis on virtual education. Regional conference on the position of educational technology in the education system, Kermanshah. (Persian)
Brooks, S. K., Webster, R. K., Smith, L. E., Woodland, L., Wessely, S., Greenberg, N., & Rubin, G. J. (2020). The psychological impact of quarantine and how to reduce it: Rapid review of the evidence. The Lancet, 395(10227), 912–920
Buabeng-Andoh, C. (2012). Factors influencing teachers' adoption and integration of information and communication technology into teaching: A review of the literature. International Journal of Education & Development Using Information Communication Technology, 8(1), 136-155.
Bush, A & Grotjohann,N. (2020). Collaboration in teacher education: A cross-sectional study on future teachers’ attitudes towards collaboration, their intentions to collaborate and their performance of collaboration. Teaching and Teacher Education, 88,102968
Derykulu, D., Buyuzturk, S., & Ozcinar, H. (2012). Predictors of academic achievement of student ICT teacher with different learning styles. International Journal of Human and Social Sciences, 5(9), 567-573
Faizollahi, Ali (2019), meta-analysis of addiction studies in Ilam province, Ilam University, Vice President of Research and Technology
Ghorbani, S., Samiminovin, F & Lajevardi, S. (2016). Probabilistic optimization of maintenance system based on quantitative risk analysis Case study: Shahriar Dam tunnel. Journal of Tunnel and Underground Engineering, 5(1), 75-97. (Persian)
Guba E. G, & Lincoln Y. S. (1994). Competing paradigms in qualitative research. Competing Paradigms in Qualitative Research, 7, 105- 117.
Kamali, Yahya (2016). Metacomposite methodology and its application in policy making. Politics Quarterly, 47(3), pp. 721-736.
Kazemi, A. (2020). A sociological look at the coronation of society. Corona and Iranian society (pp. 69-77). Tehran: Institute of Culture, Art and Communication. (Persian)
Khan, A., Khan, S., Zia-Ul-Islam, S., & Khan, M. (2017). Communication Skills of a Teacher and Its Role in the Development of the Students' Academic Success. Journal of Education and Practice, 8(1), 18-21.
Kerejci RV, Morgan DW. (1970) Determining sample size for research activities. Educ Psychol Meas 30: 607-10. 22. Fathi Ashtiani A. Psychological tests, personality and mental health evaluation. Mission Press; 2009.
Liu, P. (2013). Perceptions of the teacher-student relationship: A study of upper elementary teachers and their students. International Education, 42(2), 3-23
Liyanagunawardena, T. R., & Aboshady, O. A. (2018). Massive open online courses: a resource for health education in developing countries. Global health promotion, 25 (3), 74-76.
Maleki, H & Garmabi, A. (2019). The place and application of information and communication technology in the elementary school curriculum from the point of view of experts and teachers in Tehran. Journal of Educational Innovations, 37-52. (Persian)
Maryam, A., Mohammadlu, M. & Habibi, J. (2019). Vital causes of success and failure of information technology projects in the country. Journal of Industrial Management Studies, 2(6). (Persian)
Mousavi, S. & Jafari, F. (2020). Virtual education in the Corona era, opportunities and challenges. The first national conference on applied research in education processes in Minab. (Persian)
Nejatbakhsh, Y & Ebrahimi Varkiani, A. (2016). Design of a logistics transport routing model with meta-innovative algorithm. Fourth International Conference on New Research in Management, Economics and Accounting, Germany, Berlin. (Persian)
Piercey, D. (2010). Why don’t teachers collaborate? A leadership conundrum. Phi DeltanKappan, 92 (1): 54-56.
Razeqi, B & Saberi, H. (2016). Study of comparisons of self-regulation and academic achievement among postgraduate students of e-learning and face-to-face systems. Journal of Paramedical School of Tehran University of Medical Sciences, 11(1), 98-105. (Persian)
Rothe, C., Schunk, M., Sothmann, P., Bretzel, G., Froeschl, G., Wallrauch, C., Hoelscher, M. (2020). Transmission of 2019-nCoV Infection from an Asymptomatic Contact in Germany. The New England Journal of Medicine, 382(10), 970–971.
Salehinejad, N., Dortaj, F., Seif, A. & Farrokhi, N. (2018). The effectiveness of multimedia software-based education in building a mental role on the speed of information processing in eighth grade female students. Research in school and virtual learning, 16(1), 9-22. (Persian)
Taghipour, H., Keshavarz Lashkanari, R & Yousef-Rashidi, A. (2017). Content knowledge of teacher methods and its effect on students' academic achievement. International Conference on Psychology and Educational Sciences, Iran, Tehran. (Persian)
The World Health Organization (4 March 2020). 290 million students out of school due to COVID-19: UNESCO releases first global numbers and mobilizes response. UNESCO. Retrieved 6 March 2020.
_||_