کارآمدی سه مدل آموزش مجازی آنلاین، نیمه آنلاین و آفلاین در برابر آموزش حضوری از منظر اساتید و دانشجویان: یک مورد مطالعاتی
الموضوعات : سامانه‌های پردازشی و ارتباطی چندرسانه‌ای هوشمند
تقی جاودانی گندمانی
1
(عضو هیات علمی، دانشگاه شهرکرد)
الکلمات المفتاحية: آموزش مجازی, آموزش آنلاین, آموزش سنتی, مدل‌های آموزشی, اثربخشی مدل‌های آموزشی,
ملخص المقالة :
آموزش مجازی در سالهای اخیر مورد توجه مدارس و دانشگاه‌های زیادی قرار گرفته و به طور ویژه در اپیدمی کرونا به عنوان یک الزام آموزشی تعریف شده است. آموزش مجازی غالبا به شکلهای آنلاین، نیمه آنلاین و آفلاین پیاده سازی شده و مورد استفاده قرار گرفته است. با اینحال، علیرغم مزایای زیادی که آموزش مجازی به همراه دارد، کارآمدی آن در برابر آموزش حضوری سنتی یکی از سوالات جدی است که پیش روی محققان است. تحقیق حاضر با تمرکز بر این چالش، سعی کرده است به مقایسه کارآمدی مدل‌های آموزش مجازی و سنتی بپردازد. این مطالعه در سطح یک دانشگاه دولتی و با حضور اساتید و دانشجویان در دانشکده‌های مختلف انجام گردید. نتایج این تحقیق در حالی که اساتید معتقد بودند که مدل حضوری کارآمدتر از مدل‌های آنلاین است، دانشجویان نظرات متفاوتی در این مورد داشتند. این مطالعه همچنین نشان داد که دانشجویان و اساتید دانشکده‌های مختلف دیدگاه‌های متفاوتی در مورد اثربخشی مدل‌های به کار گرفته شده داشتند. بنابراین، قضاوت کلی در مورد کارایی مدل‌های آموزشی دشوار است. با این حال، به طور کلی، این مطالعه نشان می‌دهد که کارایی مدل‌های آنلاین کمتر از مدل حضوری است.
[1] M. Aparicio, F. Bacao, and T. Oliveira, "Cultural impacts on e-learning systems' success," The Internet and Higher Education, vol. 31, pp. 58-70, 2016.
[2] L. Shahmoradi, V. Changizi, E. Mehraeen, A. Bashiri, B. Jannat, and M. Hosseini, "The challenges of E-learning system: Higher educational institutions perspective," Journal of education and health promotion, vol. 7, 2018.
[3] Y. Zhao, N. Wang, Y. Li, R. Zhou, and S. Li, "Do cultural differences affect users’e‐learning adoption? A meta‐analysis," British Journal of Educational Technology, p. e13280, 2020.
[4] K. Alhumaid, S. Ali, A. Waheed, E. Zahid, and M. Habes, "COVID-19 &Elearning: Perceptions &Attitudes Of Teachers Towards E-Learning Acceptancein The Developing Countries," Multicultural Education, vol. 6, no. 2, pp. 100-115, 2020.
[5] A. Q. M. AlHamad, "Acceptance of E-learning among university students in UAE: A practical study," International Journal of Electrical & Computer Engineering (2088-8708), vol. 10, 2020.
[6] O. Dospinescu and N. DOSPINESCU, "Perception over E-learning tools in higher education: Comparative study Romania and Moldova," in Proceedings of the IE 2020 International Conference, Bucharest & Timisoara, Romania, 2020, vol. 10.
[7] C. Hofmeister and M. Pilz, "Using E-Learning to Deliver In-Service Teacher Training in the Vocational Education Sector: Perception and Acceptance in Poland, Italy and Germany," Education Sciences, vol. 10, no. 7, pp. 1-17, 2020.
[8] S. Benavides-Varela, C. Z. Callegher, B. Fagiolini, I. Leo, G. Altoe, and D. Lucangeli, "Effectiveness of digital-based interventions for children with mathematical learning difficulties: A meta-analysis," Computers & Education, vol. 157, p. 103953, 2020.
[9] J. Jenkinson, "Measuring the Effectiveness of Educational Technology: what are we Attempting to Measure?," Electronic Journal of e-learning, vol. 7, no. 3, pp. pp273‑280-pp273‑280, 2009.
[10] X. Chen, D. Zou, H. Xie, G. Chen, J. Lin, and G. Cheng, "Exploring contributors, collaborations, and research topics in educational technology: A joint analysis of mainstream conferences," Education and Information Technologies, vol. 28, no. 2, pp. 1323-1358, 2023.
[11] E. Lacka, T. Wong, and M. Y. Haddoud, "Can digital technologies improve students' efficiency? Exploring the role of Virtual Learning Environment and Social Media use in Higher Education," Computers & Education, vol. 163, p. 104099, 2021.
[12] I. A. Reshi, "COVID-19 Pandemic and Teaching and Learning: A Literature Review," MORFAI JOURNAL, vol. 2, no. 4, pp. 820-826, 2023.
[13] M. Ayu, "Online learning: Leading e-learning at higher education," The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language, vol. 7, no. 1, pp. 47-54, 2020.
[14] A.-J. Moreno-Guerrero, I. Aznar-Díaz, P. Cáceres-Reche, and S. Alonso-García, "E-learning in the teaching of mathematics: an educational experience in adult high school," Mathematics, vol. 8, no. 5, p. 840, 2020.
[15] J. Valverde-Berrocoso, M. d. C. Garrido-Arroyo, C. Burgos-Videla, and M. B. Morales-Cevallos, "Trends in educational research about e-learning: A systematic literature review (2009–2018)," Sustainability, vol. 12, no. 12, p. 5153, 2020.
[16] S. Abbasi, T. Ayoob, A. Malik, and S. I. Memon, "Perceptions of students regarding E-learning during Covid-19 at a private medical college," Pakistan Journal of Medical Sciences, vol. 36, no. COVID19-S4, p. S57, 2020.
[17] M. Ebner et al., "COVID-19 epidemic as E-learning boost? Chronological development and effects at an Austrian university against the background of the concept of “E-Learning Readiness”," Future Internet, vol. 12, no. 6, p. 94, 2020.
[18] E. Aboagye, J. A. Yawson, and K. N. Appiah, "COVID-19 and E-learning: The challenges of students in tertiary institutions," Social Education Research, pp. 1-8, 2021.
[19] V. D. Soni, "Global Impact of E-learning during COVID 19," Available at SSRN 3630073, 2020.
[20] C. K. Chan and Y. Yang, "Developing scientific inquiry in technology-enhanced learning environments," Journal: Handbook of Comparative Studies on Community Colleges and Global Counterparts Springer International Handbooks of Education, pp. 1-20, 2018.
[21] K. Mills, D. Jass Ketelhut, and X. Gong, "Change of teacher beliefs, but not practices, following integration of immersive virtual environment in the classroom," Journal of Educational Computing Research, vol. 57, no. 7, pp. 1786-1811, 2019.
[22] A. Raes, P. Vanneste, M. Pieters, I. Windey, W. Van Den Noortgate, and F. Depaepe, "Learning and instruction in the hybrid virtual classroom: An investigation of students’ engagement and the effect of quizzes," Computers & Education, vol. 143, p. 103682, 2020.
[23] M. L. Bote-Lorenzo and E. Gómez-Sánchez, "Predicting the decrease of engagement indicators in a MOOC," in Proceedings of the Seventh International Learning Analytics & Knowledge Conference, 2017, pp. 143-147.
[24] J. D. Lipton, "Distance Legal Education: Lessons from the Virtual Classroom," IDEA, vol. 60, pp. 71-103, 2020.
[25] R. C. Clark and A. Kwinn, The new virtual classroom: Evidence-based guidelines for synchronous e-learning. John Wiley & Sons, 2007.
[26] B. R. Aditya, I. Nurhas, and J. Pawlowski, "Towards successful implementation of a virtual classroom for vocational higher education in Indonesia," in International Workshop on Learning Technology for Education in Cloud, 2019, pp. 151-161: Springer.
[27] A. Morice, E. Jablon, C. Delevaque, R. H. Khonsari, A. Picard, and N. Kadlub, "Virtual versus traditional classroom on facial traumatology learning: evaluation of medical student’s knowledge acquisition and satisfaction," Journal of Stomatology, Oral and Maxillofacial Surgery, vol. 121, no. 6, pp. 642-645, 2020.
[28] K. A. Moore and B. J. Pearson, "Soft skills in an online class," Horttechnology, vol. 27, no. 5, pp. 583-585, 2017.
[29] S. Siagian, P. Sinambela, and Y. Wau, "Effectiveness and efficiency of e-learning in Instructional Design," World Transactions on Engineering and Technology Education, vol. 18, no. 1, pp. 73-77, 2020.
