طراحی الگوی مطلوب یادگیری ترکیبی در دانشگاه پیام‌نور
الموضوعات :اکبر نوری زاده 1 , حسن‌رضا زین‌آبادی 2 , عبدالرحیم نوه ابراهیم 3 , بیژن عبدالهی 4
1 - گروه علوم تربیتی، دانشگاه پیام نور، تهران، ایران
2 - دانشیار، گروه مدیریت آموزشی، دانشکدة مدیریت، دانشگاه خوارزمی، تهران، ایران
3 - استاد، گروه مدیریت آموزشی، دانشکدة مدیریت، دانشگاه خوارزمی، تهران، ایران
4 - دانشیار، گروه مدیریت آموزشی، دانشکدة مدیریت، دانشگاه خوارزمی، تهران، ایران.
الکلمات المفتاحية: طراحی, آموزش عالی, آموزش ترکیبی, الگو آموزش ترکیبی,
ملخص المقالة :
پژوهش حاضر با هدف طراحی الگوی آموزش ترکیبی در دانشگاه پیام‌نور انجام پذیرفته است. بر این اساس رویکرد پژوهش، از نوع کیفی به شیوه تحلیل محتوای کیفی و از نوع عرفی استفاده شده است، بدین منظور برای بررسی پیشینه پژوهش و جمع‌آوری داده‌های متناسب با هدف پژوهش از منابع موجود در پایان‌نامه‌ها، کتابخانه، طرح‌های پژوهشی و مقالات موجود در پایگاه‌های اطلاعات داخل و خارج کشور استفاده شد. روند پژوهش ابتدا با مصاحبه متخصصان حوزه آموزش، برنامه‌ریزی و آموزش ترکیبی آغاز شد بدین منظور 25 نفر در داخل و خارج از دانشگاه استفاده شد و در ادامه به بررسی مقالات، منابع و اسناد به ترتیب کل مطالعات مرتبط با کلید واژه‌ها شامل 89 مورد بدست آمد، پس از بررسی منابع 35 اثر نامرتبط حذف گردید، بنابر‌این در این پژوهش 54 منبع جهت بررسی انتخاب شد. پس از گردآوری داده‌ها، یافته‌‌ها و نتایج پژوهش‌ها به تفکیک استخراج و مورد تحلیل و بررسی قرار گرفت. نتایج جهت پاسخگویی به سؤالات پژوهش در رابطه با الگوی مطلوب آموزش ترکیبی در دانشگاه پیام‌نور به شرح ذیل بدست آمد که شامل 6 مؤلفه و 37 شاخص می‌باشد که به ترتیب شامل عناصر آموزش ترکیبی 5 شاخص، ویژگی‌ها 7 شاخص، کیفیت 6 شاخص، نکات قوت 6 شاخص، موانع و چالش 7 شاخص، شرایط عملیاتی 6 شاخص تعیین گردید. فلذا استفاده از مدل ارائه شده در بهبود و اثربخشی آموزش و یادگیری در دانشگاه پیام‌نور مؤثر خواهد بود.
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Kizhouri, A., & Sadeghpour, M. (2016). Comparison of the effect of traditional, electronic and electronic-traditional educational methods on the learning of pharmacology course in nursing students. Scientific Research Journal of Sabzevar University of Medical Sciences, 24(2) [In Persian].
Hartono, h. (2020). Designing of Blended Learning Environment, Advances in Social Science, Education and Humanities Research, volume 513 4th Sriwijaya University Learning and Education International Conference
Lewin, L, O., Singh, M., Bateman, B., & Glover, P, B. (2009). Improving education in primary care: development of an online curriculum using the blended learning model. BMC Medical Education, 9(33); 12-23.
Ma, L., & Chei, S. L. (2021) Evaluating the effectiveness of blended learning using the ARCS model, Journal of computer assisted learning
Najafi, H., & Heidari, M. (2019). Blended Learning and Academic Achievement: A Meta-Analysis. Quarterly Journal of Iranian Distance [In Persian].
Maufian, F., Nohi, E., & Abbaszadeh, A. (2013). The effect of integrated electronic education on learning and self-efficacy of nursing students in the course of special cardiovascular care, Nursing Education, 3(3): 39-37.
Mehraban, Z. (2015). Blended education, a flexible approach to design a model of in-service training for Iranian teachers in the field of science and nanotechnology. Journal of educational innovations, scientific research, 59(1); 57-8 [In Persian].
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