آموزش از راه دور اضطراری و چالش‌های معلمان ابتدایی: تحلیل موضوعی
الموضوعات :
فرزانه میکائیلی منیع
1
,
شلر آب خیز
2
,
سهیلا هاشمی
3
1 - دانشیار روانشناسی تربیتی، گروه روانشناسی، دانشکده ادبیات و علوم انسانی، دانشگاه ارومیه، ارومیه، ایران
2 - دانش‌آموخته کارشناسی ارشد روانشناسی تربیتی، دانشکده ادبیات و علوم انسانی دانشگاه ارومیه، ارومیه، ایران
3 - دانشیار روانشناسی تربیتی، گروه روانشناسی، دانشکده علوم انسانی و اجتماعی، دانشگاه مازندران، ایران
الکلمات المفتاحية: آموزش مجازی, معلمان مدارس ابتدایی, آموزش آنلاین, آموزش از راه دور اضطراری, آموزش غیرحضوری,
ملخص المقالة :
پژوهش حاضر با هدف بررسی تجربیات، چالش‌ها و نگرش معلم مقطع ابتدایی نسبت به آموزش از راه دور اضطراری یا ERT انجام شد. جامعه پژوهش معلمان دوره ابتدایی ارومیه بودند که از آن نمونه‌ای به حجم 720 نفر با استفاده از نمونه‌گیری هدفمند انتخاب شدند. پرسشنامه‌‌های نیمه‌ساختارمند استفاده شد. داده‌های گردآوری شده با روش تحلیل موضوعی تحلیل شدند. تجربه معلمان از ERT در سه دسته احساس ناآمادگی، عدالت آموزشی و افت یادگیری قرار گرفت. معلمان در حوزه‌های درک دشواری وظایف معلم، فرصت دانش‌افزایی و مهارت‌آموزی، استمرار آموزش، ارتقای مشارکت بین معلمان، ارتقای مشارکت والدین و مسئولیت‌پذیری دانش‌آموزان و در حوزه‌های کاهش تعامل کلاسی، مشکلات برنامه کاربردی شاد، فقدان منابع و امکانات ضروریERT، عدم امکان سنجش روا و درست از یادگیری دانش‌آموزان و افزایش بارکاری از ERT به ترتیب راضی و ناراضی بودند. تغییرات ضروری از دیدگاه معلمان برای بهبود ERT در حوزه‌های اصلاح شبکه اینترنت و پلتفرم آموزشی، تسهیل دسترسی به امکانات و ابزارها و گنجاندن آموزش‌های مرتبط با فناوری در برنامه درسی تربیت معلم و ضمن خدمت فرار گرفت. به نظر می‌رسد این شکل از آموزش، از این پس بعنوان یک شیوه مکمل برای آموزش رو در رو باقی خواهد ماند. لذا بررسی زیرساخت‌های لازم جهت بهبود آن ضروری می‌نماید.
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Bubb, S., & Jones, M-A. (2020). Learning from the COVID-19 home-schooling experience: Listening to pupils, parents/carers and teachers. Improving Schools, 23(3): 209-222.
Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic. Asian Journal of Distance Education, 15(1): i-vi.
Coutts, C. E., Buheji, M., Ahmed, D., Abdulkareem, T., Buheji, B., Eidan, S., & Perepelkin, N. (2020). ‘Emergency Remote Education in Bahrain, Iraq, and Russia During the COVID-19 Pandemic: A Comparative Case Study’. Human Systems Management, 39(4): 473 – 493.
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De Jong, L., Meirink, J., & Admiraal, W. (2019). School-based teacher collaboration: Different learning opportunities across various contexts. Teaching and Teacher Education, 86, 112.
Dhawan, S. (2020). Online Learning: A Panacea in the Time of COVID-19 Crisis. Journal of Educational Technology Systems, 49(1): 5-22.
Elikai, F., & Schuhmann, P. W. (2010). An Examination of the Impact of Grading Policies on Students’ Achievement. Issues in Accounting Education. American Accounting Association, 25(4): 677–693.
Fackler, A. K., & Sexton, C. M. (2020). Science teacher education in the time of covid-19: A document analysis. Electronic Journal for Research in Science & Mathematics Education, 24(3): 5-13.
Falloon, G. (2020). From digital literacy to digital competence: the teacher digital competency (TDC) framework. Educational Technology Research, 68, 2449–2472.
Ferri, F., & Grifoni, P., & Guzzo, T. (2020). Online Learning and Emergency Remote Teaching: Opportunities and Challenges in Emergency Situations. Societies. Multidisciplinary Digital Publishing Institute, 10(4): 86.
Fugard, A. J., & Potts, H. W. (2015). Supporting Thinking on Sample Sizes for Thematic Analyses: A Quantitative Tool. International Journal of Social Research Methodology, 18, 669-684.
Ghafourid, M. (2019). The boom of virtual education in Iran: the potential that blossomed with the corona virus. Iranian Journal of Medical Education, 20, 33-34. [in Persian]
Goyal, S. (2012). E-Learning: Future of Education. Journal of Education and Learning, 6(2): 239-242.
Garbacz, S. A., Herman, K. C., Thompson, A. M., & Reinke, W. M. (2017). Family engagement in education and intervention: Implementation and evaluation to maximize family, school, and student outcomes. Journal of School Psychology, 62, 1–10.
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