بازنمایی آموزش الکترونیکی در استعاره‌های دانشجویان
محورهای موضوعی : آموزش مجازیمریم برادران حقیر 1 , زینب کرمخانی 2
1 - استادبار ،گروه معارف اسلامی و علوم تربیتی دانشگاه امام صادق ، تهران، ایران
2 - استادیار، دانشکده علوم انسانی و اجتماعی، گروه علوم تربیتی، دانشگاه مازندران ، بابلسر،ایران
کلید واژه: آموزش الکترونیکی, استعاره, پیچیدگی, یادگیری, دانشگاه, عدالت آموزشی,
چکیده مقاله :
هدف این پژوهش ارائه استعاره‌های مفهومی شکل گرفته نزد دانشجویان دربارة آموزش الکترونیکی است تا شناختی عمیق و چندجانبه دربارة احساس دانشجویان در موقعیت ایجاد شده نسبت به آموزش الکترونیکی فراهم کند. به این منظور در این پژوهش کیفی، با 51 نفر از دانشجویان (42 نفر زن و 9 نفر مرد) رشته علوم تربیتی که در طول ترم تحصیلی 99-1398 به شیوة آموزش الکترونیکی در پردیس دانشگاه امام صادق (ع) و دانشگاه مازندران در حال تحصیل بودند، مصاحبه شد. سؤالات تنظیم شده از طریق پیام‌رسان‌ها در اختیار مشارکت‌کنندگان قرار می‌گرفت تا ایشان ادراک خود را نسبت به آموزش الکترونیکی قبل از این دوره و پس از ورود به این دوران بیان کنند و تجارب مثبت و منفی و استعاره‌های احتمالی شکل گرفته را بازگو نمایند. در نهایت از تحلیل و معنادهی به مفاهیم که گاه آشکار و گاه پنهان به استعاره‌ها اشاره کرده بودند، یافته‌ها استخراج شدند. یافته‌ها ده استعاره را نشان می‌دادند که در سه رویکرد مثبت، منفی و خنثی به آموزش الکترونیکی دسته‌بندی شدند.
The purpose of this study is to provide students with conceptual metaphors about e-learning to provide a deep and multifaceted understanding of how students feel about e-learning in the situation. For this purpose, in this qualitative study, with 51 students (42 females and 9 males) in the field of educational sciences who during the academic year 1399-99 in the method of e-learning on the campus of Imam Sadegh (AS) University and Mazandaran University are They were educated, interviewed. The prepared questions were given to the participants through messengers so that they could express their perception of e-learning before and after the course and recount the positive and negative experiences and possible metaphors formed. Finally, the findings were extracted from the analysis and meaning of the concepts that sometimes referred to metaphors, sometimes explicitly and sometimes covertly. The findings showed ten metaphors that were classified into three approaches: positive, negative and neutral to e-learning.
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