طراحی الگوی پارادایمی آموزش الکترونیکی در کلاسهای چندپایه در دوران پساکرونا
محمد صادق کریمی
1
(
استادیار گروه علوم تربیتی دانشگاه فرهنگیان کرمانشاه. کرمانشاه. ایران.
)
sayed ali siadat
2
(
assistant prof. faculty of psychology and educational sciences university of isfahan
)
امیر مرادی
3
(
استادیار گروه علوم تربیتی دانشگاه فرهنگیان کرمانشاه. کرمانشاه. ایران.
)
کلید واژه: الگوی پارادایمی, آموزش الکترونیکی, پساکرونا, کلاس چندپایه,
چکیده مقاله :
مقدمه و هدف: در قرن 21، تقریباً تمامی ارکان زندگی انسانها بهنوعی به فناوریهای اطلاعات و ارتباطات وابسته است. ازاینرو آموزش الکترونیک در نظامهای آموزشی، خصوصاً در دوران پسا کرونا، مورد توجه قرار گرفته است. اما علیرغم اینکه کاربرد فاوا در تدریس کلاسهای چندپایه از اهمیت مضاعفی برخوردار است، شرایط موجود امکان استفاده از فاوا در این کلاسها را محدود مینماید. ازاینرو هدف این پژوهش طراحی الگوی پارادایمی آموزش الکترونیکی در کلاسهای چندپایه در دوران پساکرونا بوده است.
روش شناسی پژوهش: این پژوهش از نظر هدف کاربردی و از منظر ماهیت کیفی است که با رویکرد داده‌بنیاد اجرا شد. جامعه پژوهش شامل کارشناسان و معلمان سرآمد در حوزه کلاسهای چندپایه بود که با روش نمونه‌گیری گلوله‌برفی و هدف‌مند پانزده نفر به عنوان نمونه شناسایی شدند. دادهها از طریق مصاحبه نیمه‌ساختاریافته گردآوری شد. اشباع دادهها در مصاحبۀ یازدهم حاصل شد اما جهت افزایش اعتبار، سه مصاحبۀ دیگر اجرا شد. پاسخ‌های مشارکت‌کنندگان با رویکرد تحلیل تفسیری در فرآیند کدگذاری باز مضمون‌یابی شده و مفاهیم و مقوله‌ها استخراج گردید. روایی کدگذاری براساس توافق متخصصین و تأیید مشارکت‌کنندگان احراز گردید.
یافتهها: مقوله‌های برنامههای درسی، دشواری مدیریت کلاس، آسیب‌های احتمالی، عدم اعتماد به‌نفس معلم، ضعف زیرساختها و مقاومت معلمان ذیل شرایط علّی قرار گرفتند. مقوله‌های نبود پشتیبانی فنی، عدم تسلط معلمان، عدم آشنایی دانش‌آموزان، شرایط اقتصادی و محدودیت زمان ذیل شرایط زمینه‌ای جای گرفتند. مقوله‌های انگیزه مخاطبان، گوشی هوشمند و توانمندی‌های فناوری دانش‌آموزان ذیل شرایط مداخله شناسایی شدند. راهبردهای شناسایی شده میتواند به بهبود یادگیری، افزایش انگیزه و مهارت استفاده علمی از آموزش الکترونیکی به عنوان پیامدهای استفاده از فاوا منجر شوند.
بحث و نتیجهگیری: کلاسهای چندپایه در مناطق مختلف از شرایط یکسانی برخوردار نبوده، ولی مدل پارادایمی نشان میدهد که توانمندسازی معلمان، اختصاص یارانه آموزشی و تأمین زیرساختها در مناطق نیازمند و اصلاح برنامههای درسی میتواند استفاده مؤثر از فاوا را در تدریس کلاسهای چندپایه تسهیل کند.
چکیده انگلیسی :
Introduction: In the 21st century, almost all aspects of human life are somehow dependent on information and communication technologies. Therefore, electronic education has been given attention in educational systems, especially in the post-corona era. But despite that the use of ICT in teaching multigrade classes is of double importance, the existing conditions limit the possibility of using ICT in these classes. Therefore, the aim of this research was to design a paradigm model of electronic education in multigrade classes in the post-corona era.
research methodology: This research is applied in terms of purpose and qualitative in terms of nature, which was implemented with a grounded theory approach. The research community included leading experts and teachers in the field of multi-grade classes, that fifteen people were identified as a sample through targeted snowball sampling. Data were collected through semi-structured interviews. Data saturation was achieved in the 11th interview, But in order to increase credibility, three more interviews were conducted. Participants' answers were re-thematized with the interpretive analysis approach in the coding process and concepts and categories were extracted. The validity of the coding was verified based on the agreement of the experts and the approval of the participants.
Findings: The categories of curricula, difficulty of classroom management, possible injuries, teacher's lack of self-confidence, infrastructure weakness and teachers' resistance were placed under causal conditions. The categories of lack of technical support, lack of mastery of teachers, lack of familiarity of students, economic conditions and time limitation were placed under contextual conditions. The categories of audience motivation, smartphone and students' technological capabilities were identified under the intervention conditions. The identified strategies can lead to the improvement of learning, increasing the motivation and skill of scientific use of e-learning as the consequences of using ICT.
Conclusion: Multigrade classes in different regions do not have the same conditions, But the paradigm model shows that empowering teachers, allocating educational subsidies and providing infrastructure in needy areas and modifying curricula can facilitate the effective use of ICT in teaching multigrade classes
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