آموزش از راه دور اضطراری و چالش‌های معلمان ابتدایی: تحلیل موضوعی
محورهای موضوعی : روانشناسی تربیتی
فرزانه میکائیلی منیع
1
(دانشیار روانشناسی تربیتی، گروه روانشناسی، دانشکده ادبیات و علوم انسانی، دانشگاه ارومیه، ارومیه، ایران)
شلر آب خیز
2
(دانش‌آموخته کارشناسی ارشد روانشناسی تربیتی، دانشکده ادبیات و علوم انسانی دانشگاه ارومیه، ارومیه، ایران)
سهیلا هاشمی
3
(دانشیار روانشناسی تربیتی، گروه روانشناسی، دانشکده علوم انسانی و اجتماعی، دانشگاه مازندران، ایران)
کلید واژه: آموزش مجازی, معلمان مدارس ابتدایی, آموزش آنلاین, آموزش از راه دور اضطراری, آموزش غیرحضوری,
چکیده مقاله :
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.
The present study was conducted with the aim of investigating the experiences, challenges and attitudes of elementary school teachers towards emergency distance learning or ERT. The research community was primary school teachers of Urmia, from which a sample of 720 people was selected using purposive sampling. Semi-structured questionnaires were used. The collected data were analyzed by thematic analysis method. Teachers' experience of ERT was placed in three categories: feeling unprepared, educational justice, and learning failure. Teachers in the areas of understanding the difficulty of teacher duties, opportunities for knowledge and skill learning, continuity of education, promotion of cooperation between teachers, promotion of parents' participation and students' responsibility, and in the areas of reducing classroom interaction, problems with the SHAD application, lack of necessary resources and ERT facilities, impossibility of valid and correct assessment and increased workload were satisfied and dissatisfied with ERT, respectively. Necessary changes from the teachers' point of view to improve ERT placed in the areas of improving the Internet network and educational platform, facilitating access to facilities and tools, and including technology-related training in the teacher training curriculum and in-service escaped. It seems that this form of education will remain as a complementary method to face-to-face education from now on. Therefore, it is necessary to check the necessary infrastructure to improve it.
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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.
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