الگوی شایستگی‌های مدرسان آموزش مجازی در ایجاد یادگیری خودراهبر فراگیران

محورهای موضوعی : آموزش مجازی

زهره علیمردانی ¹ (کارشناس ارشد رشته مدیریت و برنامه ریزی آموزشی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، تهران،ایران)
جواد پورکریمی ² (استادیار، گروه مدیریت و برنامه ریزی آموزشی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران ، تهران ، ایران)

تاریخ دریافت : 1400/08/13 تاریخ پذیرش : 1400/12/15 تاریخ انتشار : 1401/01/01

کلید واژه: یادگیری خود راهبر, آموزش مجازی, شایستگی مدرسان,

چکیده مقاله :

هدف از پژوهش حاضر ارائه الگوی شایستگی مدرسان آموزش مجازی در ایجاد یادگیری خود راهبر در فراگیران است. روش پژوهش حاضر از نوع کیفی بود که به‌صورت پدیدارشناسی در نیمسال دوم تحصیلی( 1400- 1399)انجام شد. جامعه موردمطالعه تعداد 100نفراز اعضای هیئت‌علمی و مدرسان حوزه علوم تربیتی و روان‌شناسی تربیتی دانشگاه‌های( دولتی و پیام نور) بودند. ابزار مورداستفاده، مصاحبه نیمه ساختاریافته بود که از طریق مکاتبه و ارسال سؤالات از طریق ایمیل به گردآوری اطلاعات مربوطه پرداخته شد. مشارکت‌کنندگان پژوهش 15 نفر اعضای هیئت‌علمی بودند که با این تعداد داده‌ها به اشباع رسید. تجزیه‌وتحلیل داده‌ها با استفاده از تحلیل مضمون صورت گرفت. بر اساس تحلیل مضمون انجام‌شده تعداد 19 مضمون پایه و 5 مضمون سازنده مربوط به شایستگی مدرسان دوره‌های آموزش مجازی به دست آمد. یافته ها حاکی از آن است که شایستگی‌های مدرسین آموزش مجازی شامل شایستگی‌های سواد اطلاعاتی(دانش فردی، دانش الگوهای آموزشی، دانش فناوری، مهارت چارچوب فعالیتی، مهارت پیاده‌سازی اصول آموزشی)؛ شایستگی‌های فردی(تفکر انتقادی، تفکر تحلیلی، مسئولیت‌پذیری، مدیریت زمان)؛ شایستگی‌های آموزشی(یادگیری مشارکتی، رویکرد شایستگی محور، رویکرد یادگیری مادام‌العمر، توجه به یادگیری سازنده گرایی) شایستگی اجتماعی(مهارت انطباق‌پذیری، مهارت تیم سازی مجازی، تعامل اثربخش با فراگیران ) و شایستگی‌های روان‌شناختی(خلاقیت و نوآوری، خودارزیابی،خودکارآمدی) در ایجاد یادگیری خودراهبرانه فراگیران تأثیر بسزایی دارد.

چکیده انگلیسی:

The purpose of this study is to provide a model of competence of virtual education teachers in creating self-directed learning in learners. The method of the present study was qualitative, which was done phenomenologically in the second semester (1400-1399). The study population consisted of 100 faculty members and lecturers in the field of educational sciences and educational psychology of universities (government and Payame Noor). The instrument used was a semi-structured interview, which was collected through correspondence and sending questions via e-mail. The study participants were 15 faculty members who were saturated with this number of data. Data were analyzed using contextual analysis. Based on the content analysis, 19 basic themes and 5 constructive themes related to the competence of virtual instructors were obtained. Findings indicate that the competencies of e-learning teachers include information literacy competencies (individual knowledge, knowledge of educational patterns, technological knowledge, activity framework skills, skills of implementing educational principles); Individual competencies (critical thinking, analytical thinking, responsibility, time management); Educational competencies (participatory learning, competency-based approach, lifelong learning approach, attention to constructive learning) Social competence (adaptability skills, virtual team building skills, effective interaction with learners) and psychological competencies (creativity and innovation, self-assessment), self-efficacy Learners' self-directed learning has a great impact.

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