شناسایی ، اعتباریابی و مدل عوامل موثر بر چابکی یادگیری در یادگیری الکترونیکی در نظام آموزش و پرورش
محورهای موضوعی : پژوهش در برنامه ریزی درسی
مستانه سلیمی
1
,
زهرا طالب
2
,
عصمت مسعودی ندوشن
3
1 - دانشجو دکترای برنامه ریزی درسی، دانشگاه آزاد اسلامی، واحد تهران جنوب، تهران، ایران
2 - استادیار، عضو هیات علمی گروه علوم تربیتی، دانشگاه آزاد اسلامی، واحد تهران جنوب، تهران، ایران
3 - استادیار، عضو هیات علمی گروه علوم تربیتی، دانشگاه آزاد اسلامی، واحد تهران جنوب، تهران، ایران
کلید واژه: انعطاف پذیری, یادگیری الکترونیکی, چابکی یادگیری,
چکیده مقاله :
پژوهش حاضر با هدف شناسایی و اعتباریابی مدل عوامل موثر بر چابکی یادگیری دریادگیری الکترونیکی درنظام آموزش وپرورش انجام شد. رویکرد حاکم برتحقیق از نوع ترکیبی اکتشافی-متوالی است که دربخش کیفی از روش تحلیل مضمون و دربخش کمی ازروش توصیفی-پیمایشی استفاده شده است. جامعه مورد مطالعه شامل اعضا هیئت علمی تکنولوژی آموزشی صاحب نظران وپژوهشگران حوزه برنامه ریزی درسی، کارشناسان فناوری آموزشی ورایانه و صاحبنظران حوزه آموزش و پرورش است. ابزار گردآوری داده‌هادربخش کیفی مصاحبه عمیق نیمه ساختار یافته ودربخش کمی پرسشنامه محقق ساخته بود داده‌های به‌دست‌آمده از مصاحبه‌ها در بخش کیفی با روش تحلیل مضمون، تحلیل، و در بخش کمی با آزمون معادلات ساختاری اولویت‌بندی شدند یافته‌ها نشان داد مضامین شامل چابکی محیطی، اشتیاق یادگیری، پشتیبانی آموزشی، برنامه‌های نوآورانه، دانش واطلاعات، چابکی آموزشی،سازمان چابک، یادگیری مشارکتی، انعطاف پذیری آموزشی، خلاقیت در آموزش، قوانین و مقررات، جهت دار بودن آموزش است. تمامی این مضامین در سه مضمون فراگیر الزامات، فرایندها و پیامدها دسته بندی شد. بر اساس یافته‌های بخش کمی تمامی روابط مثبت و معنادار و برازش مدل مناسب گزارش شد. بر مبنای یافته‌ها باید شرایط بهبود چابکی یادگیری از طریق توجه و تمرکز بر الزامات وفرایندهای چابکی یادگیری به وجود آید تا از این طریق به پیامدهای مطلوب آن دست یافت.
The present research was conducted with the aim of identifying and validating the model of factors affecting learning agility in e-learning in the education system.. The studied community includes members of the faculty of educational technology, experts and researchers in the field of curriculum planning, experts in educational technology and computers, and experts in the field of education. The data collection tool was a semi-structured in-depth interview in the qualitative part and a researcher-made questionnaire in the quantitative part. The data obtained from the interviews were prioritized in the qualitative part by thematic analysis, analysis, and in the quantitative part by the structural equation test. The findings showed that the themes include environmental agility, passion for learning, educational support, innovative programs, knowledge and information, educational agility, agile organization. collaborative learning, educational flexibility, creativity in education, rules and regulations, orientation of education. All these themes were categorized into three overarching themes of requirements, processes and consequences. Based on the findings of the quantitative part, all positive and significant relationships and appropriate model fit were reported. Based on the findings, the conditions for improving learning agility should be created through attention and focus on the requirements and processes of learning agility in order to achieve its desired results.
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