واکاوی ابعاد و کیفیت تعاملات والدین در فرایندآموزش و یادگیری مجازی
محورهای موضوعی : پژوهش در برنامه ریزی درسیرحمت اله خسروی 1 , مینا نظامی 2
1 - استادیار گروه علوم تربیتی دانشگاه فرهنگیان، تهران، ایران.
2 - دانشجوی دکترای روان شناسی تربیتی، دانشکده روان شناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران.
کلید واژه: دوره ابتدایی, تعامل والد-فرزند و تعامل والد-معلم, آموزش و یادگیری مجازی,
چکیده مقاله :
پژوهش حاضر با هدف شناسایی ابعاد تعاملات والدین با فرزندان و معلمان دوره ابتدایی در فرایند آموزش و یادگیری مجازی طراحی و اجرا شد. این پژوهش با رویکرد کیفی و به روش پدیدارشناسانه با نمونه گیری هدفمند صورت پذیرفته است. جامعه پژوهش، مادران دانش آموزان دختر و پسر ابتدایی شهر ابهر بودندکه 14 نفر از آن ها در فرایند تحقیق شرکت کردند. ابزار گردآوری داده ها، مصاحبة عمیق نیمه ساختاریافته بود. متن مصاحبه ها با روش تحلیل مضمون تجزیه و تحلیل شدند و مصاحبه ها تا حد اشباع داده ها ادامه یافت. بررسی روایی با استفاده از دو روش درگیری بلندمدت و پرسش از همکاران و بررسی پایایی از طریق روش بازبینی مشارکت کننده انجام شد. یافته های پژوهش نشان دادند که والدین از طریق اعتمادسازی، توجه به وضیت عاطفی- روانی فرزندانشان، ایجاد روش های خلاقانه برای افزایش مشارکت آنها، افزایش سواد فن آوری، یافتن کانال های موثر ارتباط با معلم و همکاری با معلم در فرایند یادگیری-یاددهی می توانند اثر گذاری آموزش های مجازی برای یادگیری فرزندانشان را بیشتر کنند. در این پژوهش، تعامل والد-فرزند، کیفیت سازنده و فعال و تعامل والد-معلم در سطح متوسطی قرار داشت.
The current research was designed and implemented with the aim of identifying the dimensions of parents' interactions with children and primary school teachers in the process of virtual teaching and learning. This research was conducted qualitatively and in a phenomenological way with a purposeful sampling method. The studied participants were 14 mothers of male and female elementary school students in Abhar city who were subjected to virtual education in the academic year of 2020-2021. The data collection tool was a semi-structured in-depth interview. The text of the interviews were reviewed and analyzed using the theme analysis method and the interviews were continued until the saturation of the data. Validity check was done using two methods of long-term engagement and asking colleagues and reliability check was done through participant review method. The findings of the research showed that parents, through building trust, paying attention to the emotional-psychological condition of their children, creating creative methods to increase their participation, increasing technological literacy, finding effective communication channels with the teacher and cooperating with the teacher in the learning-teaching process. They can increase the effectiveness of virtual education for their children's learning. In this research, parent-child interaction, constructive and active quality, and parent-teacher interaction were at an average level.
Adnan, M., & Anwar, K. (2020). Online Learning amid the COVID-19 Pandemic: Students' Perspectives. Online Submission, 2(1), 45-51.
Benner, A. D., Boyle, A. E., & Sadler, S. (2016). Parental involvement and adolescents’ educational success: The roles of prior achievement and socioeconomic status. Journal of youth and adolescence, 45(6), 1053-1064.
Coleman, J. S. (1988). Social capital in the creation of human capital. American journal of sociology, 94, S95-S120.
Crescenza, G., Fiorucci, M., Rossiello, M. C., & Stillo, L. (2021). Education and the pandemic: distance learning and the school-family relationship. Research in Education and Learning Innovation Archives, (26), 73-85.
Eccles, J., & Harold, R. (1993). Parent-school involvement during the early adolescent years. Teachers college record, 94(3), 568-587.
Gan, Y., & Bilige, S. (2019). Parental involvement in home-based education and children's academic achievement in China. Social Behavior and Personality: an international journal, 47(12), 1-15.
Green, C. L., Walker, J. M., Hoover-Dempsey, K. V., & Sandler, H. M. (2007). Parents' motivations for involvement in children's education: An empirical test of a theoretical model of parental involvement. Journal of educational psychology, 99(3), 532.
Hornby, G., & Lafaele, R. (2011). Barriers to parental involvement in education: An explanatory model. Educational review, 63(1), 37-52.
Korkmaz, G., & Toraman, Ç. (2020). Are we ready for the post-COVID-19 educational practice? An investigation into what educators think as to online learning. International Journal of Technology in Education and Science, 4(4), 293-309.
Lesaux, N. K., Jones, S. M., Bock, K. P., & Harris, J. R. (2015). The Regulated Learning Environment. YC Young Children, 70(5), 20-27.
Mapp, K., & Kuttner, P. (2014). Partners in Education: A Dual Capacity-Building Framework for Family Engagement. SEDL and the U.S. Department of Education. Retrieved at: http://www2.ed.gov/documents/family-community/partners-education.pdf
Martin-Chang, S., Ouellette, G., & Bond, L. (2017). Differential effects of context and feedback on orthographic learning: How good is good enough?. Scientific Studies of Reading, 21(1), 17-30.
Mink, D., Henning, A., & Aschersleben, G. (2014). Infant shy temperament predicts preschoolers theory of mind. Infant Behavior and Development, 37(1), 66-75.
Miti, F. (2016). Involvement of Parents in their Children‟ s School Discipline: A case of Petauke Boarding Secondary School in Petauke District. Med Thesis. Lusaka: the University of Zambia.
Mora, T., & Escardíbul, J. O. (2018). Home environment and parental involvement in homework during adolescence in Catalonia (Spain). Youth & Society, 50(2), 183-203.
Mulenga, E. M., & Marbán, J. M. (2020). Is COVID-19 the gateway for digital learning in mathematics education? Contemporary Educational Technology, 12(2), ep269.
Octaberlina, L. R., & Muslimin, A. I. (2020). EFL Students Perspective towards Online Learning Barriers and Alternatives Using Moodle/Google Classroom during COVID-19 Pandemic. International Journal of Higher Education, 9(6), 1-9.
Parcel, T. L., Dufur, M. J., & Cornell Zito, R. (2010). Capital at home and at school: A review and synthesis. Journal of marriage and family, 72(4), 828-846.
Park, S., Stone, S. I., & Holloway, S. D. (2017). School-based parental involvement as a predictor of achievement and school learning environment: An elementary school-level analysis. Children and Youth Services Review, 82, 195-206.
Pomerantz, E. M., Moorman, E. A., & Litwak, S. D. (2007). The how, whom, and why of parents’ involvement in children’s academic lives: More is not always better. Review of Educational Research, 77(3), 373–410.
Putnam, R. D. 1993. Making democracy work. Civic traditions in modern Italy. Princeton NJ, Princeton University Press.
Reddy, M. V., Eachempati, K., Gurava Reddy, A. V., & Mugalur, A. (2018). Error analysis: How precise is fused deposition modeling in fabrication of bone models in comparison to the parent bones?. Indian Journal of Orthopaedics, 52(2), 196-201.
Sari, D. M., Widyantoro, A., & Octavia, S. (2021). Primary School in the Time of Covid-19: Parents’ Engagement in Students’ Online Learning. Jurnal Pendidikan dan Pengajaran, 54(2).
Simon, S. (2017). A study of primary school parents’ interaction with teachers’ in Malaysia. International Journal of Educational and Pedagogical Sciences, 11(2), 359-366.
Soltero-González, L., & Gillanders, C. (2021). Rethinking home-school partnerships: lessons learned from Latinx parents of young children during the COVID-19 era. Early childhood education journal, 49(5), 965-976.
Stevens, M., & Borup, J. (2015). Parental engagement in online learning environments: A review of the literature. Exploring pedagogies for diverse learners online.
Wai-Cook, M. S. S. (2020). The Reality of Home-Based Learning during COVID-19: Roles of Parents, Teachers, and School Administration in Promoting Self-Directed Learning. Journal of School Administration Research and Development, 5, 86-92.
_||_