طراحی الگوی مطلوب یادگیری ترکیبی در دانشگاه پیام‌نور
محورهای موضوعی : تحقیق
اکبر نوری زاده
1
(گروه علوم تربیتی، دانشگاه پیام نور، تهران، ایران)
حسن‌رضا زین‌آبادی
2
(دانشیار، گروه مدیریت آموزشی، دانشکدة مدیریت، دانشگاه خوارزمی، تهران، ایران)
عبدالرحیم نوه ابراهیم
3
(استاد، گروه مدیریت آموزشی، دانشکدة مدیریت، دانشگاه خوارزمی، تهران، ایران)
بیژن عبدالهی
4
(دانشیار، گروه مدیریت آموزشی، دانشکدة مدیریت، دانشگاه خوارزمی، تهران، ایران.)
کلید واژه: طراحی, آموزش عالی, آموزش ترکیبی, الگو آموزش ترکیبی,
چکیده مقاله :
پژوهش حاضر با هدف طراحی الگوی آموزش ترکیبی در دانشگاه پیام‌نور انجام پذیرفته است. بر این اساس رویکرد پژوهش، از نوع کیفی به شیوه تحلیل محتوای کیفی و از نوع عرفی استفاده شده است، بدین منظور برای بررسی پیشینه پژوهش و جمع‌آوری داده‌های متناسب با هدف پژوهش از منابع موجود در پایان‌نامه‌ها، کتابخانه، طرح‌های پژوهشی و مقالات موجود در پایگاه‌های اطلاعات داخل و خارج کشور استفاده شد. روند پژوهش ابتدا با مصاحبه متخصصان حوزه آموزش، برنامه‌ریزی و آموزش ترکیبی آغاز شد بدین منظور 25 نفر در داخل و خارج از دانشگاه استفاده شد و در ادامه به بررسی مقالات، منابع و اسناد به ترتیب کل مطالعات مرتبط با کلید واژه‌ها شامل 89 مورد بدست آمد، پس از بررسی منابع 35 اثر نامرتبط حذف گردید، بنابر‌این در این پژوهش 54 منبع جهت بررسی انتخاب شد. پس از گردآوری داده‌ها، یافته‌‌ها و نتایج پژوهش‌ها به تفکیک استخراج و مورد تحلیل و بررسی قرار گرفت. نتایج جهت پاسخگویی به سؤالات پژوهش در رابطه با الگوی مطلوب آموزش ترکیبی در دانشگاه پیام‌نور به شرح ذیل بدست آمد که شامل 6 مؤلفه و 37 شاخص می‌باشد که به ترتیب شامل عناصر آموزش ترکیبی 5 شاخص، ویژگی‌ها 7 شاخص، کیفیت 6 شاخص، نکات قوت 6 شاخص، موانع و چالش 7 شاخص، شرایط عملیاتی 6 شاخص تعیین گردید. فلذا استفاده از مدل ارائه شده در بهبود و اثربخشی آموزش و یادگیری در دانشگاه پیام‌نور مؤثر خواهد بود.
The aim of this research was to designing and compiling an appropriate model of blended education in Payame Noor University. Accordingly, the research was qualitative type by qualitative content analysis method and conventional type has been used. For this purpose, to review the research background and collect data appropriate to the purpose of the research, the resources available in dissertations, libraries, research projects and articles in databases in the country and abroad were used. The keywords used for the search included blended education, a curriculum based on of blended education, combined education in higher education and blended education at Payame Noor University. The process of reviewing articles and documents, respectively, the total number of studies related to keywords, 89 cases, the removal of irrelevant articles after reviewing 35 titles, so in this study, 54 cases were examined. In the other part, interviews with specialists were used. For this purpose, 25 experts and specialists related to the subject were used inside and outside the university. After collecting data, findings and research results were extracted and analyzed separately. The results indicate that the optimal model of combined education in Payame Noor University includes 6 components and 37 indicators, which include elements for 5 indicators, features 7 indicators, quality 6 indicators, strengths of 6 indicators, obstacles and The challenge of 7 indicators was the operating conditions of 6 indicators.
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_||_Ahmadi, Gholam., A., & nokhostin rouhi, N. (2013). Examining the difference between blended learning with electronic learning and traditional (face-to-face) learning in mathematics education. Journal of School Psychology, 3(2): 7-26[In Persian].
Alinejad, L., Alipour, A., Zandi, B., Zare, H., & Shabiri, M. (2019) Presentation of a combined educational program and its psychological effects on students, Quarterly Journal of Jahrom University of Medical Sciences, spring 2019 [In Persian].
Ayuda Nia A. (2021). Blended Learning Models to Improve Student Learning Outcomes During the Covid-19 Pandemic, The 4th International Virtual Conference on Nursing Volume 2021.
Bani Hashem, S. K., Rezaei, I., Badli, M., & Dana, A. (2014). Investigating the effect of using blended learning on students' creativity, Scientific Quarterly. Research on innovation and creativity in humanities, 4(1). [In Persian].
Battye, G., & Carter, H. (2009). Reporte on Review of Online and lended Learning, Ausrtalian: university of Canberra pub.
Bersin, J. (2004). The Blended Learning Book: Best Practices, Proven Methodologies and Lessons Learned. 7st ed. San Francisco: Pfeiffer Publishing.
Bliuc, Ana-Maria: Casey, Grant: Bachfischer, Agnieszka: Goodyear, P., & Ellis, Robert A. (2012). Blended learning in vocational education: teachers’conceptions of blended learning and their approaches to teaching and design, Aust. Educ. Res. (2012) 39:237–257, DOI 10.1007/s13384-012-0053-0.
Bodden-White., & Michelle, M. (2015). The impact of leadership support for blended learning on teachers and students, a doctoral research project.
Boelens, R., De Wever, B., & Voet, M. (2020). Four key challenges to the design of blended learning: A systematic literature review. Educational Research Review, 22, 1-18.
Bonk, C. J., & Graham, C. R. (2004). Handbook of Blended Learning: Global Perspectives, Local Designs. San Francisco, CA: Pfeiffer Publishing.
Broadbent, J. (2017). Comparing online and blended learner's self-regulated learning strategies and academic performance. Internet and Higher.
Bryan, A., & Volchenkova, K. N. (2016). Blended learning: definition, models, implications for higher education. Bulletin of the South Ural State Uniersity. Ser. Education. Educational Sciences; 8(2); 24-30.
Chodorow, S. (2015). Educators must take the electronic revolution seriously. Acad Med; 71:221-6.
Christopher, N. A., Chris, C., & Julie, C. (2019), Blended Learning Designs in STEM Higher Education. Springer Nature Singapore Pte Ltd. 2019
Elizabeth, S., & Philippa, G. A. (2019), Introduction to Blended Learning Practices evidence-based perspectives in ICT-facilitated education, IGI Global, Hershey, Pa., pp.1-19.
Fargzadeh, N., & Kashi, A. (2014). Examining the methods and tools of virtual education in order to improve the quality of education from the point of view of the professors of Azad University, Khodabande Branch, New Approach Scientific-Research Quarterly in Educational Management, 5(1): 16-21 [In Persian].
Fuller, L. (2021). Negotiating a New Blend in Blended Learning: Research Roots, The Journal of the Virginia Community Colleges, 24(1), 6: 5-7
Francesca, A., & Maria, B. L. (2022). Blended Learning and Teaching in Higher Education: An International Perspective, journal Education Sciences, https://mdpi. com/journal/education
Freeland, J. (2015). Three False Dichotomies in Blended Learning. San Mateo, CA: Clayton Christensen Institute.
Garrison, D. R., & Anderson, T. (2004). E-Learning in the 21st Century. London and New York: routlledge Falmer.
Garrison, D. R., & Vaughan, N. D. (2008). Blended Learning in Higher Education: Framework, Principles, and Guidelines. San Francisco (CA): Jossey- bass; 2008.
Jared, K., & Joachim, J. A. (2015). Models for Improving and Optimizing Online and Blended Learning in Higher Education, book. Published in the United States of America,http://www.igi-global.com.
Karmi, A., & Zarei., Z. I. (2013). Comparing the effect of integrated education with traditional education on students' critical thinking and happiness. Quarterly Journal of Information and Communication Technology in Educational Sciences, 4(4): 57-39 [In Persian].
Karmi, M., & Salari, Z. (2012). The effect of blended learning environment on the satisfaction and learning of industry experts, Journal of Educational Sciences of Shahid Chamran University of Ahvaz, 6(20): 63-80.
Kiviniemi, Marc. T. (2014). Effects of a blended learning approach on student outcomes in a graduate-level public health course, BMC Medical Education 2014, 14:47 Page 2 of 7.
Kizhouri, A., & Sadeghpour, M. (2016). Comparison of the effect of traditional, electronic and electronic-traditional educational methods on the learning of pharmacology course in nursing students. Scientific Research Journal of Sabzevar University of Medical Sciences, 24(2) [In Persian].
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