بازنمایی چالش‌های آموزش مجازی در نظام آموزش عالی ایران: مطالعه‌ای با روش پدیدار شناسی
محورهای موضوعی : آموزش مجازی
مهدی قربانخانی
1
(دانشجوی کارشناسی ارشد تحقیقات آموزشی، دانشگاه تهران، تهران، ایران)
کیوان صالحی
2
(استادیار گروه روش‌ها و برنامه‌های درسی، دانشگاه تهران، تهران، ایران)
کلید واژه: آموزش مجازی, پدیدارشناسی, فرآیند یاددهی یادگیری, چالشها,
چکیده مقاله :
آموزش مجازی، فرصتی بی‌‌بدیل برای رویارویی با محدودیت‌‌های آموزش حضوری، تحقق آرمان آموزش برای همه و زمینه‌‌سازی برای توسعه پایدار و متوازن در کشور است. پژوهش حاضر، با هدف تحلیل ادراک و تجربه زیسته دانشجویان و استادان دانشگاه از چالش‌های آموزش مجازی در نظام آموزش عالی انجام شده است. بدین منظور با بهره‌گیری از روش کیفی و با رویکرد پدیدارشناسی به شناسایی و بازنمایی پدیده مورد بررسی پرداخته شد. داده‌‌ها با استفاده از نمونه‌‌گیری هدف‌مند و مصاحبه عمیق نیمه ساختار یافته با بیست نفر از دانشجویان و مدرسان دوره‌‌های مجازی دانشگاه تهران گردآوری شد و به روش کلایزی تحلیل‌گردید. در شانزدهمین مصاحبه، اشباع نظری داده‎ها حاصل شد. اما، به منظور اعتباربخشی یافته‌‌ها، مصاحبهها تا بیستمین نفر ادامه یافت. تحلیل داده‌‌های حاصل از مصاحبهها، منجر به شناسایی 5 مقوله اصلی گردید که شامل چالش‌های مربوط به دانشگاه، مربوط به استاد، مربوط به دانشجو، مربوط به سامانه و مربوط به کلاس است. یافته‌‌ها نشان داد که آموزش‌‌های مجازی در نظام آموزش عالی با چالش‌های متنوع و متفاوتی مواجه هستند و تا رسیدن به شرایط بهینه، فاصله دوچندانی داشته و بهبود کیفیت آن، مستلزم نگاه جدی متولیان و دوری از طرز تلقی آموزش درجه دوم به این قبیل آموزش‌ها است.
Virtual training is a unique opportunity to face the limitations of face to face training, realization of the education goals for all and contextualization for sustainable and balanced development in the country. The present study was done to analyze the perceptions and lived experience of students and faculty members about the challenges of virtual training in higher education. For this purpose, phenomenological method was used to identify and representation the depth of the phenomenon under study. Data were collected using purposive sampling and semi-structured interviews with twenty students and faculty members of virtual courses of University of Tehran and were analyzed by Colaizzi's method. In the sixteenth interview data saturation was achieved but to validate the findings continued interviews until the twentieth person. Analysis of the interviews led to the identification of five main categories, including challenges related to the 'University', 'professors', 'students', 'LMS' and 'virtual class'. The results showed that virtual training in the higher education system are facing diverse challenges and is very far to achieve optimal conditions and improve the quality requires a serious attention of custodians and lack of discrimination in this type of education.
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Adib Hajbagheri, M., Parvizi, S., & Salsali, M. (2007). Qualitative research methods. Tehran: Boshra. (in Persian).
Agbahi, A., Moarefzadeh, A., & Moshtaghi, S. (2012). Pedagogical barriers in the development of e-learning: The case of Jundishapur University of Medical Sciences. Education Development Jundishapur, 3(4), 39-48.
Andone, L., & Sireteanu, N-A. (2009). Strategies for technology-based learning in higher education. The FedUni Journal of Higher Education, 4(1), 31-42.
Bazargan, A. (2010). Introduction to qualitative research methods and mixed conventional approaches in the behavioral sciences. Tehran: Didar.
Beaudoin, M. (2016). Issues in distance education: A primer for higher education decision makers. New Directions for Higher Education, 173, 9-19.
Darabi, S., Neyestani, M., & Babri, H. (2014). Identifying and prioritizing strategic planning components in virtual education (A qualitative study in the virtual school of Isfahan University). Media, 18, 47-56. (in Persian).
Dargahi, H., Ghazi Saedi, M., & Ghasemi, M. (2009). A comparative study of
e-learning in selected countries in the fields of medical sciences. Faculty of Tehran University of Medical Sciences (Health Payavard), 3(4), 55-69.
Denzin, N. K., & Lincoln, Y. S. (2011). The SAGE handbook of qualitative research. London: Sage Publications.
Dooris, M. (2003). Two decades of strategic planning. Planning of Higher Education, 31(2), 165-173.
Dreyfus, H. (2010). On the Internet (Translated by Ali Nejad). Tehran: Saghi publishing. (in Persian).
Fakhrrad, P. (2005). Analyzing challenges and problems of e-learning centers in Tehran state universities in staff's view. M.A. Thesis, Islamic Azad University of Tehran. (in Persian).
Freeze, R. D., Alshare, K. A., Peggy L. L., & Wen, H. J. (2010). IS success model in e-learning context based on students' perceptions. Information Systems Education, 21(2), 173-184.
Guba, E. G., & Lincoln, Y. S. (2005). Paradigmatic controversies, contradictions, and emerging confluences. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (3rd ed., pp. 191-215). Thousand Oaks, CA: Sage.
Jee K. K., Liu, S., & Bonk, C. J. (2005). Online MBA students’ perceptions of online learning: Benefits, challenges, and suggestions. Internet and Higher Education, 335-344.
Jefferson, R. N., & Arnold, L. W. (2009). Effects of virtual education on academic culture perceived advantages and disadvantages. US-ChinaEducation Review, 6(3), 61-66.
Joy, D. (2012). Instructors transitioning to online education. Ph.D. thesis, USA: Proquest information and learning company. Retrieved Feb 9, 2012, from http://scholar.lib.vt.edu/theses/available/etd-09232004-172606/unrestricted/Disse rtationfinal3.pdf
Keller, C. H., Lindh, J., Hrastinski, S., Casanovas, I., & Fernandez, G. (2009). The impact of national culture on e-learning implementation: A comparative study of an Argentinean and a Swedish University.Educational Media International, 46(1), 67-80.
Khadivar, S., & Rahmani, Y. (2014). Virtual University obstacles and challenges in the electronic city. Bimonthly Artificial Intelligence and Instrumentation, 8(4), 186-205.
Kiyan, M. (2014). Virtual learning challenges, narrating what the virtual university is not taught. Media, 5(3), 11-22. (in Persian).
Martinez, E. (2011). Factors affecting effectiveness in e-learning: An analysis in production management courses. Computer Applications in Engineering Education, 19(3), 572-581.
Maxwell, J. (2005). Qualitative research design: An interactive approach. (Second Edition). London: Sage Publications.
Miliszewska, L., & Rhema, A. (2010). Towards e-learning in higher education in Libya. Informing Science and Information Technology, 7(1), 423-437.
Mirzaean, V. R. (2007). Review using e-learning strategies in universities based on research experiences. Unpublished Ph.D. Thesis, Department of Languages, University of Science and Technology. (in Persian).
Modanlo, Y., & Salarian, F. (2011). Examine the role of virtual universities in achieving the goals of higher education. Information and Communication Technology in Educational Sciences, 1(4), 131-151. (in Persian).
Musingafi, M. C. C., Mapuranga, B., Chiwanza, K., & Zebron, S. (2015). Challenges for Open and Distance Learning (ODL) students: Experiences from students of the Zimbabwe Open University. Education and Practice, 6(18), 59-66.
Nasiri, F. (2005), The factors underlying the establishment of virtual education. Light Peak, Humanities, 3(2), 120-125.
Neuman, L. (2007). Basics of social research: Qualitative and quantitative approaches (Second Edition). Allyn & Bacon.
Nneka Eke, H. (2011). Modeling LIS students intention to adopt e-learning:A case from University of Nigeria Nsukka. Nigeria: Library Philosophy and Practice.
Norozi, M., Zandi, F., & Mosa Madani, F. (2008). Ranking of IT application in teaching-learning process in schools. Educational Innovations, 7(26), 9-34. (in Persian).
Owolabi, T. O., Oyewole, B. K., & Oke, J. O. (2013). Teacher education, information and communication technology: Prospects and challenges of e-teaching profession in Nigeria. American Journal of Humanities and SocialSciences, 1(2), 87-91.
Parhizi, R., Zamani, B., & Asemi, A. (2014). Virtual learning challenges. Growth of Educational Technology, 7, 40-43.
Ritchie, J., & Lewis, J. (2003). Qualitative research practice: A guide for social science students and researchers. London: Sage Publication.
Safford, K., & Stinton, J. (2016). Barriers to blended digital distance vocational learning for non-traditional students. British Journal of Educational Technology, 47(1), 135-150.
Salehi, K., Bazargan, A., Sadeghi, N., & Shokohiyekta, M. (2015). Representations perceptions and lived experiences of teachers from potential damage caused by the implementation of descriptive evaluation in primary schools. Educational Measurement and Evaluation, 5(9), 59-99. (in Persian).
Sedghpoor, B., & Mirzaei, S. H. (2008). Challenges attitude of faculty members in
e-Learning. Educational Technology, 3(1), 77-87. (in Persian).
Sharif Khalifeh Soltani, M., Karimi Alavijeh, M., & Mazaheri, M. (2011). The study of challenges in applying information and communication technology in teaching and learning processes. Information and Communication Technology in Educational Sciences, 1(3), 23-42. (in Persian).
Stodel E. J., Thompson, T. L., & MacDonald, C. J. (2006). Learners' perspectives on what is missing from online learning: Interpretations through the community of inquiry framework. International Review ofResearch in Open and Distance Learning, 7(3),1-24.
Teo, T. (2010). A structural equation modeling of factors influencing student teachers’ satisfaction with e-learning. British Journal of Educational Technology, 41(6), 1029-1042.
Zamani, B., Parhizi, R., & Kaviani, H. (2015). Identify challenges and performance assessment of students' e-courses. Educational Technology, 9(3), 199-206. (in Persian).
Zameer, A. (2010). Virtual education system: Current myth & future reality in Pakistan. Informing Science and Information Technology, 7(1), 1-8.
Zameni, F., & Kardan, S. (2010). Effect of ICT in learning mathematics. Information and Communication Technology in Educational Sciences, 1(1), 23-38. (in Persian).
Zolfaghari, M., Sarmadi, M., Negarandeh, R., Zandi, B., & Ahmadi, F. (2009). Attitude of faculty members to teach nursing and midwifery Tehran University of Medical Sciences combination of e-learning system. Journal of Nursing and Midwifery, Tehran University of Medical Sciences (Life), 15, 31-39. (in Persian).
_||_Abedi, H. A. (2010). The application of phenomenological research in clinical sciences. Strategy Quarterly, 54(19), 207-224. (in Persian).
Adib Hajbagheri, M., Parvizi, S., & Salsali, M. (2007). Qualitative research methods. Tehran: Boshra. (in Persian).
Agbahi, A., Moarefzadeh, A., & Moshtaghi, S. (2012). Pedagogical barriers in the development of e-learning: The case of Jundishapur University of Medical Sciences. Education Development Jundishapur, 3(4), 39-48.
Andone, L., & Sireteanu, N-A. (2009). Strategies for technology-based learning in higher education. The FedUni Journal of Higher Education, 4(1), 31-42.
Bazargan, A. (2010). Introduction to qualitative research methods and mixed conventional approaches in the behavioral sciences. Tehran: Didar.
Beaudoin, M. (2016). Issues in distance education: A primer for higher education decision makers. New Directions for Higher Education, 173, 9-19.
Darabi, S., Neyestani, M., & Babri, H. (2014). Identifying and prioritizing strategic planning components in virtual education (A qualitative study in the virtual school of Isfahan University). Media, 18, 47-56. (in Persian).
Dargahi, H., Ghazi Saedi, M., & Ghasemi, M. (2009). A comparative study of
e-learning in selected countries in the fields of medical sciences. Faculty of Tehran University of Medical Sciences (Health Payavard), 3(4), 55-69.
Denzin, N. K., & Lincoln, Y. S. (2011). The SAGE handbook of qualitative research. London: Sage Publications.
Dooris, M. (2003). Two decades of strategic planning. Planning of Higher Education, 31(2), 165-173.
Dreyfus, H. (2010). On the Internet (Translated by Ali Nejad). Tehran: Saghi publishing. (in Persian).
Fakhrrad, P. (2005). Analyzing challenges and problems of e-learning centers in Tehran state universities in staff's view. M.A. Thesis, Islamic Azad University of Tehran. (in Persian).
Freeze, R. D., Alshare, K. A., Peggy L. L., & Wen, H. J. (2010). IS success model in e-learning context based on students' perceptions. Information Systems Education, 21(2), 173-184.
Guba, E. G., & Lincoln, Y. S. (2005). Paradigmatic controversies, contradictions, and emerging confluences. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (3rd ed., pp. 191-215). Thousand Oaks, CA: Sage.
Jee K. K., Liu, S., & Bonk, C. J. (2005). Online MBA students’ perceptions of online learning: Benefits, challenges, and suggestions. Internet and Higher Education, 335-344.
Jefferson, R. N., & Arnold, L. W. (2009). Effects of virtual education on academic culture perceived advantages and disadvantages. US-ChinaEducation Review, 6(3), 61-66.
Joy, D. (2012). Instructors transitioning to online education. Ph.D. thesis, USA: Proquest information and learning company. Retrieved Feb 9, 2012, from http://scholar.lib.vt.edu/theses/available/etd-09232004-172606/unrestricted/Disse rtationfinal3.pdf
Keller, C. H., Lindh, J., Hrastinski, S., Casanovas, I., & Fernandez, G. (2009). The impact of national culture on e-learning implementation: A comparative study of an Argentinean and a Swedish University.Educational Media International, 46(1), 67-80.
Khadivar, S., & Rahmani, Y. (2014). Virtual University obstacles and challenges in the electronic city. Bimonthly Artificial Intelligence and Instrumentation, 8(4), 186-205.
Kiyan, M. (2014). Virtual learning challenges, narrating what the virtual university is not taught. Media, 5(3), 11-22. (in Persian).
Martinez, E. (2011). Factors affecting effectiveness in e-learning: An analysis in production management courses. Computer Applications in Engineering Education, 19(3), 572-581.
Maxwell, J. (2005). Qualitative research design: An interactive approach. (Second Edition). London: Sage Publications.
Miliszewska, L., & Rhema, A. (2010). Towards e-learning in higher education in Libya. Informing Science and Information Technology, 7(1), 423-437.
Mirzaean, V. R. (2007). Review using e-learning strategies in universities based on research experiences. Unpublished Ph.D. Thesis, Department of Languages, University of Science and Technology. (in Persian).
Modanlo, Y., & Salarian, F. (2011). Examine the role of virtual universities in achieving the goals of higher education. Information and Communication Technology in Educational Sciences, 1(4), 131-151. (in Persian).
Musingafi, M. C. C., Mapuranga, B., Chiwanza, K., & Zebron, S. (2015). Challenges for Open and Distance Learning (ODL) students: Experiences from students of the Zimbabwe Open University. Education and Practice, 6(18), 59-66.
Nasiri, F. (2005), The factors underlying the establishment of virtual education. Light Peak, Humanities, 3(2), 120-125.
Neuman, L. (2007). Basics of social research: Qualitative and quantitative approaches (Second Edition). Allyn & Bacon.
Nneka Eke, H. (2011). Modeling LIS students intention to adopt e-learning:A case from University of Nigeria Nsukka. Nigeria: Library Philosophy and Practice.
Norozi, M., Zandi, F., & Mosa Madani, F. (2008). Ranking of IT application in teaching-learning process in schools. Educational Innovations, 7(26), 9-34. (in Persian).
Owolabi, T. O., Oyewole, B. K., & Oke, J. O. (2013). Teacher education, information and communication technology: Prospects and challenges of e-teaching profession in Nigeria. American Journal of Humanities and SocialSciences, 1(2), 87-91.
Parhizi, R., Zamani, B., & Asemi, A. (2014). Virtual learning challenges. Growth of Educational Technology, 7, 40-43.
Ritchie, J., & Lewis, J. (2003). Qualitative research practice: A guide for social science students and researchers. London: Sage Publication.
Safford, K., & Stinton, J. (2016). Barriers to blended digital distance vocational learning for non-traditional students. British Journal of Educational Technology, 47(1), 135-150.
Salehi, K., Bazargan, A., Sadeghi, N., & Shokohiyekta, M. (2015). Representations perceptions and lived experiences of teachers from potential damage caused by the implementation of descriptive evaluation in primary schools. Educational Measurement and Evaluation, 5(9), 59-99. (in Persian).
Sedghpoor, B., & Mirzaei, S. H. (2008). Challenges attitude of faculty members in
e-Learning. Educational Technology, 3(1), 77-87. (in Persian).
Sharif Khalifeh Soltani, M., Karimi Alavijeh, M., & Mazaheri, M. (2011). The study of challenges in applying information and communication technology in teaching and learning processes. Information and Communication Technology in Educational Sciences, 1(3), 23-42. (in Persian).
Stodel E. J., Thompson, T. L., & MacDonald, C. J. (2006). Learners' perspectives on what is missing from online learning: Interpretations through the community of inquiry framework. International Review ofResearch in Open and Distance Learning, 7(3),1-24.
Teo, T. (2010). A structural equation modeling of factors influencing student teachers’ satisfaction with e-learning. British Journal of Educational Technology, 41(6), 1029-1042.
Zamani, B., Parhizi, R., & Kaviani, H. (2015). Identify challenges and performance assessment of students' e-courses. Educational Technology, 9(3), 199-206. (in Persian).
Zameer, A. (2010). Virtual education system: Current myth & future reality in Pakistan. Informing Science and Information Technology, 7(1), 1-8.
Zameni, F., & Kardan, S. (2010). Effect of ICT in learning mathematics. Information and Communication Technology in Educational Sciences, 1(1), 23-38. (in Persian).
Zolfaghari, M., Sarmadi, M., Negarandeh, R., Zandi, B., & Ahmadi, F. (2009). Attitude of faculty members to teach nursing and midwifery Tehran University of Medical Sciences combination of e-learning system. Journal of Nursing and Midwifery, Tehran University of Medical Sciences (Life), 15, 31-39. (in Persian).