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شناسایی عوامل مرتبط با اجرای رویکرد یادگیری مشارکتی در محیط الکترونیکی | ||
مطالعات آموزشی و آموزشگاهی | ||
مقاله 1، دوره 14، شماره 1 - شماره پیاپی 42، خرداد 1404، صفحه 1-25 اصل مقاله (673.81 K) | ||
نوع مقاله: مقاله پژوهشی | ||
شناسه دیجیتال (DOI): 10.48310/pma.2024.3751 | ||
نویسندگان | ||
محمدرضا کرامتی1؛ فاطمه نارنجی ثانی* 2؛ جواد پورکریمی2؛ سعید روحانی3؛ یاسمن مبین رهنی4 | ||
1استاد گروه روشها و برنامههای درسی و آموزشی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، ایران | ||
2دانشیار گروه مدیریت و برنامهریزی آموزشی، دانشکده علوم تربیتی و روانشناسی، دانشگاه تهران ، تهران، ایران | ||
3دانشیار گروه مدیریت و فناوری اطلاعات، دانشکدگان مدیریت، دانشگاه تهران، تهران، ایران | ||
4دکتری مدیریت آموزشی، پژوهشگر پژوهشکده مطالعات فناوری، تهران، ایران | ||
چکیده | ||
هدف از پژوهش حاضر، شناسایی عوامل مرتبط با اجرای رویکرد یادگیری مشارکتی در محیط الکترونیکی میباشد. روش پژوهش ازنظر هدف کاربردی و از منظر گردآوری یافتهها، کیفی از نوع پدیدارشناسی بوده است. بهمنظور گردآوری یافتهها از ابزار مصاحبه نیمه ساختاریافته استفاده و یافتههای پژوهش با استفاده از روش تحلیل محتوی موردبررسی قرارگرفته است. میدان پژوهش شامل کلیه متخصصان حوزه یادگیری مشارکتی و الکترونیکی که دارای تجارب زیسته در این زمینه بوده اند و با استفاده از روش نمونهگیری هدفمند درمجموع با 15 نفرمصاحبه صورت پذیرفت. بهمنظور بررسی میزان اعتبار پژوهش از روش توافق بین دو کدگذار ( که با مقدار کاپا 87/ )مورد تأیید قرار گرفت. نتایج تحلیل یافتههای پژوهش منجر به شناسایی 14 مقوله شده که در قالب 3 مؤلفه دستهبندیگردید. مؤلفههای اصلی شامل: عوامل مرتبط با مدرس، یادگیرنده و دانشگاه (بهعنوان یکنهاد) و مقولههای شناساییشده عبارتاند از: فرهنگ اجرای رویکرد مشارکتی در محیط الکترونیکی، تأمین منابع مالی موردنیاز برای اجرای رویکرد مشارکتی ، توانمندسازی سرمایههای انسانی برای محیط الکترونیکی، تأمین فناوریهای مرتبط با اجرای رویکرد مشارکتی در محیط الکترونیکی، وجود نظام پشتیبانی در محیط الکترونیکی، پذیرش مسئولیت یادگیری توسط یادگیرندگان، وجود باورهای انگیزشی یادگیرندگان، وجود توانایی خلاقیت و حل مسئله در یادگیرندگان، وجود باورهای مثبت به یادگیری مشارکتی در یادگیرندگان، تسلط یادگیرندگان به ابزارهای فناورانه بهمنظور اجرای یادگیری مشارکتی در محیط الکترونیکی، تسلط مدرسان بر دانش تخصصی، ویژگیهای روانشناختی مدرسان متناسب با محیط الکترونیکی، آشنایی مدرسان با الزامات طراحی و پیادهسازی رویکرد مشارکتی در محیط الکترونیکی و درنهایت راهبری کلاس درس با رویکرد مشارکتی در محیط الکترونیکی. | ||
کلیدواژهها | ||
رویکرد یادگیری مشارکتی؛ محیط یادگیری الکترونیکی؛ نظام آموزش عالی؛ پدیدارشناسی | ||
عنوان مقاله [English] | ||
Identify the related factors to the implementation of a collaborative learning approach in the e- environment | ||
نویسندگان [English] | ||
mohammad reza keramati1؛ fatemeh narenji thani2؛ javad pourkarimi2؛ saeed rouhani3؛ yasaman mobinrahni4 | ||
1Professor, Department of Curriculum and Instruction, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran | ||
2Associate Professor, Department of Educational Planning and Administration, Faculty of Educational Sciences and Psychology, University of Tehran, Tehran, Iran | ||
3Associate Professor, Department of Information Technology Management, Faculty of Management, University of Tehran, Tehran, Iran | ||
4Ph.D. in Educational Administration, Researcher at the Research Institute for Technology Studies, Tehran, Iran | ||
چکیده [English] | ||
This study aims to identify factors related to the implementation of the collaborative approach in the electronic environment. The data from this study was extracted using a qualitative approach (phenomenological method) and a partially structured interview tool, and the data were analyzed using a coding method. The sample for this study was intentional, and 15 experts participated in the study. To test for validity, face validity was used, and to test reliability, the two-researcher cognitive fit index was used. The results of the analysis made it possible to identify 14 categories and three main components. Identified categories: university culture, financial resources, human resources, information and communication technologies, support system, taking responsibility for learning, motivational beliefs, creativity and problem solving, beliefs about collaborative learning, having technological tools in an e-learning environment, having specialized knowledge. Psychological features, features of a participatory approach, and classroom management in the electronic environment have been divided into three main components: teacher-related factors, student-related factors, and university-related factors. Based on the findings, this study presented proposals for higher education institutions and decision-makers. | ||
کلیدواژهها [English] | ||
collaborative learning approach, e-learning environment, Higher education, phenomenology | ||
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