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واکاوی ادراک اساتید دانشگاه فرهنگیان خراسان جنوبی از آموزش مجازی: فرصت‌ها و چالش‌ها در تجربۀ زیستۀ دوران کرونا | ||
| مطالعات بین رشته ای در آموزش | ||
| دوره 5، شماره 3 - شماره پیاپی 16، مهر 1405، صفحه 106-133 اصل مقاله (842.62 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48310/ise.2026.20374.1411 | ||
| نویسندگان | ||
| میثم غلام پور* 1؛ محمد محمودی بورنگ2؛ سعید رحمتی کهخا3؛ احمد عربی جونقانی4 | ||
| 1استادیار، گروه علوم تربیتی، دانشکده ادبیات و علوم انسانی، دانشگاه حکیم سبزواری، سبزوار، ایران(نویسنده مسئول) | ||
| 2دکتری مطالعات برنامه‌ریزی درسی، دانشگاه بیرجند، بیرجند، ایران | ||
| 3دانشجوی دکتری مطالعات برنامه‌ریزی درسی، گروه علوم تربیتی، واحد تربت حیدریه، دانشگاه آزاد اسلامی، تربت حیدریه، ایران و مأمور آموزشی | ||
| 4گروه علوم تربیتی، دانشگاه فرهنگیان، تهران، ایران. | ||
| چکیده | ||
| پیشینه و اهداف: آموزش مجازی به‌عنوان رویکردی نوین در آموزش است که از دوران کرونا در ایران به صورت رسمی وارد چرخۀ آموزش شد در این دوران تغییر رویهها و بسترهای آموزشی تنها راه تداوم آموزش شناخته شد. در این بسترها اساتید مهمترین کارگزاران آموزش بودند. اکنون که بیش از دو سال از همهگیری ویروس کرونا میگذرد، بررسی ادراکات اساتید در زمینۀ این رویکرد آموزشی، میتواند زمینه لازم برای آموزش بهتر مجازی را فراهم آرود. هدف پژوهش حاضر بررسی ادراک اساتید دانشگاه فرهنگیان در زمینۀ آموزش مجازی بر مبنای تجارب زیستۀ در دوران کرونا بود. روش‌ها: رویکرد پژوهش حاضر کیفی و از نظر روش مبتنی بر مطالعات پدیدارنگاری از نوع توصیفی است. جامعه آماری هدف مطالعه در این پژوهش اساتید دانشگاه فرهنگیان استان خراسان جنوبی در پردیسهای شهید باهنر بیرجند، سجاد و مرکز مدرس شهرستان قائنات بودند بر اساس نمونهگیری موارد مطلوب (هدفمند) 16 نفر از اساتید این دانشگاه در پژوهش شرکت کردند. دادهها، از طریق مصاحبۀ نیمه‌ساختار یافته جمعآوری شدند. تحلیل دادهها از طریق فرآیند تحلیل مضمون انجام شد. جهت افزایش اعتبار یافتههای پژوهش حاضر از معیارهای لینکلن و کوبا استفاده شده است. یافته‌ها: تحلیل ادراکات مشارکتکنندگان نشان داد اساتید در مواجهه با این رویکرد تدریس دو رفتار پذیرش و مقاومت را از خود نشان دادند و تبعات مثبتی چون تجربیات تازه، آشکارسازی ضعفها، تغییر نگرش به آموزش و جذابیت اقتصادی را برای آموزش مجازی برشمردند. همچنین، معتقد بودند چالشهایی از قبیل افزایش حجم کار، چالشهای فرآیند آموزش، افزایش توقعات، افزایش برخی هزینهها، نبود زیرساخت مناسب، چالش فرهنگی، تداخل در نقشها و بی برنامگی دانشگاه وجود داشته و راهبردهایی چون فرهنگسازی، فراهم آوردن زیرساختها، آموزش ذی نفعان و بازطراحی نظام آموزش عالی میتواند باعث بهبود رویههای آموزش در این دوران و رویههای مشابه آموزشی شود. نتیجه‌گیری: تحول در رویکرد آموزش مجازی مستلزم تحول در ابعاد فردی، ساختاری و نظارتی آموزش است. در این زمینه، مواردی مانند آموزش مدیران، ایجاد بسترهای لازم در محیط دانشگاه، افزایش سواد رسانه‌ای دانشجویان و تحول در رویکردهای آموزشی باید مورد توجه قرار گیرد. | ||
| کلیدواژه‌ها | ||
| آموزش مجازی؛ دانشگاه فرهنگیان؛ فرصت ها؛ چالش ها | ||
| عنوان مقاله [English] | ||
| Analysis of the Perceptions of Professors at South Khorasan University of Education about Virtual Education: Opportunities and Challenges in the Lived Experience of the Corona Era | ||
| نویسندگان [English] | ||
| Meysam Gholampour1؛ Mohammad Mahmodi Boureng2؛ said Rahmati Kahkhah3؛ Ahmad Arabi Juneghani4 | ||
| 1Assistant Professor, Department of Educational Sciences, Faculty of Literature and Humanities, Hakim Sabzevari University, Sabzevar, Iran (Corresponding Author) | ||
| 2PhD in Curriculum Studies, University of Birjand, Birjand, Iran. | ||
| 3Phd Student Curriculum Studies, Torbat Heydarieh Branch, Islamic Azad University & Educational Officer at Farhangian University. | ||
| 4Department of Educational Sciences, Farhangian University, Tehran, Iran | ||
| چکیده [English] | ||
| Background and Objectives: The COVID-19 pandemic caused significant disruption across educational institutions worldwide. In this era, changing educational practices and platforms is known as the only way to continue education. On these platforms, professors were the most important agents of education. Now that about three years have passed since the coronavirus pandemic, examining the perceptions of professors towards this educational approach can provide the necessary basis for better virtual education. The purpose of the present study was to examine the perceptions of Farhangian University professors towards education during the Corona era. The COVID-19 pandemic has caused the closure of university campuses around the world and the transfer of all learning, teaching, and assessment to online spaces. The effects of this on the academic community as frontline providers of higher education are profound (Watermeyer et al, 2020). Meanwhile, the Iranian higher education system has also announced the closure of universities and higher education centers since early March 2020, when the first coronavirus patients were identified in the country and this became a media issue. Following the nationwide holidays in early 2020 and with the peak of the Corona outbreak in the country and the risk of severe infection; universities and higher education centers announced the closure of in-person training courses and revealed their trump card, namely education through electronic means. Despite the COVID-19 disease and the urgency to continue distance learning, the present and perhaps long-term future of higher education is inextricably linked to what researchers have been calling the digitalization of modern processes in recent years (Watermeyer et al, 2020). However, despite all the infrastructure problems, it cannot be hidden that professors and university officials were at the forefront of this struggle and did not hesitate to do anything to educate students. Iranian university professors themselves were at the forefront of efforts to continue the education process during the Corona era and rightly showed a lot of efforts in this regard, which were perhaps less seen and paid attention to. Within the Iranian higher education system, Farhangian University was established as a new university in the higher education system with a change in the structure of teacher training in the education system with special goals. Farhangian University, as the main institution for teacher training and a pillar of the transformation and excellence of education in the Islamic Republic of Iran, is an institution on a national scale, with a professional mission-oriented identity; to provide, train and empower human resources for the formal and public education system of the Islamic Republic of Iran based on the philosophy of Islamic education and in accordance with the fundamental transformation document and responding to social demands in areas related to the competitive advantage of the university, which was established in 2011 using all local, national, regional and international capacities. Now that more than three years have passed since the challenge of the coronavirus pandemic in Iran has been resolved, examining the views of professors who have had experience in virtual education during these times can be a solution to many of the current challenges and problems of virtual education, and this approach can be used as a complementary educational approach. Therefore, the purpose of this study is to examine the perceptions of Farhangian University professors regarding education during the Corona period. Methods: The present study is a qualitative research in terms of approach and is based on descriptive phenomenological studies in terms of method (Van Manen, 2016). Phenomenology is the study or description of a phenomenon, the description of what people experience (Moradi Pardanjani et al., 2015). In the descriptive phenomenological approach, phenomena are analyzed independently of pre-specified assumptions, in which the researcher seeks to understand the lived experience of people from the phenomenon and provide fully descriptive details of the phenomenon (Van Manen, 2016). The statistical population studied in this study was the professors of Farhangian University of South Khorasan Province. The sampling in this study was of the type of convenience sampling because the aim was to select professors who had teaching experience in the pre-COVID era at Farhangian University and who were also teaching at this university during the COVID era. Therefore, an attempt was made to interview members of the official faculty and tenured professors of this university so that they had experienced the changes in a tangible way and could provide useful information. The number of participants in the study was determined based on theoretical saturation and reached sixteen people. The interviewees were of both sexes, male and female. The range of teaching experience of the participants in the interview was from three to twenty-eight years. Findings: The analysis of participants' perceptions revealed that professors showed two behaviors of acceptance and resistance when faced with this teaching approach, and listed positive consequences such as new experiences, revealing weaknesses, changing attitudes towards education, and economic attractiveness for education during the Corona era; they also believed that there were challenges such as increased workload, challenges in the education process, increased expectations, increased costs, lack of appropriate infrastructure, cultural challenges, role overlap, and unplanned university life, and that strategies such as culture building, providing infrastructure, educating stakeholders, and redesigning the higher education system could improve education practices during this era and similar educational practices. Conclusion: Transformation in the approach to virtual education requires changes in the individual, structural, and supervisory dimensions of education. In this regard, issues such as training administrators, creating the necessary infrastructure within the university environment, improving students’ media literacy, and transforming educational approaches should be taken into consideration. | ||
| کلیدواژه‌ها [English] | ||
| Virtual education, Farhangian University, opportunities, challenges | ||
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