آمار

تعداد نشریات11
تعداد شماره‌ها227
تعداد مقالات2,293
تعداد مشاهده مقاله3,563,736
تعداد دریافت فایل اصل مقاله2,607,579
حامدی نسب, صادق, آیتی, محسن, رستمی نژاد, محمد علی, سراجی, فرهاد. (1400). طراحی الگوی برنامه درسی برای استفاده از یادگیری غیررسمی مبتنی بر شبکه‌های اجتماعی مجاز در جهت توسعۀ حرفه‌ای دانشجو معلمان. فناوری آموزش, 15(4), 723-742. doi: 10.22061/tej.2021.7157.2504
صادق حامدی نسب; محسن آیتی; محمد علی رستمی نژاد; فرهاد سراجی. "طراحی الگوی برنامه درسی برای استفاده از یادگیری غیررسمی مبتنی بر شبکه‌های اجتماعی مجاز در جهت توسعۀ حرفه‌ای دانشجو معلمان". فناوری آموزش, 15, 4, 1400, 723-742. doi: 10.22061/tej.2021.7157.2504
حامدی نسب, صادق, آیتی, محسن, رستمی نژاد, محمد علی, سراجی, فرهاد. (1400). 'طراحی الگوی برنامه درسی برای استفاده از یادگیری غیررسمی مبتنی بر شبکه‌های اجتماعی مجاز در جهت توسعۀ حرفه‌ای دانشجو معلمان', فناوری آموزش, 15(4), pp. 723-742. doi: 10.22061/tej.2021.7157.2504
حامدی نسب, صادق, آیتی, محسن, رستمی نژاد, محمد علی, سراجی, فرهاد. طراحی الگوی برنامه درسی برای استفاده از یادگیری غیررسمی مبتنی بر شبکه‌های اجتماعی مجاز در جهت توسعۀ حرفه‌ای دانشجو معلمان. فناوری آموزش, 1400; 15(4): 723-742. doi: 10.22061/tej.2021.7157.2504

طراحی الگوی برنامه درسی برای استفاده از یادگیری غیررسمی مبتنی بر شبکه‌های اجتماعی مجاز در جهت توسعۀ حرفه‌ای دانشجو معلمان

فناوری آموزش
مقاله 9، دوره 15، شماره 4 - شماره پیاپی 60، مهر 1400، صفحه 723-742    اصل مقاله (846.83 K)
نوع مقاله: مقاله پژوهشی
شناسه دیجیتال (DOI): 10.22061/tej.2021.7157.2504
نویسندگان
صادق حامدی نسب1؛ محسن آیتی* 1؛ محمد علی رستمی نژاد1؛ فرهاد سراجی2
1گروه علوم تربیتی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه بیرجند، ایران
2گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه بوعلی سینا، ایران
تاریخ دریافت: 07 مهر 1399،  تاریخ بازنگری: 20 بهمن 1399،  تاریخ پذیرش: 04 اسفند 1399 
چکیده
پیشینه و اهداف: در چند سال اخیر سایت­ ها و نرم‏افزارهای شبکه­ های اجتماعی به‌عنوان یکی از بانفوذترین پدیده ­ها در بین فناوری ­های جدید تبدیل‌شده­ است. یادگیری‌های دانشجومعلمان و توسعۀ حرفه‌ای آن‌ها نیز در این بستر به‌صورت رسمی و غیررسمی اتفاق می‎‌افتد. در این راستا هدف پژوهش حاضر طراحی الگوی برنامه درسی برای استفاده از یادگیری غیررسمی مبتنی بر شبکه‌های اجتماعی مجاز در جهت توسعۀ حرفه‌ای دانشجو معلمان است.
روش‌ها:‌ این پژوهش با رویکرد چند روشی انجام شد. برای طراحی الگوی فوق، ابتدا از روش زمینه بنیاد استفاد گردید. مشارکت‌کنندگان این پژوهش کلیه دانشجو معلمان رشته آموزش ابتدایی دانشگاه فرهنگیان خراسان جنوبی بودند که در سال 1398-1397 مشغول به تحصیل بودند. براساس نمونه‌گیری هدفمند و با مصاحبه نیمه ساختار یافته، تا اشباع نظری داده ها، با 15 نفر از این دانشجویان مصاحبه انجام شد. برای تحلیل داده‎‌ها، با استفاده از رویکرد تحلیل ابعاد و طی مراحل کدگذاری باز، محوری و گزینشی، الگوی موجود مربوط به یادگیری غیررسمی مبتنی بر شبکه‏ های اجتماعی دانشجو معلمان در جهت توسعۀ حرفه ‏ای آن‏ها استخراج شد. برای به‌دست آوردن اعتبارپذیری و تأییدپذیری داده‌ها از دو روش بازبینی مشارکت‌کنندگان و مرور خبرگان غیر شرکت‌کننده در پژوهش استفاده شد. در پایان با روش پژوهش نظریه‌ای و براساس یافته‌های قبلی، در ابتدا عناصر نه‌گانه کلاین مبنای کار قرار گرفت و براساس آن، الگوی موردنظر طراحی شد. در مرحله بعد به شناسایی مفاهیم اساسی یا همان ویژگی‌های عناصر برنامه درسی و مفاهیم ساختاری که در واقع همان شناسایی ارتباط بین این عناصر هست، پرداخته شد. درنهایت الگوی ارائه‌شده توسط متخصصان اعتباربخشی شد.
یافته‌ها: یافته‌ها نشان داد که اهداف در شبکه‌های اجتماعی پیش‌بینی‌نشده، انعطاف‌پذیر و پیوسته هستند که خاصیت گلوله برفی دارند و باید اعتباریابی شوند. محتوا در شبکه‌های اجتماعی لازم است از ویژگی‌هایی مانند؛ هماهنگ با مخاطب، زمینه‌ساز تفکر انتقادی، کنش‌گرا و غربال‌گر بودن برخوردار باشد. فعالیت‌های یادگیری؛ زمینه‌ساز خودکفایی و تعلق، برآورده‌کننده خواسته‌ها، برانگیزاننده و بسترساز آموزش فردی و گروهی است. مواد و منابع؛ متنوع، سهل‌الوصول، سیال و تعاملی است. گروه‌بندی فراگیران نیز غیرخطی، اختیاری و مبتنی بر تشریک‌مساعی و پاسخگویی آنلاین است. همچنین در شبکه‌های اجتماعی؛ زمان کافی برای تأمل در پاسخ، امکان برقراری ارتباط با گره‌های ارتباطی در هرزمان، امکان هدر رفت زمان مفید با محتوای جذاب و دست‌یابی به حجم انبوهی از اطلاعات در زمان کم وجود دارد. علاوه بر این، دسترسی به اطلاعات و منابع آموزشی در هر مکان وجود دارد و مکان یادگیری، خالق فرصت‌ها و مبتنی بر زیست‌بوم و ارتباطات تعاملی است. راهبردهای تدریس در این پزوهش، مسئله محور، تعاملی، مبتنی بر شناورسازی فراگیر و با هدایت‌منعطف مدرس همراه است. شیوه‌های ارزشیابی هم کیفیت گرا، فرآیندمدار، خودارزیابانه، پیوسته و مبتنی بر بازخورد آنی است. همچنین یافته‌ها نشان داد که اکثر متخصصان اعتبار الگو را در سنجه‌های مربوط به اعتبار، انسجام، ادراک‌پذیری، نوآوری، کاربردپذیری، مقبولیت و جامعیت تأیید کردند.
نتیجه‌گیری: با توجه به ویژگی‌های عناصر برنامه درسی مبتنی بر شبکه‌های اجتماعی، به برنامه ریزان درسی پیشنهاد می‌شود که برای طراحی برنامه درسی مبتنی بر شبکه‌های اجتماعی در راستای تحقق توسعۀ حرفه‌ای دانشجومعلمان از مختصات این عناصر استفاده کنند. همچنین پیشنهاد می‌شود دانشگاه فرهنگیان زیرساخت‌های لازم را برای استفاده هدفمند از شبکه‌های اجتماعی در جهت توسعه حرفه‌ای دانشجومعلمان فراهم کند.
کلیدواژه‌ها
برنامه درسی؛ یادگیری غیررسمی؛ شبکه‏ های اجتماعی؛ توسعۀ حرفه‌ای؛ دانشجو معلمان
موضوعات
آموزش الکترونیکی
عنوان مقاله [English]
Designing Curriculum Model for Using Informal learning based on Authorized Social Networks toward Teacher Candidates Professional Development
نویسندگان [English]
S. Hamedinasab1؛ M. Ayati1؛ M. Rostaminejad1؛ F. Seraji2
1Department of Education, Faculty of Education and Psychology, University of Birjand, Iran.
2Department of Educational Sciences, Faculty of Humanities, Bu-Ali Sina University, Iran.
چکیده [English]
Background and Objectives: In recent years, social networking sites and software have become one of the most influential phenomena among new technologies. Student-teacher learning and their professional development also take place in this context, both formally and informally. In this regard, the purpose of the present study is to design a curriculum model for the use of informal learning based on Authorized social networks to develop the student-teacher profession.
Methods: The method of this research was done with a multi-method approach. To design the above model, the grounded theory method was first used. Participants in this study were all primary school teachers in Farhan Gian University of South Khorasan in 2018-2019. Based on purposive sampling with semi-structured interviews, until the theoretical saturation of the data, 15 of these students were interviewed. To analyze the data, using the dimension analysis approach and during the open, pivotal and selective coding steps, the existing model of informal learning based on student-teacher social networks was extracted for their professional development. To obtain the validity and verifiability of the data, two methods of reviewing the participants and reviewing the non-participating experts in the research were used. In the end, with the theoretical research method and based on previous findings, at first, the nine elements of Klein were the basis of the work and based on it, the desired model was designed. In the next step, the basic concepts or the same characteristics of the curriculum elements and structural concepts, which are in fact the same as identifying the relationship between these elements, were identified. Finally, the model presented by the experts was validated.
Findings: Findings showed that goals in unpredictable social networks are flexible and continuous, which have the property of snowballs and should be validated. Content on social media requires features such as; be in tune with the audience, pave the way for critical thinking, action and screening. Learning activities; They create self-sufficiency and belonging, satisfy desires, motivate and lay the groundwork for individual and group education. Materials and resources; Diverse, easy to access, fluid and interactive. Learner grouping; It is non-linear, optional and based on extensive collaboration and online responsiveness. Also, on social media; Enough time to reflect on the answer, the possibility of communicating with communication nodes at any time, the possibility of wasting useful time with attractive content and achieving a large amount of information in a short time. In addition, access to information and educational resources is available everywhere, and the place of learning is the creator of opportunities and is based on ecology and interactive communication. Teaching strategies; Problem-oriented, interactive, based on inclusive buoyancy and with flexible instructor guidance. Evaluation methods; It is quality-oriented, process-oriented, self-assessing, continuous and based on instant feedback. The findings also showed that most experts confirmed the validity of the model in the criteria of validity, coherence, perceptibility, innovation, usability, acceptability and comprehensiveness.
Conclusion: Due to the characteristics of social network-based curriculum elements, curriculum planners are suggested to use the coordinates of these elements to design a curriculum based on social networks in order to achieve the development of student-teacher careers. It is also suggested that Farhangian University provides the necessary infrastructure for the purposeful use of social networks for the development of student-teacher professions.
کلیدواژه‌ها [English]
Curriculum, Informal Learning, Social Networks, Professional Development, Teacher Candidates
مراجع

[1] Hosseini SM. The effect of management system on the professional development of sixth grade teachers in the city Birjand in the year 2013- 2014. (master’s thesis); 2014. Birjand Faculty of Educational Sciences and Psychology. Persian.

[2] Raouf A. Teacher Training and Internship. 2007; Tehran: Ravan Publishing.

[3] Samii Zafarghandi M. Teacher training in Iran and the world and presenting a model of change in the provision and training of teachers in the country. Teacher Development. 2011; (256), 18-23.

[4] Mustafaei F. Provide a model for the professional development of teachers. 2017; Proceedings of the First National Conference on Social Sciences, Educational Sciences, Psychology and Social Security.

[5] Villegas-Reimers E. Teacher professional development: an international review of the literature. Paris: International Institute for Educational Planning; 2003 Feb 26.

[6] Elmore RF. Bridging the gap between standards and achievement: The imperative for professional development in education. Secondary lenses on learning participant book: Team leadership for mathematics in middle and high schools. 2002:313-44.

[7] Avalos B. Teacher professional development in teaching and teacher education over ten years. Teaching and teacher education. 2011;27(1):10-20.

[8] Hejazi SY. Teachers and professional development. Teacher Development Quarterly, 2011; (260), 36-40.

[9] Shah Pasand MR; Hejazi Y, Rezvanfar A, Saebi M. Assessing and determining the level of professional development of the instructors of the educational centers and complexes of the Ministry of Jihad Agriculture. Journal of Agriculture and Horticulture. 2007; (75), 184-173.

[10] Gaible E, Burns M. Using Technology to Train Teachers: Appropriate Uses of ICT for Teacher Professional Development in Developing Countries. Online Submission. 2005.

[11] Mishra P, Koehler MJ. Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers college record. 2006 Jun;108(6):1017-54.

[12] Kopcha TJ, Ottenbreit-Leftwich A, Jung J, Baser D. Examining the TPACK framework through the convergent and discriminant validity of two measures. Computers & Education. 2014; 78:87-96.

[13] Garet MS, Porter AC, Desimone L, Birman BF, Yoon KS. What makes professional development effective? Results from a national sample of teachers. American educational research journal. 2001;38(4):915-45.

[14] Buczynski S, Hansen CB. Impact of professional development on teacher practice: Uncovering connections. Teaching and Teacher Education. 2010 Apr 1;26(3):599-607.

[15] Desimone LM. Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational researcher. 2009 Apr;38(3):181-99.

[16] Greenhow C, Lewin C. Social media and education: Reconceptualizing the boundaries of formal and informal learning. Learning, media and technology. 2016 Jan 2;41(1):6-30.

[17] Hansson PO. New ways of learning: Participatory action research and Kenyan runners’ appropriation of smartphones to improve their daily lives and participation in m-learning (dissertation. 2015; Sweden: Linköping University Electronic Press.

[18] Svensson E. ETIP–A tip to help develop IT systems for rural Kenyan education.: Exploring the potential of ICT for informal, non-formal and formal learning in the slums of Nairobi. 2017.

[19] Rezaei, Isa; Nili, Mohammad Reza; Fardanesh, Hashem; Shah Alizadeh, Mohammad. Qualitative Content Analysis of Communication Theory and Presenting a Conceptual Model of Learning Ecosystems Design, Academic Journal of E-Learning. 2014; 1 (5), 33-45. Persion.

[20] Siemens, G. New structures and spaces of learning: The systemic impact of connective knowledge, connectivism, and networked learning. 2008; Presented for/to: Universidade do Minho Encontrosobre Web 2.0 Braga. [Online]. Available:

[21] Nardi BA, O'Day V, O'Day VL. Information ecologies: Using technology with heart. US: MIT Press; 1999.

[22] Siemens G. Connectivism: Learning as network-creation. ASTD Learning News. 2005 Nov;10(1):1-28.

[23] Eliott R, Martin B. Connectivism‘s role as a learning theory and its application in the classroom. 2011; Retrieved Oct, 7, 2106.‏

[24] Haythornthwaite, C. Participatory transformations. In W. Cope, & M. Kalantzis (Eds.), Ubiquitous learning (31-48). 2009; Urbana, IL: University of Illinois Press.

[25] Leach J, Moon B. Pedagogy, information and communications technology and teachers' professional knowledge. The Curriculum Journal. 2000 Sep 1;11(3):385-404.

[26] Dede C. Emerging influences of information technology on school curriculum. Journal of Curriculum Studies. 2000 Mar 1;32(2):281-303.

[27] Lieberman A, Pointer Mace D. Making practice public: Teacher learning in the 21st century. Journal of teacher education. 2010 Jan;61(1-2):77-88.

‏[28] Vallance M, Towndrow PA. Towards the ‘informed use’ of information and communication technology in education: a response to Adams‘ PowerPoint, habits of mind, and classroom culture’. Journal of Curriculum Studies. 2007;39(2):219-27.

[29] Smith, A. Why Americans use social media. Social networking sites are appealing as a way to maintain contact with close ties and reconnect with old friends. Pew Research Center’s Internet & American Life Project. 2011; Retrieved September 20, 2018.

[30] Ranieri M, Manca S, Fini A. Why (and how) do teachers engage in social networks? An exploratory study of professional use of F acebook and its implications for lifelong learning. British journal of educational technology. 2012;43(5):754-69.

[31] Jovanovic J, Chiong R, Weise T. Social networking, teaching, and learning. Interdisciplinary Journal of Information, Knowledge, and Management. 2012;7:38-43.

[32] Lisbôa ES, Coutinho CP. Informal learning in social networks: A study of the Orkut social network. Issues in Educational Research. 2011 Aug 24;21(2):162-74. Retrieved September 20, 2018.

[33] Greenhow C, Robelia B. Informal learning and identity formation in online social networks. Learning, media and technology. 2009 Jun 1;34(2):119-40.

[34] Rehm M, Notten A. Twitter as an informal learning space for teachers!? The role of social capital in Twitter conversations among teachers. Teaching and Teacher Education. 2016; 60:215-23.

[35] Barrot JS. Using Facebook-based e-portfolio in ESL writing classrooms: impact and challenges. Language, Culture and Curriculum. 2016;29(3):286-301.

[36] Li X, Gray, K, Chang S, Elliott K. & Barnett, S. A conceptual model for analysing informal learning in online social networks for health professionals. Studies in Health Technology and Informatics, 2014; 204, 80-85.

[37] Lin MF, Hoffman ES, Borengasser C. Is social media too social for class? A case study of Twitter use. TechTrends. 2013;57(2):39-45.

[38] Tang Y, Hew KF. Using Twitter for education: Beneficial or simply a waste of time?. Computers & education. 2017; 106:97-118.4.

[39] Grosemans I, Boon A, Verclairen C, Dochy F, Kyndt E. Informal learning of primary school teachers: Considering the role of teaching experience and school culture. Teaching and Teacher Education. 2015; 47:151-61.

[40] Abd Baser J, Buntat Y. Informal learning among engineering technology teachers. Procedia-Social and Behavioral Sciences. 2010; 7:336-44.

[41] Choi W. Influences of formal learning, personal characteristics, and work environment characteristics on informal learning among middle managers in the Korean banking sector. (dissertation). 2009; US: The Ohio State University.

[42] Hoekstra A, Brekelmans M, Beijaard D, Korthagen F. Experienced teachers' informal learning: Learning activities and changes in behavior and cognition. Teaching and Teacher Education. 2009 Jul 1;25(5):663-73.

[43] Thacker ES. “PD is where teachers are learning!” high school social studies teachers׳ formal and informal professional learning. The Journal of Social Studies Research. 2017;41(1):37-52.

[44] Shoshani A, Eldor L. The informal learning of teachers: Learning climate, job satisfaction and teachers’ and students’ motivation and well-being. International Journal of Educational Research. 2016; 79:52-63.

[45] Welch, K. Custom-built environments for communities of online informal learning: An exploratory study of tools, structures, and strategies. 2016; California: Pepperdine University.‏

[46] Ooms A, Linsey T, Webb M.  The in-classroom use of mobile technologies to support diagnostic and formative assessment and feedback. 2008; Paper presented at the 7th London International Scholarship of Teaching and Learning Conference, London, U.K.

[47] Lai KW, Khaddage F, Knezek G. Blending student technology experiences in formal and informal learning. Journal of Computer Assisted Learning. 2013;29(5):414-25.

[48] Dabbagh N, Kitsantas A. Personal Learning Environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning. The Internet and Higher Education. 2012;15(1):3-8.

[49] Kashou HH. Examining University Students’ Use of Mobile Technology, Online Engagement, and Self-Regulation & Metacognitive Tendencies Across Formal and Informal Learning Environments. (dissertation). 2016; Ohio: The Ohio State University).‏

[50] Bertram, N. An investigation into bridging formal and informal education in schools. (dissertation). 2012; Glasgow: University of Glasgow).‏

[51] Marqua, C E. Teachers' professional learning: The role of support, informal learning, and collaboration (dissertation). 2010; Connecticut: University of Connecticut.‏

[52] Maleki H. Curriculum planning (practice guide). 2004; Tehran: Borhan School Cultural Institute Publications. Persian.

[53] Mehr Mohammadi M. Curriculum: Perspectives, Approaches and Perspectives. 2004; Mashhad: Astan Quds Razavi Publications. Persian.

[54] Jafari Thani H, Saeedi Rezvani M, Zarei Nojani M, Pak Mehr H. [Key features of e-learning-based curriculum in higher education]. Higher Education of Iran. 2013; 5 (2), 163-187. Persian.

[55] Molai Nejad A, Zakavati Qaraguzlu A. A Comparative Study of the Teacher Training Curriculum System in the United Kingdom, Japan, France, Malaysia and Iran. Quarterly Journal of Educational Innovations. 2008; 7 (26), 35-62. Persian.

[56] Keramati Moez, H, Mirkhalili, S M. Critique of filtering policies in preventing adolescent victimization in virtual social networks as a new environment of human geography. Journal of New Attitudes in Human Geography, 2020; 12 (2), 75-96.

[57] Frostkhah, M. Qualitative research method in social sciences with emphasis on grounded theory (GTM grounded theory). 2016; Tehran: Publication Agah. Persian.

[58] Shorts E. Curriculum Studies Methodology, translated by Mahmoud Mehrmohammadi. 2013; Tehran; Publication Side. Persian.

[59] Gayoung LE, Sunyoung KE, Myungsun KI, Yoomi CH, Ilju RH. A study on the development of a MOOC design model. Educational technology international. 2016;17(1):1-37.

[60] Hamedi Nasab S, Ayati M, Rostami Nejad M, Seraji, F. Analysis of learning theories in social networks; Theoretical basis for curriculum design. Education Technology, 2020; 14 (4), 749-764. Persian.

[61] Jochems W, Koper R, Van Merrienboer J, editors. Integrated e-learning: Implications for pedagogy, technology and organization. 2004; UK: Routledge.

[62] Van Der Rhee B, Verma R, Plaschka GR, Kickul JR. Technology readiness, learning goals, and eLearning: Searching for synergy. Decision Sciences Journal of Innovative Education. 2007;5(1):127-49.

[63] Alonso F, Couchet J, Manrique D, Soriano FJ. Learning objectives for e-learning instruction. Current Developments in Technology-Assisted Education. 2006:1560-4.

[64] Mahanta D, Ahmed M. E-Learning objectives, methodologies, tools and its limitation. International Journal of Innovative Technology and Exploring Engineering (IJITEE). 2012;2(1):46-51.

[65] Light G, Calkins S, Cox R. Learning and teaching in higher education: The reflective professional. US: Sage; 2009.

[66] Linh ND, Suppasetseree S. The Development of an Instructional Design Model on Facebook Based Collaborative Learning to Enhance EFL Students' Writing Skills. IAFOR Journal of Language Learning. 2016; 2(1):48-66.

[67] Kettle M, Yifeng YU, Allan LU, Ewing R, Huizhong SH. The pedagogical, linguistic, and content features of popular English language learning websites in china: A framework for analysis and design. Frontiers of Education in China. 2012;7(4):534-52.

[68] Holmes B, Gardner J. E-learning: Concepts and practice. Sage; 2006.

[69] Zulkifli NN, Halim ND. Review of Learning Activities in Facebook to Inculcate Meaningful Learning. In Proceedings of the 2nd International Colloquium of Art and Design Education Research (i-CADER 2015) 2016 (pp. 379-387). Singapore: Springer.

[70] Mota D, Reis LP, de Carvalho CV. Design of learning activities–pedagogy, technology and delivery trends. EAI Endorsed Transactions on e-Learning. 2014;1(4), 1-12.

[71] Costa F, Viana J, Tréz T, Gonçalves C, Cruz E, Pereira C. Learning Activities Design Based on The Concept of Learning With Technologies. 2019; 11th International Conference on Education and New Learning Technologies, 4066-4073.

[72] Leite B S. Active Technologica Learning. Revista Internasional Educacao Superior. 2018; 4(3): 580-609.

[73] Yavich R, Starichenko B. Design of education methods in a virtual environment. Journal of Education and Training Studies. 2017 Aug 21;5(9):176-86.

[74] Cuesta L. The design and development of online course materials: Some features and recommendations. Profile Issues in Teachers Professional Development. 2010; 12(1), 181-201.

[75] Shahtalebi S, Shatalebi B, Shatalebi F. A strategic model of virtual university. Procedia-Social and Behavioral Sciences. 2011; 28:909-13.

[76] Zhao Y, Wang A, Sun Y. Technological environment, virtual experience, and MOOC continuance: A stimulus–organism–response perspective. Computers & Education. 2020; 144:103721.

[77] Radianti J, Majchrzak TA, Fromm J, Wohlgenannt I. A systematic review of immersive virtual reality applications for higher education: Design elements, lessons learned, and research agenda. Computers & Education. 2020; 147:103778.

[78] Saekhow J. Steps of Cooperative Learning on Social Networking by Integrating Instructional Design based on Constructivist Approach. Procedia-Social and Behavioral Sciences. 2015; 197:1740-4.

[79] Oh E. Collaborative group work in an online learning environment: A design research study. 2011; (Doctoral dissertation, University of Georgia).

[80] Shu H, Gu X. Determining the differences between online and face-to-face student–group interactions in a blended learning course. The Internet and Higher Education. 2018; 39:13-21.

[81] Chen CM, Kuo CH. An optimized group formation scheme to promote collaborative problem-based learning. Computers & Education. 2019; 133:94-115.

[82] Biasutti M. A comparative analysis of forums and wikis as tools for online collaborative learning. Computers & Education. 2017; 111:158-71.

[83] Wilber DJ. MyLiteracies: Understanding the net generation through LiveJournals and literacy practices. Innovate: Journal of Online Education. 2007;3(4).

[84] Hong B, Wei Z, Yang Y. Online education performance prediction via time-related features. In2017 IEEE/ACIS 16th International Conference on Computer and Information Science (ICIS). 2017 (pp. 95-100). IEEE.

[85] Bilgiç HG, Doğan D, Seferoğlu SS. Digital Natives in Online Learning Environments: New Bottle Old Wine–The Design of Online Learning Environments for Today's Generation. In Handbook of Research on Engaging Digital Natives in Higher Education Settings 2016 (pp. 192-221). US: IGI Global.

[86] Goodwin C, Graham M, Scarborough H. Developing an asynchronous learning network. Educational Technology & Society. 2001;4(4):39-47.

[87] Al Mamun MA, Lawrie G, Wright T. Instructional design of scaffolded online learning modules for self-directed and inquiry-based learning environments. Computers & Education. 2020; 144:103695.

[88] Xenos M. The Future of Virtual Classroom: Using Existing Features to Move Beyond Traditional Classroom Limitations. InInteractive Mobile Communication, Technologies and Learning 2017 Nov 3 (pp. 944-951). Springer, Cham.

[89] Kabilan MK, Ahmad N, Abidin MJ. Facebook: An online environment for learning of English in institutions of higher education? The Internet and higher education. 2010; 13(4):179-87.

[90] Wang J, Lin CF, Yu WC, Wu E. Meaningful engagement in Facebook learning environments: Merging social and academic lives. Turkish Online Journal of Distance Education. 2013; 14(1):302-22.

[91] Finkelstein J. Learning in real time: Synchronous teaching and learning online. Jossey-Bass; 2006.

[92] Yavich R, Starichenko B. Design of education methods in a virtual environment. Journal of Education and Training Studies. 2017; 5(9):176-86.

[93] De Gagne JC, Walters K. Online teaching experience: A qualitative meta synthesis (QMS). MERLOT Journal of Online Learning and Teaching. 2009;5(4), 577- 589.

[94] VanDoorn G, Eklund AA. Face to Facebook: Social media and the learning and teaching potential of symmetrical, sychronous communication. Journal of University Teaching & Learning Practice. 2013;10(1):6,1- 14.

[95] Pilgrim J, Bledsoe C. Learning through Facebook: A Potential Tool for Educators. Delta Kappa Gamma Bulletin. 2011 Sep 1;78(1). 38- 42.

[96] Pezzino M. Online assessment, adaptive feedback and the importance of visual learning for students. The advantages, with a few caveats, of using MapleTA. International Review of Economics Education. 2018; 28:11-28.

[97] Gaytan J, McEwen BC. Effective online instructional and assessment strategies. The American Journal of Distance Education. 2007; 21(3):117-132.

[98] Robles M, Braathen S. Online assessment techniques. Delta Pi Epsilon Journal. 2002; 44(1):39-49.

[99] Gikandi JW, Morrow D, Davis NE. Online formative assessment in higher education: A review of the literature. Computers & education. 2011 Dec 1;57(4):2333-51.

[100] Lin JW, Lai YC. Online formative assessments with social network awareness. Computers & Education. 2013; 66:40-53.

آمار
تعداد مشاهده مقاله: 1,714
تعداد دریافت فایل اصل مقاله: 769


سامانه مدیریت نشریات علمی. طراحی و پیاده سازی از سیناوب