آمار

تعداد نشریات13
تعداد شماره‌ها238
تعداد مقالات2,418
تعداد مشاهده مقاله3,962,363
تعداد دریافت فایل اصل مقاله2,874,085
مقصودی, مجتبی, صفایی, فاطمه, هاشمی, علی. (1401). کیفیت‌سنجی آموزش مجازی در دوره همه‌گیری کرونا از منظر استادان و دانشجویان دانشگاه فرهنگیان استان مرکزی. فناوری آموزش, 16(3), 525-538. doi: 10.22061/tej.2022.8221.2639
مجتبی مقصودی; فاطمه صفایی; علی هاشمی. "کیفیت‌سنجی آموزش مجازی در دوره همه‌گیری کرونا از منظر استادان و دانشجویان دانشگاه فرهنگیان استان مرکزی". فناوری آموزش, 16, 3, 1401, 525-538. doi: 10.22061/tej.2022.8221.2639
مقصودی, مجتبی, صفایی, فاطمه, هاشمی, علی. (1401). 'کیفیت‌سنجی آموزش مجازی در دوره همه‌گیری کرونا از منظر استادان و دانشجویان دانشگاه فرهنگیان استان مرکزی', فناوری آموزش, 16(3), pp. 525-538. doi: 10.22061/tej.2022.8221.2639
مقصودی, مجتبی, صفایی, فاطمه, هاشمی, علی. کیفیت‌سنجی آموزش مجازی در دوره همه‌گیری کرونا از منظر استادان و دانشجویان دانشگاه فرهنگیان استان مرکزی. فناوری آموزش, 1401; 16(3): 525-538. doi: 10.22061/tej.2022.8221.2639

کیفیت‌سنجی آموزش مجازی در دوره همه‌گیری کرونا از منظر استادان و دانشجویان دانشگاه فرهنگیان استان مرکزی

فناوری آموزش
مقاله 7، دوره 16، شماره 3 - شماره پیاپی 63، تیر 1401، صفحه 525-538    اصل مقاله (909.19 K)
نوع مقاله: مقاله پژوهشی
شناسه دیجیتال (DOI): 10.22061/tej.2022.8221.2639
نویسندگان
مجتبی مقصودی* 1؛ فاطمه صفایی1؛ علی هاشمی2
1گروه زبان انگلیسی، دانشگاه فرهنگیان، تهران، ایران
2گروه زبان انگلیسی، دانشگاه پیام نور، تهران، ایران
تاریخ دریافت: 26 اسفند 1400،  تاریخ بازنگری: 19 تیر 1401،  تاریخ پذیرش: 26 تیر 1401 
چکیده
پیشینه و اهداف: تأکید بر آموزش مجازی در آموزش عالی پدیده­ای نوظهور نیست و همواره به‌عنوان یک محیط آموزش کمکی در کنار آموزش مجازی مطرح بوده ­است؛ اما با وقوع ناگهانی همه ­گیری کرونا، نظام آموزش عالی غافل­گیرانه به آن پناه برد. اگرچه پیش از این نیز کیفیت این محیط آموزشی پیوسته مورد سنجش قرار گرفته ­است ولی سؤال اصلی این است که آیا آن­چه در پیش از دوران کرونا در خصوص کیفیت آموزش مجازی و قابلیت­های آن گفته شد در این دوران که تنها محیط آموزش و یادگیری بوده ­است نیز صادق است. از این رو، هدف از انجام این تحقیق بررسی کیفیت آموزش مجازی ارائه­شده در دانشگاه فرهنگیان در دوران همه ­گیری کرونا با تأکید بر سنجش نگرش استادان و دانشجویان رشته ­های مختلف تحصیلی بود.
روش‌ها‌: در این تحقیق، از روش آمیخته کمّی-کیفی ترتیبی استفاده شد. به ­منظور گردآوری داده­های کمّی، دو پرسش‌نامه جداگانه برای استادان و دانشجویان استفاده شد که به ترتیب حاوی 15 و 19 سؤال بود که نگرش آنان را براساس یک مقیاس لیکرت پنج ­گزینه­ای اندازه ­می گرفت.  نسخه اصلی پرسش‌نامه ویژه استادان توسط دیلون و مک­لین [39] ساخته شده است و پرسش‌نامه وطن­پرست و همکاران [40] نیز برای دانشجویان استفاده شد. در این تحقیق جامعه آماری مشتمل بر713 دانشجو و 89 استاد شاغل در دانشگاه فرهنگیان استان مرکزی بود. شرکت­کنندگان این پژوهش با روش نمونه­ گیری در دسترس انتخاب شدند. این پرسش‌نامه ها در میان 317 دانشجو و 36 استاد از گروه­ های آموزشی آموزش ابتدایی، مشاوره، آموزش کودکان استثنایی، تربیت بدنی، آموزش زبان انگلیسی و ادبیات فارسی، الهیات و فناوری اطلاعات توزیع شدند. پس از گردآوری داده ­ها از آزمون تحلیل واریانس یک ­طرفه برای تحلیل داده­ها استفاده شد. علاوه بر این، برای گردآوری داده ­های کیفی، پرسش­های مصاحبه بر مبنای نتایج تحلیل داده ­های کمّی طراحی شد و سپس مصاحبه با 22 تن (14 خانم و 8 آقا) از دانشجویان و 12 تن (6 آقا و 6 خانم) از استادان داوطلب در شرکت در مصاحبه از گروه ­های آموزشی فوق­الذکر انجام شد. پس از ضبط جلسات مصاحبه و پیاده ­سازی آن، مرحله کدگذاری و دسته­بندی آن­ها انجام شد.
یافته‌ها: نتایج حاکی از این بود که استادان رشته­ های مختلف آموزشی از نگرش مثبت و رضایت بالایی از آموزش مجازی در این دوران برخوردار بودند و تفاوتی بین استادان گروه­ های آموزشی مختلف از این نظر وجود نداشت. درحالی­که، نتایج گویای این واقعیت بود که دانشجویان عموماً از نگرشی منفی و رضایت اندک نسبت به آموزش مجازی برخوردار بودند و تفاوت معناداری بین نگرش آنان با توجه به رشته تحصیلی­شان وجود داشت. برای کشف علل تأثیرگذار بر بروز این نتایج، محققان تصمیم به انجام مصاحبه نیمه ­ساختاریافته گرفتند. پس از تحلیل محتوای داده ­های کیفی حاصل از مصاحبه با استادان و دانشجویان با اتکا بر روش تحلیل محتوای کیفی هدایت­شده، مشخص شد که عوامل مربوط به محیط آموزش مجازی و چندرسانه­ای و نیز یادگیری مشارکتی در شکل­ گیری نگرش استادان و دانشجویان مهم است. به ­همین­ ترتیب، علاوه بر این عوامل، عامل سوم که مربوط به یادگیری مستقل است در شکل­گ یری نگرش و میزان رضایت­مندی آنان از آموزش نقش ایفا می ­کرد.
نتیجه‌گیری: این تحقیق نشان داد که استادان و دانشجویان تا چه اندازه می­ توانند نظرات متفاوتی داشته ­باشند. در حالی­که استادان شرکت ­کننده در این تحقیق نگرش مثبت نسبت به آموزش مجازی در دانشگاه فرهنگیان داشتند، دانشجویان در مجموع نگرشی منفی به آن در دوره همه ­گیری کرونا  نشان دادند. بر اساس یافته­های این پژوهش از داده ­های کیفی، ابزارهای آموزش چندرسانه­ای و استفاده ناکافی از آموزش گروهی و مشارکتی از نقاط ضعف و علل اصلی نگرش منفی و نارضایتی نسبی دانشجویان بوده است و نیز طراحی محتوا و مطالب درسی و عدم تشویق دانشجویان بر یادگیری مستقل نیز از دیگر علل این نارضایتی بود. بنا بر نتایج این تحقیق پیشنهاد می­شود که برای اجرای بهینه آموزش مجازی استادان علاوه بر دانش و مهارت، باید از نگرش مثبتی برخوردار باشند و با قاطعیت این نگرش را به دانشجویان منتقل کنند. 
کلیدواژه‌ها
آموزش مجازی؛ دانشگاه فرهنگیان؛ نگرش؛ کیفیت سنجی
موضوعات
آموزش الکترونیکی- مجازی
عنوان مقاله [English]
The Quality of Virtual Learning at Farhangian Teacher Education University of Markazi Province during the Corona Epidemic from the Trainees and Trainers' Perspectives
نویسندگان [English]
M. Maghsoudi1؛ F. Safaee1؛ A. Hashemi2
1English Language Department, Faculty of English Language Department, Farhangian University, Tehran, Iran
2English Language Department, MA student, Payam-e Noor University, Tehran, Iran
چکیده [English]
Background and Objectives: Relying on e-learning in higher education is not a newly emerging phenomenon and has always been considered as a supplementary learning environment. But with the sudden outbreak of the Corona epidemic, the higher education system was shocked. Although the quality of this learning environment has been continuously assessed before, the main question is whether what was said before the Corona epidemic about the quality of e-learning and its capabilities is true in this era in which it is the only teaching and learning environment. Therefore, the purpose of this study was to investigate the quality of virtual education provided at Farhangian University during the Corona epidemic by relying on measuring the attitudes of educators and students in different fields of study.
Methods: In this research, the sequential mixed method was used. In order to collect quantitative data, two separate questionnaires were used for educators and students, which contained 15 and 19 questions, respectively, which measured their attitudes based on a Likert scale of five options. The original version of the educators' questionnaire was developed by Dillon and McLean [39] and the questionnaire developed by Patriot et al.,[40] was used for the students. In this study, the statistical population consisted of 713 students and 89 educators working in Farhangian University of Markazi Province. Participants in this study were selected through convinient sampling method. The questionnaires were distributed among 317 students and 36 educators from the departments of elementary education, counseling, special children education, physical training, English language and Persian literature, theology and information technology. After data collection, one-way analysis of variance was used to analyze the data. In addition, to collect qualitative data, interview questions were designed based on the results of quantitative data analysis, followed by interviews with 22 students (14 women and 8 men) and 12 students (6 men and 6 women). One of the volunteer educators participated in the interview from the above-mentioned training groups. After recording the interview sessions and implementing it, they were coded and categorized.
Findings: It was shown that the educators of different educational disciplines had a positive attitude and high satisfaction with virtual education in this period and there was no difference between the educators of different educational departments in this regard. However, the results showed that students generally had a negative attitude and low satisfaction with virtual education and there was a significant difference between their attitudes according to their field of study. To find out the reasons for these findings, the researchers decided to conduct a semi-structured interview. After analyzing the content of qualitative data obtained from interviews with educators and students, relying on the method of guided qualitative content analysis, it was found that the factors related to the virtual and multimedia education environment as well as participatory learning in shaping educators' attitudes and students is important. Similarly, in addition to these factors, the third factor, which is related to independent learning, played a role in shaping their attitudes and their level of satisfaction with education.
Conclusion: This research showed how much educators and students can have different opinions. Because, while the educators participating in this study had a positive attitude and satisfaction with virtual education at Farhangian University, students generally had a negative attitude towards it during the corona epidemic. Based on the findings of this study, qualitative data, multimedia education tools and insufficient use of group and participatory education have been the main weaknesses and the main causes of negative attitudes and relative dissatisfaction of students, as well as content design and curriculum. Lack of encouragement for students to learn independently was another reason for this dissatisfaction. According to the results of this study, it is suggested that in order to implement virtual education optimally, in addition to knowledge and skills, teachers should have a positive attitude and firmly convey this attitude to students. In addition, it is necessary to have adequate monitoring of the factors of school users (teachers), ICT, interface design (virtual education system), management, human-organizational resource support and evaluation during the course.
کلیدواژه‌ها [English]
Virtual Learning, Farhangian University, Attitude, Quality
مراجع
[1] Fathi Vajargah, K., Hasan Pardakhtchi, M., Rabeeyi, M. Effectiveness Evaluation of Virtual Learning Courses in High Education System of Iran (Case of Ferdowsi University). Information and Communication Technology in Educational Sciences, 2011; 1(4): 5-21. Persian.

[2] Jahanban Isfahlan, H., Seifoori, Z. The Comparison of Tabriz High School EFL Teachers' Attitudes toward Integrating Technology in The Classroom based on their Demographics. Foreign Language Research Journal, 2020; 10(3): 526-541. Persian.

[3] Nasiri F.S., Ghanbari S., Ardalan M.R., Karimi I. Effect of Infrastructure and Faculty Readiness in Effective Implementation of e-Learning Based on Technology Acceptance Model (TAM). Educational Strategy Medical Science. 2014; 7 (5):329-328. Persian.

[4] Kheyrandish, M. Expaining model of affecting factors on e-learning effectiveness in post graduate courses. Journal of Information Technology Management, 2015; 6(4): 629-648. Persian.

[5] Mohammadi, D. An analysis of the electronic learning systems in vocational education. [Dissertation]. Faculty of Agriculture. Tehran University. Iran. 2009. Persian.

[6] Naeimi, A., Naeimi, Z. Effectiveness of information and communication technology on the learning engagement and academic performance in the conversation of the Arabic language curriculum. Linguistic Research in Foreign Languages. 2020. 10(1): 216-232. Persian.

[7] Naghavi M A. Study of Teachers and Students Attitude toward E-learning: Surveying in Iran’s E-learning Universities. IRPHE. 2007; 13 (1):157-176. Persian.

[8] Kardan, A., Fahimifar, A. [Educational development and the forthcoming challenges.] The conference of development based on knowledge. Tehran. 2002. p. 117-126. Persian.

[9] Yanson R, Johnson RD. An empirical examination of e-learning design: The role of trainee socialization and complexity in short term training. Computers & Education. 2016; 1(101):43-54.

[10] Tarpada SP, Morris MT, Burton DA. E-learning in orthopedic surgery training: a systematic review. Journal of orthopaedics. 2016; 13(4):425-30.

[11] Mahdiuon, R., Ghahreman, M., Ferasatkhah, M., Abolghassemi, M. Quality of Learning and Its Effective Factors within Academic E-Learning Centers: A Qualitative Study. Journal of Academic librarianship and Information Research, 2011; 45(4): 77-100. Persian.

[12] Surveying National E-Learning System in the Globalization Era. Strategic Studies of public policy, 2011; 2(4): 117-148.

[13] Rahmani, F., Ahmadi, H., Ghanbari, E., Khorasani Kiasari, S. Evaluate and ranking the affecting factors in developing e-learning in higher education with fuzzy multi-criteria decision-making approach. Technology of Education Journal (TEJ), 2019; 13(2): 284-298. Persian.

[14] Shahi S, Navehebrahim A, Mehr Alizadeh Y. Open Communication in Higher Education, the Necessity of Facing Globalization Challenges: Case Study of Khuzestan Public Universities. IRPHE. 2009; 14 (4):18-45. Persian.

[15] Ahmad Z. Virtual education system (current myth & future reality in Pakistan). Entrepreneurial Tutors. 2010; 7(1): 1-8.

[16] Soleymani, E. [the effectiveness of organizational training with emphasis on virtual education]. The first conference on the challenges of education. Tehran. 2011. p. 95-111. Persian.

[17] Shahhoseini, M., Narenji thani, F., Ebadi, R., Roodbari, H. Service quality Evaluation of teaching-learning system in higher education. Journal of Academic librarianship and Information Research, 2015; 49(2): 277-303. Persian.

[18] Jović M, Stankovic MK, Neskovic E. Factors affecting students’ attitudes towards e-learning. Management: Journal of Sustainable Business and Management Solutions in Emerging Economies. 2017 Sep 21; 22(2):73-80.

[19] Golzardi Z, Kiamanesh AR, Ghourchian NG, Jaafari P. Assessment model of E-learning for higher education. Journal of American Science. 2011; 7(7):792-9.

[20] Bordbar, A., Naghizadeh, M., Zegrdi, B., Laghaei, T. [An Investigation of the implementation of virtual learning at Medical University of Fasa]. Horizons of Medical Education Development, 2010; 4(1): 47-49. Persian.

[21] Khorasani, A., Doosti, H. A Study of the Level of Satisfaction and Importance of the Factors Influential on Effectiveness of E-Learning from the Employees’ Viewpoints. Information and Communication Technology in Educational Sciences, 2011; 1(4): 37-58. Persian.

[22] Hadavand S., Kashanchi A.R. Effective factors on electronic learning. Educ Strategy Med Sci. 2013; 6 (2) :89-93. Persian.

[23] Khodabakhshi, A., Movahed Mohammadi, H., Shabanali Fami, H. Analysis of Components of Quality of E-Learning in the Iranian Agricultural Higher Education. Iranian Journal of Agricultural Economics and Development Research, 2013; 44(4): 693-707. Persian.

[24] Bell, B. S., & Federman, J. E. (2013). E-Learning in postsecondary education. The Future of children, 23(1), 165-185.

[25] Salari, Z., Karami, M. Comparing the Effectiveness of E-Learning, Blended Learning and Face-to-Face Lecture in Industrial Training. New Educational Approaches, 2014; 9(2): 27-58. Persian.

[26] Maleki A, Faghihzadeh S, Taran Layegh Z, Najafi L. Faculty Members’ Attitude toward e-Learning Zanjan University of Medical Sciences. Educ Strategy Med Sci. 2015; 8 (3):159-164. Persian.

[27] Khan BH, editor. Managing e-learning: Design, delivery, implementation, and evaluation. IGI Global; 2005.

[28] Borhani F, Vatanparast M, Abbaszadeh A, Seyfadini R. The effect of training in virtual environment on nursing students attitudes toward virtual learning and its relationship with learning style. Iranian Journal of Medical Education. 2012;12(7):508-17.

[29] Liaw SS. An Internet survey for perceptions of computers and the World Wide Web: relationship, prediction, and difference. Computers in Human Behavior. 2002; 18(1):17-35.

[30] Wang YS. Assessment of learner satisfaction with asynchronous electronic learning systems. Information & Management. 2003; 41(1):75-86.

[31] Liaw SS, Huang HM. An investigation of user attitudes toward search engines as an information retrieval tool. Computers in Human Behavior. 2003; 19(6):751-65.

[32] Liaw SS. Considerations for developing constructivist web-based learning. International Journal of Instructional Media. 2004; 31:309-19.

[33] Passerini K, Granger MJ. A developmental model for distance learning using the Internet. Computers & Education. 2000; 34(1):1-5.‏

[34] Spiro RJ, Feltovich PJ, Jacobson MJ, Coulson RL. Cognitive flexibility, constructivism, and hypertext: Random access instruction for advanced knowledge acquisition in ill-structured domains. In Constructivism in education. London: Routledge. 2012; (pp. 103-126).

[35] Vygotsky LS. Mind in society. Cambridge, MA: Harvard University Press. 1978.

[36] Bruner JS. "The Process of Education" Revisited. The Phi Delta Kappan. 1971; 53(1):18-21.

[37] Smith B, Caputi P, Rawstorne P. Differentiating computer experience and attitudes toward computers: an empirical investigation. Computers in human behavior. 2000; 16(1):59-81.

[38] DeLone WH, McLean ER. Information systems success: The quest for the dependent variable. Information systems research. 1992; 3(1):60-95.‏

[39] Moradi, A., Kordlo, M. Phenomenology of ethical bottlenecks in e-learning in Iranian virtual higher education. Information and Communication Technology in Educational Sciences, 2019; 9(36): 76-61. Persian.

[40] Rahimi H., Shahin A., Agha Babayi R. Analysis of Virtual and Face to Face Training Quality Amir Kabir University. Education Strategies Medical Sciences. 2014; 7 (2):75-81. Persian.

[41] Saberi, R., sharifzade, M. Curriculum Assessment in Virtual Education at Farhangian University: Needs, Content and Method in Virtual Education. New Strategies for Teacher Education, 2020; 5(8): 11-28. Persian.

[42] Etebar, S. The Evaluation of Virtual Education in View Point Virtual E-learning Centers in Universities of Tehran from Students. Information and Communication Technology in Educational Sciences, 2012; 2(4): 53-65. Persian.

[43] Creswell, John W., and Vicki L. Plano Clark. Designing and conducting mixed methods research. Thousand Oaks: Sage publications. 2007.

[44] Tashakkori, A & Teddlie, C. Handbook of Mixed Methods in Social and Behavioral Research. Thousand Oaks: Sage publications. 2010.

[45] Naghavi M A. Study of Teachers and Students Attitude toward E-learning: Surveying in Iran’s E-learning Universities. Quarterlly Journal of Research and Planning in Higher Education. 2007; 13 (1):157-176. Persian.

[46] VatanParast M, Royani Z, Ghasemi H. The survey of kerman Nursing Student`s Attitudes toward Virtual Learning in 2009. JNE. 2016; 5 (1):53-61. Persian.

[47] Ali A, Elfessi A. Examining students’ performance and attitudes towards the use of information technology in a virtual and conventional setting. Journal of Interactive Online Learning. 2004; 2(3):1-9.

[48] Bidaki MZ, Sanati AR, Semnani MN. Students’ attitude towards two different virtual methods of course delivery. Procedia-Social and Behavioral Sciences. 2013; 83: 862-6.

[49] Fox FF. Reducing intercultural friction through fiction: Virtual cultural learning. International Journal of Intercultural Relations. 2003; 27(1):99-123.‏

[50] Massoud SL. Computer attitudes and computer knowledge of adult students. Journal of Educational Computing Research. 1991; 7(3):269-91.

[51] Jafarpour, M., Bahramzadeh, M. [The factors affecting the development of virtual learning in universities]. The seventh international conference of management. Tehran. 2009. P. 131-148. Persian.

[52] Chao T, Saj T, Tessier F. Establishing a quality review for online courses. Educause Quarterly. 2006; 29(3):32.

[53] Lim H, Lee SG, Nam K. Validating E-learning factors affecting training effectiveness. International Journal of Information Management. 2007; 27(1):22-35.

[54] Lam P, McNaught C. A three-layered cyclic model of e-learning development and evaluation. Journal of Interactive Learning Research. 2008; 19(2):313-29.

[55] Lee BC, Yoon JO, Lee I. Learners’ acceptance of e-learning in South Korea: Theories and results. Computers & Education. 2009; 53(4):1320-9.

[56] Martínez‐Caro E. Factors affecting effectiveness in e‐learning: An analysis in production management courses. Computer Applications in Engineering Education. 2011; 19(3):572-81.

[57] Liaw SS, Huang HM. Perceived satisfaction, perceived usefulness and interactive learning environments as predictors to self-regulation in e-learning environments. Computers & Education. 2013; 60(1):14-24.

[58] Mikropoulos TA, Chalkidis A, Katsikis A, Emvalotis A. Students' attitudes towards educational virtual environments. Education and Information Technologies. 1998; 3(2):137-48.

[59] Nagunwa TP, Lwoga ET. Developing an eLearning strategy to implement medical competency-based curricula: experiences from Muhimbili University of Health and Allied Sciences. International Conference on Education and e-Learning Innovations. IEEE. 2012 (pp. 1-6).

[60] Sugant R. A framework for measuring service quality of e-learning services. Proceedings of the Third International Conference on Global Business, Economics, Finance and Social Sciences, (GB14Mumbai Conference) Mumbai, India. 19-21. December 2014.

[61] Ibrahim O. Suggested Model for E-learning Quality service. Journal of Business Management & Social Sciences Research. 2015; 4(1):54-8.

[62] Pakseresht S, Khalili-Sabet M, Vahedi M, Monfared. [A. comparative study for Knowledge and Attitudes of Virtual and Non-Virtual Students towards E-Learning.] RME. 2016; 8 (4):61-68. Persian.

[63] Khandaghi, A., Mohammad-Hosseinzadeh, M. [The attitudes of students to virtual learning.] JIERA, 2011; 5(13): 137-152. Persian.

آمار
تعداد مشاهده مقاله: 1,480
تعداد دریافت فایل اصل مقاله: 757


سامانه مدیریت نشریات علمی. طراحی و پیاده سازی از سیناوب