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میرزایی, انسیه, علی نژاد, مهرانگیز, دانشمند, بدرالسادات. (1403). تبیین عناصر برنامه درسی آموزش عالی براساس انواع تعاملات آموزشی در محیط یادگیری مجازی. فناوری آموزش, 18(2), 429-452. doi: 10.22061/tej.2023.9659.2877
انسیه میرزایی; مهرانگیز علی نژاد; بدرالسادات دانشمند. "تبیین عناصر برنامه درسی آموزش عالی براساس انواع تعاملات آموزشی در محیط یادگیری مجازی". فناوری آموزش, 18, 2, 1403, 429-452. doi: 10.22061/tej.2023.9659.2877
میرزایی, انسیه, علی نژاد, مهرانگیز, دانشمند, بدرالسادات. (1403). 'تبیین عناصر برنامه درسی آموزش عالی براساس انواع تعاملات آموزشی در محیط یادگیری مجازی', فناوری آموزش, 18(2), pp. 429-452. doi: 10.22061/tej.2023.9659.2877
میرزایی, انسیه, علی نژاد, مهرانگیز, دانشمند, بدرالسادات. تبیین عناصر برنامه درسی آموزش عالی براساس انواع تعاملات آموزشی در محیط یادگیری مجازی. فناوری آموزش, 1403; 18(2): 429-452. doi: 10.22061/tej.2023.9659.2877

تبیین عناصر برنامه درسی آموزش عالی براساس انواع تعاملات آموزشی در محیط یادگیری مجازی

فناوری آموزش
مقاله 10، دوره 18، شماره 2 - شماره پیاپی 70، فروردین 1403، صفحه 429-452    اصل مقاله (2.23 M)
نوع مقاله: مقاله پژوهشی
شناسه دیجیتال (DOI): 10.22061/tej.2023.9659.2877
نویسندگان
انسیه میرزایی؛ مهرانگیز علی نژاد* ؛ بدرالسادات دانشمند
گروه علوم تربیتی، دانشکده ادبیات و علوم انسانی، دانشگاه شهید باهنر، کرمان، ایران
تاریخ دریافت: 08 آبان 1401،  تاریخ بازنگری: 29 دی 1402،  تاریخ پذیرش: 03 اسفند 1402 
چکیده
پیشینه و اهداف: یادگیری الکترونیکی، به‌عنوان یکی از مشخصه‌های دوره‌های آموزشی در قرن حاضر است. در تمام دوره‌های آموزشی، به‌ویژه در محیط‌های یادگیری مجازی، تعامل می‌تواند موجب کارایی و اثربخشی فرایند آموزش شود. همچنین، طراحی دقیق و اندیشمندانه تعاملات مختلف در محیط یادگیری مجازی سبب توسعه ظرفیت‌های موجود در جهت تقویت برنامه‌های آموزش الکترونیکی شده و کیفیت یادگیری را افزایش می‌دهد. لذا، با توجه به اهمیت تعاملات در محیط یادگیری مجازی، پژوهش حاضر بر آن است با تبیین عناصر برنامه درسی آموزش‌عالی (اهداف، محتوا، فعالیت‌های یاددهی- یادگیری و روش‌های ارزشیابی) براساس انواع تعاملات آموزشی در محیط یادگیری مجازی و با ارائه راهکارهای مناسب مدرسان را جهت برگزارکردن دوره‌های آموزش الکترونیکی اثربخش، یاری رساند.
روش‌ها‌: این پژوهش، از نوع پژوهش‌های توصیفی و کاربردی است. جامعه‌آماری پژوهش، اعضای هیأت‌ علمی دانشگاه‌های شهید باهنر، فرهنگیان و علوم پزشکی کرمان بودند که طبق جدول مورگان، 297 نفر با روش نمونه‌گیری سهمیه‌ای به‌عنوان نمونه آماری، انتخاب شدند. جهت گردآوری داده‌های پژوهش، از ابزار پرسش‌نامه محقق‌ساخته استفاده شد که روایی و پایایی آن، به ترتیب 86/0 و 92/0 تعیین شد. جهت تجزیه و تحلیل داده‌های پژوهش، از آزمون تی تک‌نمونه‌ای، تحلیل‌ عاملی تأییدی و معادلات‌ ساختاری استفاده ‌شد و از نرم‌افزار‌های SPSS23، AMOS23 استفاده ‌شد. الگوی اندازه‌گیری، با استفاده از الگویابی معادلات ساختاری برآورد شدند.
یافته‌ها: نتایج، مشخص کرد برای ایجاد و افزایش انواع تعاملات‌آموزشی در عناصر برنامه‌ درسی آموزش ‌عالی در محیط یادگیری ‌مجازی، مقوله‌هایی مؤثرند. در عنصر اهداف مقوله‌هایی از قبیل توجه مدرس و برتامه‌ریزان ‌درسی در سطح وزارتخانه به تعاملات‌آموزشی، واقع‌گرایی و فراگیر بودن در اهداف، در عنصر محتوا مقوله‌هایی از قبیل مشارکت دانشجویان در تهیه محتوای ‌الکترونیکی، سهولت دسترسی به محتوا، استفاده از محتوای ‌تعاملی، نظرخواهی از دانشجویان، تدوین محتوای درسی متناسب با آخرین یافته‎های علمی، تهیه محتوای ‌تعاملی و تعامل اساتید با همکاران، در عنصر فعالیت‌های یاددهی- یادگیری مقوله‌هایی از قبیل روش‌های تدریس مشارکتی، بهره‌گیری از شبکه‌های اجتماعی، بهره‌گیری از ابزارهایی مثل اتاق‌های گفتگو، ارائه بازخورد، ترغیب دانشجویان به جستجوی اطلاعات از منابع گوناگون، ایجاد شبکه بین دانشجویان و منابع اطلاعاتی مختلف، در میان گذاشتن آخرین دستاوردهای علمی در حیطه درسی با استادان همکار، در عنصر روش‌های ارزشیابی مقوله‌هایی از قبیل ارزشیابی فرآیندمحور، اختصاص ‌دادن بخشی از نمره برای کار عملی و مشارکت ‌کلاسی، ارزیابی کار فردی هر دانشجو، توسط همکلاسی‌هایش و نقد نظرات سایر دانشجویان، مؤثر هستند. همچنین، نتایج مشخص کرد عناصر برنامه‌ درسی آموزش عالی براساس انواع تعاملات آموزشی در محیط یادگیری مجازی، با هم رابطه‌ دارند. نتایج حاصل از تحلیل برازش مدل، با توجه به شاخص‌های برازندگی، نشان داد که مدل تحلیل عاملی جهت طراحی مدل مورد نظر دارای برازش مناسبی می‌باشد و می‌توان از این مدل، در برنامه‌ درسی آموزش عالی جهت ایجاد و افزایش انواع تعاملات آموزشی در محیط یادگیری مجازی، استفاده کرد. 
نتیجه‌گیری: به طور کلی، نتایج این پژوهش، بیانگر این است که ایجاد و افزایش انواع تعاملات آموزشی در آموزش الکترونیکی می‌تواند کیفیت آموزش را بهبود بخشد،. لذا، توصیه می‌شود طراحان، اعضای هیأت علمی، برنامه‌ریزان، مدیران و به طورکلی متصدیان جهت برگزاری دوره‌های آموزش الکترونیکی از الگوی پیشنهادی در پژوهش حاضر استفاده نمایند.
کلیدواژه‌ها
برنامه‌درسی؛ آموزش عالی؛ تعاملات آموزشی؛ محیط یادگیری مجازی؛ آموزش مجازی
موضوعات
محیط های یادگیری مبتنی بر فناوری
عنوان مقاله [English]
Explaining the elements of the higher education curriculum based on variety of educational interactions in the virtual learning environment
نویسندگان [English]
E. Mirzaei؛ M. Alinejad؛ B. Daneshmand
Department of Educational Sciences, Faculty of Literature and Humanities, Shahid Bahonar University, Kerman, Iran
چکیده [English]
Background and Objectives: Electronic learning is one of the characteristics of educational courses in this century. In all training courses, especially in virtual learning environments, interaction can increase the efficiency and effectiveness of the training process. Also, the careful and thoughtful design of various interactions in the virtual learning environment develops existing capacities to strengthen electronic education programs and increases the quality of learning. Therefore, considering the importance of interactions in the virtual learning environment, the present research aimed to explain the elements of the higher education curriculum (goals, content, teaching-learning activities and evaluation methods) based on the types of educational interactions in the virtual learning environment and by providing solutions It helped the teachers to organize effective e-learning courses.
Methods: This research was a descriptive and applied study. The statistical population of the research included the faculty members of Shahid Bahnar, Farhangian and Medical Sciences Universities of Kerman; according to Morgan's table, 297 people were selected as the statistical sample using quota sampling method. To collect research data, a researcher-made questionnaire tool was used, and its validity and reliability were determined as 0.86 and 0.92, respectively. To analyze the research data, one-sample t-test, confirmatory factor analysis and structural equations were used, and SPSS23 and AMOS23 software were used. The measurement model was estimated using structural equation modeling.
Findings: The results showed that some categories effectively would create and increase educational interactions in the curriculum elements based on the types of interactions in the virtual learning environment. The effective categories in the element of objectives included teachers' attention to educational interactions, paying attention to educational interactions at the ministry level, realism in objectives, and comprehensiveness of objectives. The effective categories in the content element included students' participation in the preparation of electronic content, ease of access to content, use of interactive content, polling of students, a compilation of course content in accordance with the latest scientific findings, preparation of interactive content by professors, Digital Library Update, and interactions between professors. The effective categories in the element of teaching-learning activities included participatory teaching methods, use of social networks, use of tools such as chat rooms, providing feedback, awareness of the need for interaction, encouraging students to seek information from various sources, sharing their previous experiences, networking among students and various information sources, sharing the latest scientific achievements in the field among fellow professors. The effective categories in the element of evaluation methods included process-oriented evaluation, assigning a part of the grade for individual or teamwork and class participation, evaluation of each student's individual work by her classmates, and critique of other students' opinions. Also, the results showed that the elements of the higher education curriculum based on the types of educational interactions in the virtual learning environment were related to each other. The results showed that the factor analysis model had a suitable fit for the design of the desired model and this model could be used in the higher education curriculum to create and increase various types of educational interactions in the virtual learning environment.
Conclusion: In general, the results of this research indicated that the creation and increase of educational interactions in electronic education could improve the quality of education. Therefore, it is recommended that designers, faculty members, planners, managers and in general curators use the model proposed in the current research IN E-learning courses.
کلیدواژه‌ها [English]
Curriculum, Higher Education, Educational Interactions, Virtual Learning Environment Virtual Education
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