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نژادصفر, رقیه, پوراصغر, نصیبه, راستگو, اعظم, نامور, یوسف. (1404). شناسایی الزامات کلیدی مدرسان آموزش عالی در نظام آموزش الکترونیک. فناوری آموزش, 19(4), 843-872. doi: 10.22061/tej.2026.11565.3163
رقیه نژادصفر; نصیبه پوراصغر; اعظم راستگو; یوسف نامور. "شناسایی الزامات کلیدی مدرسان آموزش عالی در نظام آموزش الکترونیک". فناوری آموزش, 19, 4, 1404, 843-872. doi: 10.22061/tej.2026.11565.3163
نژادصفر, رقیه, پوراصغر, نصیبه, راستگو, اعظم, نامور, یوسف. (1404). 'شناسایی الزامات کلیدی مدرسان آموزش عالی در نظام آموزش الکترونیک', فناوری آموزش, 19(4), pp. 843-872. doi: 10.22061/tej.2026.11565.3163
نژادصفر, رقیه, پوراصغر, نصیبه, راستگو, اعظم, نامور, یوسف. شناسایی الزامات کلیدی مدرسان آموزش عالی در نظام آموزش الکترونیک. فناوری آموزش, 1404; 19(4): 843-872. doi: 10.22061/tej.2026.11565.3163

شناسایی الزامات کلیدی مدرسان آموزش عالی در نظام آموزش الکترونیک

فناوری آموزش
مقاله 1، دوره 19، شماره 4 - شماره پیاپی 76، مهر 1404، صفحه 843-872    اصل مقاله (1.89 M)
نوع مقاله: مقاله پژوهشی
شناسه دیجیتال (DOI): 10.22061/tej.2026.11565.3163
نویسندگان
رقیه نژادصفر1؛ نصیبه پوراصغر* 2؛ اعظم راستگو1؛ یوسف نامور1
1گروه علوم تربیتی، واحد اردبیل، دانشگاه آزاد اسلامی، اردبیل، ایران
2گروه علوم تربیتی، دانشگاه پیام نور، تهران، ایران
تاریخ دریافت: 29 اردیبهشت 1404،  تاریخ بازنگری: 18 مرداد 1404،  تاریخ پذیرش: 29 شهریور 1404 
چکیده
پیشینه و اهداف: با پیشرفت فناوری‌های دیجیتال و ظهور ابزارهای نوین، نظام آموزشی دچار تغییرات بنیادین شده و در این میان، آموزش الکترونیکی به یکی از ارکان اساسی این تحول تبدیل شده است. آموزش عالی نیز به عنوان پیشگام این تغییرات، نقش محوری در توسعه مهارت‌های نیروی انسانی و پیشرفت جوامع ایفا می‌کند. نقش مدرسان آموزش عالی در این تحول به طور قابل‌توجهی تغییر کرده است. آنان دیگر صرفاً انتقال‌دهندگان دانش نیستند؛ بلکه تسهیل‌کنندگان فرآیند یادگیری و راهنمایانی برای خلق دانش از طریق مشارکت فعال دانشجویان شده‌اند. به منظور تطابق با تحولات این عصر، مدرسان آموزش عالی نیازمند بازنگری در مهارت ها، الزامات، رویکردها و روش­های تدریس خود هستند. بدون شک، توانمندسازی اساتید دانشگاه­ها و تجهیز آنان به دانش و مهارت­های مورد نیاز، نه تنها باعث بهبود کیفیت آموزش می‌شود بلکه تأثیر مستقیمی بر توسعه پایدار جامعه خواهد داشت. از این رو، این پژوهش با هدف شناسایی و تحلیل جامع الزامات کلیدی مدرسان آموزش عالی در بستر یادگیری الکترونیکی انجام شده است.
روش‌ها‌: تحقیق حاضر به روش تحلیل محتوا با رویکرد کیفی صورت گرفته است. بدین منظور، 16 نفر از اساتید و متخصصان حوزه علوم تربیتی و آموزش عالی از طریق مصاحبه‌های نیمه ­ساختار یافته و با روش نمونه‌گیری هدفمند انتخاب شدند. همچنین 29 مقاله و 6 کتاب با استفاده از روش نمونه‌گیری هدفمند و فیش‌برداری از منابع معتبر از سال 2000 تا 2025 مورد بررسی قرار گرفتند. برای تجزیه و تحلیل داده‌ها از روش تحلیل محتوای پیشنهادی گرانهایم و لاندمن بهره گرفته شد و برای ارزیابی اعتبار و قابلیت اطمینان مطالعه، از معیارهای لینکلن و گوبا استفاده شد.
یافته‌ها: نتایج این مطالعه، هفت مؤلفه اساسی را به عنوان الزامات کلیدی مدرسان آموزش الکترونیکی شناسایی کرده است که عبارتند از: الزامات شخصیتی (خصوصیات شخصیتی، خصوصیات حرفه­ای)، الزامات ارتباطی و تعامل (قابلیت تعامل سازنده، قابلیت ایجاد فعالیت­های تشویقی و انگیزشی، قابلیت مدیریت ارتباطات و راهبردهای مشارکت، قابلیت گروه بندی و تیم سازی)، الزامات آموزشی و تخصصی (صلاحیت­های علمی و تخصصی، قابلیت سنجش عملکرد و ارزشیابی، به کارگیری راهبردهای آموزشی و یادگیری، برنامه­ریزی و مدیریت دوره آموزش الکترونیک، قابلیت تقویت و توسعه مهارت­های شناختی دانشجویان)، الزامات مدیریتی و سازمانی (پشتیبانی، دسترسی به زیرساخت­ها و امکانات، سیاست گذاری آموزشی، توانمند سازی و توسعه قابلیت ها)، الزامات فرهنگی و حقوقی (فرهنگ آموزش الکترونیک، ملزومات اخلاقی قانونی)، الزامات فناورانه (دانش فناورانه، مهارت فناورانه) و الزامات سلامتی و بهداشت (بهداشت جسمی و روانی، ارگونومی و بهداشت حرفه­ای، سیاست­های بهداشتی).
نتیجه‌گیری: یافته‌های پژوهش نشان می‌دهد که موفقیت مدرسان آموزش عالی در محیط‌های یادگیری الکترونیکی نیازمند ترکیبی از مهارت‌های فنی، تخصصی و شخصیتی است. این نتایج می‌تواند مبنای طراحی برنامه‌های توسعه حرفه‌ای برای ارتقاء شایستگی مدرسان و بهبود کیفیت آموزش الکترونیکی در دانشگاه‌ها باشد. ابعاد شناسایی‌شده در این پژوهش می‌توانند به سیاست‌گذاران و مدرسان کمک کنند تا نیازهای آموزشی اساتید را شناسایی کرده و با بروزرسانی مستمر برنامه‌ها، توان مقابله با چالش‌های ناشی از پیشرفت‌های فناورانه را افزایش دهند. چارچوب ارائه‌ شده، زمینه‌ای مناسب برای پژوهش‌های آینده در ارزیابی مدرسان و توسعه سیستم‌های یادگیری الکترونیکی فراهم می‌آورد و به ارتقاء مهارت‌ها و توانایی‌های مدرسان در این حوزه کمک می‌کند. پیشنهاد می‌شود برنامه‌ریزی‌ها و سیاست‌گذاری‌های کلان و خرد به‌گونه‌ای تدوین شود که ضمن همگامی با تغییرات سریع عصر حاضر، بستری مناسب برای نوآوری در آموزش و پویایی در محیط‌های دانشگاهی ایجاد کند. 
کلیدواژه‌ها
مدرسان؛ الزامات؛ یادگیری الکترونیکی؛ آموزش الکترونیکی؛ آموزش عالی
موضوعات
آموزش الکترونیکی
عنوان مقاله [English]
IIdentification of key requirements for higher education instructors in the era of e-Learning
نویسندگان [English]
R. Nezhadsafar1؛ N. Pourasghar2؛ A. Rastgoo1؛ Y. Namvar1
1Department of Educational Sciences, Ardabil Branch, Islamic Azad University, Ardabil, Iran
2Department of Educational Sciences, Payam Noor University, Tehran, Iran
چکیده [English]
Background and Objectives: With the advancement of digital technologies and the emergence of new tools, the education system has undergone fundamental changes, and in the meantime, electronic education has become one of the essential pillars of this transformation. As the pioneer of these changes, higher education plays a pivotal role in developing human resources skills and advancing societies. The role of higher education instructors in this transformation has changed significantly. They are no longer merely transmitters of knowledge but facilitators of the learning process and guides for creating knowledge through active student participation. To adapt to the changes of this era, higher education instructors need to review their teaching skills, requirements, approaches, and methods. Undoubtedly, empowering university professors and equipping them with the necessary knowledge and skills will not only improve the quality of education but will also have a direct impact on the sustainable development of society. Therefore, this research aims to identify and comprehensively analyze the key requirements of higher education instructors in the context of e-learning.
Methods: The present research was conducted using content analysis with a qualitative approach. For this purpose, 16 professors and experts in the field of educational sciences and higher education were selected through semi-structured interviews and purposive sampling. Additionally, 29 articles and six books were reviewed using purposive sampling and note-taking from credible resources from 2000 to 2025. The content analysis method proposed by Graneheim and Lundman was used to analyze the data, and Lincoln and Guba's criteria were used to assess the validity and reliability of the study.
Findings: The results of this study identified seven essential components as key requirements for e-learning instructors, which are: Personal requirements (Personal traits, Professional traits), Communication and interaction requirements (Constructive interaction ability, The ability to create motivational and encouraging activities, The ability to manage communications and participation strategies, The ability for grouping and team building), Educational and Professional requirements (Scientific and professional competence, Performance measurement and evaluation capability, Applying  educational and learning  strategies, Planning and management of e-Learning courses, The ability to enhance and develop the cognitive skills of students), Managerial and Organizational requirements (Support, Access to infrastructure and facilities, Educational policy-making, Empowerment and capability development), Cultural and Legal Requirements (e- learning culture, ethical-legal requirements), Technological Requirements (Technological knowledge, Technological skill), Health and Safety Requirements (Physical and mental health, Ergonomics and occupational health, Health policies).
Conclusion: Research findings indicate that the success of higher education instructors in e-learning environments requires a combination of technical, professional, and personality skills. These results can be the basis for designing professional development programs to enhance the competence of instructors and improve the quality of e-learning in universities. The identified dimensions can help policymakers and instructors to identify the educational needs of professors and increase their ability to cope with the challenges posed by technological advances by continuously updating programs. The proposed framework provides a suitable basis for future research in instructors' evaluation and the development of e-learning systems, and helps to improve the skills and abilities of teachers in this field. It is recommended that macro and micro planning and policies be formulated in a way that, while keeping pace with the rapid changes of the present era, creates a suitable platform for innovation in education and dynamism in academic environments.
کلیدواژه‌ها [English]
Instructors, Requirements, E-Learning, Electronic education, Higher education
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