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علی پور, نسرین, نوروزی, داریوش, نوریان, محمد. (1400). طراحی الگوی مؤلفه‌های مؤثر بر کیفیت محیط‌های یادگیری الکترونیکی. فناوری آموزش, 15(3), 503-518. doi: 10.22061/tej.2021.7167.2505
نسرین علی پور; داریوش نوروزی; محمد نوریان. "طراحی الگوی مؤلفه‌های مؤثر بر کیفیت محیط‌های یادگیری الکترونیکی". فناوری آموزش, 15, 3, 1400, 503-518. doi: 10.22061/tej.2021.7167.2505
علی پور, نسرین, نوروزی, داریوش, نوریان, محمد. (1400). 'طراحی الگوی مؤلفه‌های مؤثر بر کیفیت محیط‌های یادگیری الکترونیکی', فناوری آموزش, 15(3), pp. 503-518. doi: 10.22061/tej.2021.7167.2505
علی پور, نسرین, نوروزی, داریوش, نوریان, محمد. طراحی الگوی مؤلفه‌های مؤثر بر کیفیت محیط‌های یادگیری الکترونیکی. فناوری آموزش, 1400; 15(3): 503-518. doi: 10.22061/tej.2021.7167.2505

طراحی الگوی مؤلفه‌های مؤثر بر کیفیت محیط‌های یادگیری الکترونیکی

فناوری آموزش
مقاله 7، دوره 15، شماره 3 - شماره پیاپی 59، تیر 1400، صفحه 503-518    اصل مقاله (942.17 K)
نوع مقاله: مقاله پژوهشی
شناسه دیجیتال (DOI): 10.22061/tej.2021.7167.2505
نویسندگان
نسرین علی پور1؛ داریوش نوروزی* 2؛ محمد نوریان1
1گروه برنامه‌ریزی درسی، دانشکده روان شناسی و علوم تربیتی، دانشگاه آزاد اسلامی واحد تهران جنوب، تهران، ایران
2گروه تکنولوژی آموزشی، دانشکده روان شناسی و علوم تربیتی، دانشگاه علامه طباطبایی، تهران، ایران
تاریخ دریافت: 05 مهر 1399،  تاریخ بازنگری: 04 بهمن 1399،  تاریخ پذیرش: 09 اسفند 1399 
چکیده
پیشینه و اهداف:هدف از این تحقیق، مطالعه نظام­مند خصوصیات یک محیط یادگیری الکترونیکی است که در فرایند یاددهی- یادگیری در برنامه درسی  و اجرای عملی آن، از تمام جوانب مورد توجه قرار می­گیرد. منظور از محیط یادگیری، فضایی است که در آن مهم­ترین جنبه­های فعالیت­های آموزشی و تعامل یادگیرنده با مدرس انجام می­شود. این محیط متأثر از فرهنگ، سنت، تکنولوژی و غنا در طراحی و ساخت است. محیط یادگیری می ­تواند به یک رویکرد آموزشی، زمینه فرهنگی یا محیط فیزیکی اشاره کند که در آن تدریس و یادگیری رخ می­دهد. آموزش الکترونیکی عبارت است از رویکردی خلاقانه برای انتقال بینش­ها، مهارت­ها و اطلاعاتی که به­منظور خاص طراحی شده، فراگیر محور، تعاملی، انعطاف­پذیر و قابل گسترش و نوآورانه بوده و با استفاده از دستاوردهای فناوری دیجیتالی تولید و از طریق زیرساخت‌های شبکه و اینترنت انتقال می­یابند.
روش‌ها‌: رویکرد پژوهش از نوع کیفی با استفاده از تحلیل محتوا می­باشد. برای دست­یابی به تبیین فوق از روش سنتزپژوهی استفاده گردید. برای یافتن ویژگی­ها و مؤلفه­های محیط یادگیری، پژوهش­های اخیر با روشی نظام مند انتخاب، واکاوی محتوایی، غربالگری و دسته­بندی شده­اند. جامعه مورد مطالعه، تحقیقات انجام شده از پژوهش­های سال­های 2000 تا 2020 است که  طی واکاوی محتوایی دسته­بندی و غربالگری انجام گرفته و در حدود97  پژوهش، که واجد شرایط و معیارهای مد نظر بودند به­صورت هدفمند انتخاب گردید. ابتدا با تحلیل­های انجام شده، کد گذاری و طبقه بندی صورت گرفت و الگوها، پایه­های نظری و مضامین اصلی استخراج شدند. برای تحلیل داده­ها به روش کدگذاری باز و محوری، از نرم افزار Nvivo-8 استفاده شد.
یافته‌ها:با استفاده از تحلیل محتوا، 29 زیر­طبقه  شناسایی گردید و مؤلفه­های محیط یادگیری الکترونیکی که با استفاده از تحلیل محتوا، در 7 بعد استخراج شدند، عبارتند از: یادگیرنده، معلم، رویکردهای برنامه درسی، فرایند یاددهی- یادگیری، محتوای آموزش، فیزیک محیط یادگیری الکترونیکی و ارزشیابی. برای بررسی روایی و پایایی کد گذاری، از قابلیت اعتماد که دربرگیرنده چهار معیار باورپذیری( میزان باورداشتن به یافته­های تحقیق )، اطمینان پذیری( توانایی شناسایی جایی که داده­های یک مطالعه معین از آن آمده) تأییدپذیری( یافته­ها عملاً و واقعاً مبتنی بر داده­ها هستند )و  انتقال­پذیری(نتایج یک مطالعه کیفی می­تواند به یک محیط متفاوت دیگر نیز منتقل شود ) هستند، استفاده گردید.
نتیجه‌گیری: با طبقه­بندی زیر مؤلفه­ها، مؤلفه­های اصلی استخراج شده والگوی مفهومی طراحی شد. بُعد یادگیرنده در 6 زیر طبقه، شامل ویژگی­های فردی یادگیرنده، ملاحظات فرهنگی، رابطه یادگیرندگان با هم، رابطه یادگیرنده و معلم، پیش دانسته­های یادگیرنده، تعامل یادگیرنده با فیزیک محیط و بُعد رویکردهای برنامه درسی در 5 زیر طبقه شامل فرایند یادگیرنده محور، رویکرد اجتماعی آموزش، رویکرد رفتاری، رویکرد سازنده گرا، رویکرد ساختن گرایانه و بُعد معلم در 4 زیر طبقه شامل صلاحیت معلم، رابطه تعاملی با یادگیرنده، تجربیات معلم، رابطه معلم با اولیای مدرسه و بُعد فرایند یاددهی- یادگیری در 4 زیر طبقه شامل سبک­های تدریس و یادگیری، برنامه­ریزی درسی، راهبردهای یادگیری مشارکتی، انگیزش یادگیرنده، بُعد محتوای آموزش در 2 زیر طبقه شامل انتخاب محتوا، مواد و رسانه­های کمک آموزشی و  بُعد فیزیک محیط یادگیری در4 زیر طبقه شامل محیط فیزیکی، چیدمان محیط، نور- مکان- صدا، ایمنی در محیط یادگیری و بُعد ارزشیابی در 4 زیر طبقه شامل خودارزیابی، تکالیف درسی، مشاهده معلم، معیار­ها در ارزشیابی، به­دست آمده است. با وجود تلاش­های زیاد در جهت رسیدن به اهداف برنامه درسی ملی، طراحی ویژه­ای برای محیط یادگیری الکترونیکی صورت نمی­گیرد، لذا با توجه به الگوی طرح شده در این پژوهش می­توان مؤلفه­های الگو را در نظر گرفته و محیط یادگیری الکترونیکی را با توجه به رویکرد برنامه درسی مورد نظر، طراحی کرد.
کلیدواژه‌ها
محیط یادگیری الکترونیکی؛ محیط یادگیری مجازی؛ طراحی الگوی محیط یادگیری الکترونیکی
موضوعات
آموزش الکترونیکی
عنوان مقاله [English]
Designing a model of components affecting the quality of e-learning environments
نویسندگان [English]
N. Alipour1؛ D. Noroozi2؛ M. Nourian1
1Department of Curriculum Planning, Faculty of Psychology and Educational Sciences, Islamic Azad University of South Tehran Branch,Tehran, Iran
2Department of Educational Technology, Faculty of Psycology and Education Sciences, Allameh Tabatabai University, Tehran. Iran
چکیده [English]
Background and Objectives: The purpose of this study is the systematic study of the characteristics of an e-learning environment that is considered from all aspects in the teaching-learning process in the curriculum and its practical implementation. Learning environment means the space in which the most important aspects of educational activities and learner interaction with the teacher take place. This environment is influenced by culture, tradition, technology and richness in design and construction. Learning environment can refer to an educational approach, cultural context or physical environment in which teaching and learning take place. E-learning is a creative approach to convey insights, skills, and information designed for a specific purpose. It is learner-oriented, interactive, flexible, expandable and innovative produced using the achievements of digital technology; and they are transmitted through network infrastructure and the Internet.
Methods: The research approach is qualitative using content analysis. To achieve the above explanation, the synthesis research method has been used. To find the features and components of the learning environment, the recent studies have been systematically selected, content analyzed, screened and categorized. The study population is comprised of the research conducted from 2000 to 2020 during which classification and screening have been done through content revision, and about 97 studies that were appropriate and met the required criteria were purposefully selected. First, with the performed analyses, coding and classification were performed and patterns, theoretical bases, and main themes were extracted. Nvivo-8 software was used to analyze the data by open and axial coding method.
Findings: Using content analysis, 29 subcategories were identified and the components of e-learning environment that were extracted using content analysis in 7 dimensions include: the learner, the teacher, curriculum approaches, the teaching-learning process, the teaching content, the physics of e-learning environment and evaluation. To assess the validity and reliability of the coding, the trust feature was used.  it includes four criteria, namely reliability (the degree of belief in research findings), confirmability (the ability to identify the place from which the data of a particular study has come) and verifiability (the findings are practically based on the data) and transferability (the results of a qualitative study can be transferred to a different environment)
Conclusion: By classifying the sub-components, the main components were extracted and the conceptual model was designed. The learner dimension with six subcategories includes the learner’s individual characteristics, cultural considerations, the learners’ relationship with each other, the learner-teacher relationship, the learners’ presuppositions, the learners’ interaction with the environmental physics. The curriculum approaches include 5 subcategories, i.e., the learner-centered process, the social approach to education, the behavioral approach, the constructivist approach, and the constructivist approach. The teacher dimension with four subcategories includes the teacher competence, the interactive relationship with the learner, the teacher’s experiences. The teacher’s relationship with school authorities and the teaching-learning process with four subcategories include teaching and learning methods, curriculum planning, participatory learning strategies, the learner’s motivation. The educational content dimension with two subcategories includes content selection, the teaching aid materials and media. The physical dimension of the learning environment with four subcategories includes the physical environment, the environment layout, lighting, location, sound, safety in the learning environment. The evaluation dimension with four subcategories includes self-evaluation, homework, the teacher observation, the criteria in evaluation. Despite many efforts that have been made to achieve the goals of a national curriculum, there is no special design for the e-learning environment. Therefore, according to the model proposed in this research, the components of the model can be considered and the e-learning environment can be designed according to the curriculum approach.

کلیدواژه‌ها [English]
e-learning environment, virtual learning environment, e-learning environment model design
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