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محمدحسنی, نسرین. (1401). کوچ به یادگیری برخط در دوران کرونا: واکاوی تجارب و چالش‌های اعضای هیات علمی. فناوری آموزش, 16(4), 835-852. doi: 10.22061/tej.2022.8766.2729
نسرین محمدحسنی. "کوچ به یادگیری برخط در دوران کرونا: واکاوی تجارب و چالش‌های اعضای هیات علمی". فناوری آموزش, 16, 4, 1401, 835-852. doi: 10.22061/tej.2022.8766.2729
محمدحسنی, نسرین. (1401). 'کوچ به یادگیری برخط در دوران کرونا: واکاوی تجارب و چالش‌های اعضای هیات علمی', فناوری آموزش, 16(4), pp. 835-852. doi: 10.22061/tej.2022.8766.2729
محمدحسنی, نسرین. کوچ به یادگیری برخط در دوران کرونا: واکاوی تجارب و چالش‌های اعضای هیات علمی. فناوری آموزش, 1401; 16(4): 835-852. doi: 10.22061/tej.2022.8766.2729

کوچ به یادگیری برخط در دوران کرونا: واکاوی تجارب و چالش‌های اعضای هیات علمی

فناوری آموزش
مقاله 13، دوره 16، شماره 4 - شماره پیاپی 64، مهر 1401، صفحه 835-852    اصل مقاله (907.32 K)
نوع مقاله: مقاله پژوهشی
شناسه دیجیتال (DOI): 10.22061/tej.2022.8766.2729
نویسنده
نسرین محمدحسنی*
گروه تکنولوژی آموزشی، دانشکده روانشناسی و علوم تربیتی، دانشگاه خوارزمی، تهران، ایران
تاریخ دریافت: 21 اردیبهشت 1401،  تاریخ بازنگری: 27 شهریور 1401،  تاریخ پذیرش: 17 مهر 1401 
چکیده
پیشینه و اهداف: بزرگترین چالشی که شیوع ویروس کووید-19 برای نهادهای آموزشی به ­همراه آورد، اجبار در یک انتقال غیرمنتظره از آموزش رو در رو به آموزش و یادگیری بر بستر شبکه بود. تعطیلی ناگهانی آموزش حضوری، دانشگاهیان را به دلیل نیاز به سازگاری سریع با محیط­های یادگیری الکترونیکی به سمت «منطقه­ای ناآشنا» سوق داده است. زمانی، منافع محیط­های مزبور سبب افزایش تقاضا برای به‌کارگیری آن در آموزش عالی بود؛ اما امروزه به سبب شرایط خاص شیوع ویروس کرونا، الزامی را به میان آورده که بی­شک این تغییر به یکباره، چالش­هایی را به جهت آشنایی با گستره وسیعی از فناآوری­ها برای نهادهای آموزشی به پیش کشیده است. چالش­هایی که در یک نگاه عمیق به تأثیرات همبسته آنها، ادبیات پژوهش مبتنی بر مزیت­های این محیط را به چالش می­کشد. در همین راستا پژوهش حاضر با هدف واکاوی چالش­های اعضای هیأت­علمی در تدریس و مدیریت یادگیری در فضای برخط انجام شده است.  
روش‌ها‌: پژوهش حاضر با روش کیفی با رویکرد پدیدارشناسی انجام شد. جامعه هدف پژوهش، دانشگاه خوارزمی بود. در یک فراخوان سراسری از سوی معاونت پژوهشی، شرایط دسترسی به نمونه با حداکثر تنوع به‌عنوان راهبردی در نمونه­گیری هدفمند برای پژوهشگر فراهم شده و فرایند جمع­آوری داده­ها آغاز شد. برای جمع­آوری داده­ها از مصاحبه عمیق نیمه­ساختارمند استفاده شد و فرایند جمع­آوری داده­ها تا رسیدن به اشباع نظری ادامه یافت که بر این اساس، تعداد 19 مصاحبه انجام شد. داده­ها با روش کدگذاری تحلیل شد. برای تأیید و برقراری روایی و قابلیت اعتماد داده­ها از معیار قابلیت اطمینان و اعتبار نهایی استفاده شد.
یافته‌ها: نتایج پژوهش منجر به شناسایی مقوله­های ارتباط و تعامل، حضور و درگیرسازی، فنی، کیفیت، مهارت، ارزشیابی، اقتصادی، زمان و سازمانی شد. به‌عنوان یک نتیجه مهم­، تحلیل داده­ها بر هم­افزایی و ارتباط متقابل مقوله­ها با یکدیگر و تأثراتی اشاره دارد که مجموع آنها بر کیفیت یادگیری برخط اثر می­گذارد. پرتکرارترین کدها مربوط به مقوله­های ارتباط و تعامل و حضور و درگیرسازی بود که خود وابسته به مقوله مهارت و تأثیرگذار بر سایر مقولات بود. نتایج پژوهش حاضر نشان داد که مقوله­های بسیاری در شکل دادن به یک تجربه­ چالش­برانگیز از یادگیری برخط دخیل هستند. همچنین هم­افزایی و ارتباط متقابل مقوله­ها با یکدیگر متضمن این مفهوم مهم است که می­شود با اولویت­بندی این چالش­ها و توجه به مؤلفه­های کلیدی به تبدیل چالش­ها به یک تجربه یادگیری مثبت کمک کرد. برآیند این واکاوی بر لزوم توجه به بحث تغییر یکباره که در مقوله زمان جای می­گیرد، بروز چالش­های مرتبط با آن، تقسیم چالش­هایی که به حوزه عمل اعضای هیأت­علمی به‌صورت فردی یا در ارتباط با چالش­های سازمانی رخ می­دهد که مهارت و کیفیت جزو آنها محسوب می­گردد، تأکید دارد.
نتیجه‌گیری: حال که همه ­گیری ویروس کرونا، عصر تحول فناوری را با دیجیتالی شدن سریع آموزش عالی در جهان همراه ساخته است، شناسایی چالش­های ورود یا انطباق با محیط‌های برخط برای کیفیت بخشی به آینده نظام آموزش عالی ضروری است. در همین راستا پیشنهاد پژوهش حاضر بررسی چالش­های اعضای هیأت علمی در مدیریت یادگیری برخط طی یک مطالعه طولی و همچنین تطابق آنها با چالش­هایی است که از سوی یادگیرندگان جمع­آوری می­شود.
کلیدواژه‌ها
آموزش مجازی؛ پاندمی کرونا؛ چالش ها و تجارب؛ محیط های یادگیری؛ یادگیری برخط
موضوعات
آموزش الکترونیکی
عنوان مقاله [English]
Transition to Online Learning During the COVID-19 Pandemic: Exploration of Faculty Members' Experiences and Challenges
نویسندگان [English]
N. Mohammadhasani
Department of Educational Technology, Faculty of psychology and Education, Kharazmi University, Tehran, Iran
چکیده [English]
Background and Objectives: The biggest challenge posed by the Coronavirus pandemic (COVID-19) to educational institutions was the force to make an unexpected transition from face-to-face to online learning. The abrupt closure of face-to-face education led academics towards experiencing "unfamiliar areas" due to the need to adapt quickly to e-learning environments. In advance, the benefits of these environments increased the demand for their usage in higher education. But today, given the special circumstances of the outbreak of the Coronavirus, this sudden change has undoubtedly posed challenges for educational institutions Although these environments provide numerous opportunities for learning, they require the readiness to become familiar with a wide range of technologies, the lack of which, both for teachers and learners and at the organizational level, poses some challenges in the implementation of online learning. In this regard, the present study was conducted to explore the challenges of faculty members in teaching and managing online learning environments.
Methods: The present study was conducted adopting a qualitative method with a phenomenological approach. The target population of the study included the faculty members of Kharazmi University. Data were collected through in-depth semi-structured interviews. The data collection process continued until the theoretical saturation was reached, based on which 19 interviews were conducted. The final reliability and validity criteria were used to confirm the validity and reliability of the data.
Findings: The results of the study led to the identification of the following categories: communication and interaction, presence and engagement, technical issues, quality, skill, evaluation, economic issues, time, and organizational challenges. As an important result, data analysis referred to the synergy and interrelationship of categories and the effects that they had on the quality of online learning. The most common codes were related to the categories of communication and interaction and presence and engagement, which were related to the category of skills and influenceed other categories
Conclusion: The analysis of the interviews showed that, it is possible to reach high-quality online learning by prioritizing these challenges and paying attention to key components. The emergence or consideration of these challenges, as well as their impact on each other, leads us to map the relationship among these challenges. The results of the analysis emphasize the need to pay attention to the sudden changes in the category of time, the emergence of related challenges, and the division of challenges into faculty members-related items individually or in relation to organizational challenges that include skill and quality. Now that the Coronavirus pandemic resulted in the rapid digitalization of higher education around the world, identifying and overcoming the challenges of entering or adapting to online environments is essential to guarantee the quality of the future of higher education. 
کلیدواژه‌ها [English]
Challenges and experiences, Covid-19 Pandemic, Learning environments, Online learning, virtual education
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