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تاری, فرزانه, جوادی پور, محمد, حکیم زاده, رضوان, دهقانی, مرضیه. (1401). شناسایی و مدل‌سازی تجارب موفق آموزشی معلمان دوره ابتدایی در محیط یادگیری الکترونیکی در دوران کرونا. فناوری آموزش, 17(1), 69-86. doi: 10.22061/tej.2022.8903.2750
فرزانه تاری; محمد جوادی پور; رضوان حکیم زاده; مرضیه دهقانی. "شناسایی و مدل‌سازی تجارب موفق آموزشی معلمان دوره ابتدایی در محیط یادگیری الکترونیکی در دوران کرونا". فناوری آموزش, 17, 1, 1401, 69-86. doi: 10.22061/tej.2022.8903.2750
تاری, فرزانه, جوادی پور, محمد, حکیم زاده, رضوان, دهقانی, مرضیه. (1401). 'شناسایی و مدل‌سازی تجارب موفق آموزشی معلمان دوره ابتدایی در محیط یادگیری الکترونیکی در دوران کرونا', فناوری آموزش, 17(1), pp. 69-86. doi: 10.22061/tej.2022.8903.2750
تاری, فرزانه, جوادی پور, محمد, حکیم زاده, رضوان, دهقانی, مرضیه. شناسایی و مدل‌سازی تجارب موفق آموزشی معلمان دوره ابتدایی در محیط یادگیری الکترونیکی در دوران کرونا. فناوری آموزش, 1401; 17(1): 69-86. doi: 10.22061/tej.2022.8903.2750

شناسایی و مدل‌سازی تجارب موفق آموزشی معلمان دوره ابتدایی در محیط یادگیری الکترونیکی در دوران کرونا

فناوری آموزش
مقاله 5، دوره 17، شماره 1 - شماره پیاپی 65، دی 1401، صفحه 69-86    اصل مقاله (1015.28 K)
نوع مقاله: مقاله پژوهشی
شناسه دیجیتال (DOI): 10.22061/tej.2022.8903.2750
نویسندگان
فرزانه تاری؛ محمد جوادی پور* ؛ رضوان حکیم زاده؛ مرضیه دهقانی
گروه روش‌ها و برنامه‌ریزی درسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران
تاریخ دریافت: 28 تیر 1401،  تاریخ بازنگری: 29 مهر 1401،  تاریخ پذیرش: 01 دی 1401 
چکیده
پیشینه و اهداف: در پی شیوع بیماری کرونا، آموزش الکترونیکی فرصتی بی­نظیر برای مواجهه با محدودیت­های آموزش حضوری و تحقق آرمان آموزش برای همه را فراهم آورده است. از آن­جا که معلمان به عنوان مهم­ترین عامل تأثیرگذار در فرایند یاددهی – یادگیری محسوب می­شوند؛ لذا واکاوی تجارب موفق و ناموفق آموزشی ایشان می­تواند به ما در درک عمیق­تر شناخت وضعیت موجود و ارائه راهکارهایی برای نیل به وضعیت مطلوب و تقویت آن یاری برساند. با عنایت به انبوه پژوهش­های انجام شده در زمینه چالش­ها و مشکلات آموزش معلمان در بستر الکترونیک، پژوهش حاضر بر آن است که به‌طور خاص، بر روی نقاط قوت تجارب آموزشی معلمان در محیط جدید آموزش متمرکز شود. از این­رو، هدف پژوهش حاضر شناسایی و مدل­سازی تجارب موفق آموزشی معلمان دوره ابتدایی در محیط یادگیری الکترونیکی است.
روش‌ها‌: این مطالعه به روش کیفی و از نوع پدیدارشناسی است. مشارکت­کنندگان این پژوهش شامل کلیه معلمان شاغل دوره ابتدایی بودند که تجربه تدریس در بستر الکترونیک (برنامه شاد) در سال تحصیلی1400-1399 را داشتند، که 18 نفر از آنان از طریق نمونه­گیری هدفمند ملاک­محور انتخاب شدند و با استفاده از مصاحبه نیمه­ساختارمند نسبت به جمع­آوری اطلاعات تا دستیابی محقق به اشباع نظری اقدام شد. یافته­ها با استفاده از راهبرد هفت مرحله­ای کلایزی مورد تجزیه‌وتحلیل قرار گرفتند. تحلیل عمیق مصاحبه­ها به شناسایی 7 مقوله اصلی و تعداد 25 مقوله فرعی مرتبط منتج شد. در گام بعد، مقولات اصلی شناسایی شده وارد نرم­افزار مدلسازی ساختاری تفسیری (ISM) شدند. در این بخش، نخست ساختار ارتباطات فی­مابینی مقولات در قالب یک شبکه تعاملی ترسیم و پس از آن میزان اهمیت هر یک از آن­ها تعیین شد.
یافته‌ها: یافته­های پژوهش نشان داد که تجارب موفق آموزشی معلمان دوره ابتدایی در محیط یادگیری الکترونیکی به ترتیب میزان اهمیت آن­ها شامل رشد صلاحیت­های فناورانه (61 امتیاز)، پیشرفت و نوسازی عناصر برنامه درسی (60 امتیاز)، توجه به نیازهای عاطفی – روانی (53 امتیاز)، ارتقای مهارت­های اجتماعی (51 امتیاز)، توسعه تربیت علمی (28 امتیاز)، توجه به جنبه­های تربیت زیستی و بدنی (21 امتیاز) و تقویت ظرفیت­های زیباشناختی (17 امتیاز) است.
نتیجه‌گیری:  نتایج پژوهش حاضر را به‌صورت پیوستاری می­توان در نظر گرفت که در یک سوی آن، رشد صلاحیت‌های فناورانه با بالاترین میزان اهمیت قرار گرفته و در سوی دیگر طیف، تقویت ظرفیت­های زیباشناختی است، که کمترین میزان اهمیت را داراست. براساس نتایج حاصله، بازنگری اساسی در شیوه­های آموزش بدو خدمت و ضمن­ خدمت معلمان، جهت هم­سویی با تحولات در محیط­های غنی از فناوری لازم است. همچنین شایسته است معلمان در راستای ارتقای کیفیت فرایند یاددهی و یادگیری در بستر الکترونیک، به اقتضائات خاص این محیط جدید آموزشی و ظرفیت­های پیش­روی آن توجه نموده و به جای کاربرد شیوه­های سنتی آموزش، محدوده و اولویت توجه خود را تربیت تمام ساحتی دانش‌آموزان، تشویق به همکاری گروهی و مشارکت در کلاس مجازی، پرورش حس کنجکاوی و شکوفایی خلاقیت­های فردی دانش­آموزان، تقویت انگیزه دانش‌آموزان و توجه به توانایی، علایق، استعدادها و تفاوت‌های فردی دانش‌آموزان در زیست بوم جدید معطوف نمایند؛ تا به این ترتیب امید به حضور مؤثر و فعال دانش­آموزان در کلاس­های مجازی خود را داشته باشند.  
کلیدواژه‌ها
معلمان ابتدایی؛ محیط یادگیری الکترونیکی؛ تجارب موفق آموزشی؛ مدلسازی ساختاری تفسیری
موضوعات
محیط های یادگیری مبتنی بر فناوری
عنوان مقاله [English]
Identifying and modeling the successful educational experiences of elementary school teachers in the e-learning environment during the Corona era
نویسندگان [English]
F. Tari؛ M. Javadipour؛ R. Hakimzadeh؛ M. Dehghani
Department of Methods and Curriculum Planning, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran
چکیده [English]
Background and Objectives: Following the outbreak of covid19, e-learning has provided a unique opportunity to face the limitations of face-to-face education and achieve the ideal of education for all. Since teachers are considered as the most important influential factor in the teaching-learning process, the analysis of their successful and unsuccessful educational experiences can give us a deeper understanding of the current situation and provide solutions to achieve the desired situation and strengthen it. Given the vast amount of research conducted on the challenges and problems of teachers in the electronic context, the present study aims to focus specifically on the strengths of teachers' teaching experiences in the new learning environment. Therefore, the purpose of this study is  identifying and modeling the importance of successful educational experiences of elementary school teachers in the e-learning environment.
Methods: This is a qualitative and phenomenological study. Participants in this study include all elementary school teachers who had the experience of teaching in electronic context (Shad Program) in the academic year 2020-2021. Eighteen teachers among them were selected through purposive sampling and semi-structured interviews were used to collect information until the researcher could achieve theoretical saturation. The findings were analyzed, using Colaizzi's seven-step strategy. In-depth analysis of the interviews resulted in the identification of 7 main categories and 25 related sub-categories. In the next step, the identified key categories entered into the Interpretive Structural Modeling (ISM) software. In this section, first the structure of the communications between the categories was drawn in the form of an interactive network and then the importance of each of them was determined.
Findings: The research findings showed that successful educational experiences of elementary school teachers in the e-learning environment in the order of their importance  include the development of technological competencies (61 points), progress and modernization of curriculum elements (60 points), paying attention to emotional-psychological needs (53 points), promotion of social skills (51 points), development of scientific education (28 points), paying attention to aspects of biological and physical education (21 points) and strengthening  aesthetic capacities (17 points).
Conclusion: The results of the present study can be considered as a continuum in which, on the one hand, the development of technological competencies is of the highest importance and, on the other hand, the strengthening of aesthetic capacities is of the least importance. Based on the results obtained, a major overhaul of pre-service and in-service teacher training methods is needed to keep pace with the developments in technology-rich environments. In order to improve the quality of the teaching and learning process in the electronic context, teachers should also pay attention to the specific requirements of this new educational environment and its developmental capacities, and instead of using traditional teaching methods, prioritize their focus on educating students in all areas, encouraging group collaboration and participation in the virtual classroom, fostering students' curiosity and flourishing their individual creativity, strengthening students’ motivation students and paying attention to students’ individual abilities, interests, talents and personal differences of students in the new ecosystem so that they teachers could  hope for an effective and active presence of students in their virtual classes.
کلیدواژه‌ها [English]
Elementary teachers, E-learning environment, Successful educational experiences, Interpretive Structural Modeling
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