نوع مقاله : علمی - پژوهشی
نویسندگان
1 دانشجو دکتری برنامه‌ریزی درسی، دانشگاه اصفهان، دانشکده علوم تربیتی و روانشناسی اصفهان، ایران
2 استاد گروه علوم‌تربیتی، دانشگاه اصفهان،دانشکده علوم‌تربیتی و روانشناسی، اصفهان، ایران
3 استادیار گروه علوم تربیتی، دانشگاه اصفهان، دانشکده علوم تربیتی و روانشناسی، اصفهان، ایران
4 دکتری برنامه‌ریزی درسی، دانشگاه‌صفاهان، اصفهان،ایران
چکیده
کلیدواژه‌ها
عنوان مقاله [English]
نویسندگان [English]
Objective: New information and communication technologies in the current era have caused fundamental changes and developments in educational systems and have created new ways to communicate between educators and learners under the title of online education. Since online education is widely used, it has created the need to pay attention to the specific issues of this relatively new field in the design and revision of existing curricula. One of the essential issues is paying attention to the sense of presence and the methods of creating it. Therefore, the present research was conducted with the aim of identifying the basic elements of the curriculum based on the sense of presence and its validation, to investigate the factors that should be taken into consideration in each of the four main elements of the curriculum (objective-content-teaching and evaluation methods) in order to create a sense of presence.
Materials and Methods: This applied research which employed a hybrid approach (exploratory) was carried out in two phases: 1. Identification of elements and 2. Validation. In the element identification section, data was collected in two steps: content analysis of documents related to the sense of presence and semi-structured interviews with experts who have articles, books or theses regarding the sense of presence in online education. In the content analysis step, all scientific research articles from 2008 to 2024 in both English and Farsi languages were examined. A total of 25 documents were reviewed in this step. In the interview step, a semi-structured interview was designed around the main research question and conducted with 14 experts who were selected by snowball sampling technique. The data of these two steps were analyzed at the same time and were obtained through open, central and basic coding of sub-codes of communication and entered into the second phase of the research. In the second phase (validation), based on the data of the first phase, a checklist was prepared and after examining the validity (content and form) and reliability (through Cronbach's alpha) was distributed among the research participants. The participants comprised of 19 professors and 64 students of Isfahan University, who were selected through purposive sampling technique (with at least two semesters of online class experience). The data of this phase of the research was analyzed using SPSS software with the aim of validation of the inter-rater consensus coefficient (CVI). The score ≥ 0.8 was considered as a validation criterion for each item in the checklist.
Conclusion: The results of the research showed that the elements of the curriculum based on the sense of presence in all items have high credibility from the point of view of both teachers and learners (above 0.8). The findings of the research showed that in each of the four elements of the curriculum, it is possible to create a sense of presence by paying attention to a series of solutions. In the element of goals, identifying the basic elements of goals, clarity and transparency in expressing goals in the form of a briefing session, setting goals with the help of learners are among the solutions to create a sense of presence. In the content element, multimedia content production, cognitive load management in electronic content production, paying attention to the needs and facilities of learners in identifying content elements, increasing the quality and accessibility of content, objectifying and adapting content to the facilities of the online learning environment are some of the solutions to create a sense of presence. In the teaching element, the self-disclosure of the teacher, the creation of intimacy with the learners, the support provision for learners, the creation of facilitating conditions and the foundation of education based on interaction and dialogue were found to be effective. In the evaluation section, the use of formative, oral, self-assessment and peer assessment techniques, providing timely, accurate and descriptive feedback were suggested. It is necessary for professors to use these strategies to create and maintain the sense of presence in online learning environments and pay attention to recent changes and developments in the field of educational technology. It is also suggested to analyze and revise the higher education curricula in accordance with the basic elements of creating a sense of presence in online learning environments.
کلیدواژه‌ها [English]
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