شناسایی نشانگرهای عناصر اساسی برنامه درسی مبتنی بر حس حضور در محیط یادگیری آنلاین و اعتباربخشی آن

نوع مقاله : علمی - پژوهشی

نویسندگان

1 دانشجو دکتری برنامه‌ریزی درسی، دانشگاه اصفهان، دانشکده علوم تربیتی و روانشناسی اصفهان، ایران

2 استاد گروه علوم‌تربیتی،دانشکده علوم‌تربیتی و روانشناسی، دانشگاه اصفهان، اصفهان، ایران

3 استادیار گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه اصفهان، اصفهان، ایران

4 دکتری برنامه‌ریزی درسی، دانشگاه‌صفاهان، اصفهان،‌ایران

چکیده

هدف: فناوری‌های نوین اطلاعاتی و ارتباطی در عصر حاضر موجب تغییرات و تحولات اساسی در نظام‌های آموزشی شده‌اند و شیوه‌های جدیدی را برای برقراری ارتباط بین اساتید و یادگیرندگان تحت عنوان آموزش آنلاین به وجود آورده‌اند. ازآنجایی‌که آموزش آنلاین به‌طور گسترده‌ای در حال استفاده است، ضرورت توجه به مسائل تخصصی این حوزه نسبتاً جدید در طراحی و یا احتمالاً اصلاح مجدد برنامه‌های درسی موجود بیش از گذشته احساس می‌گردد. یکی از این مسائل تخصصی توجه به حس حضور و روش‌های ایجاد آن است. لذا پژوهش حاضر باهدف شناسایی نشانگرهای عناصر اساسی برنامه درسی (هدف_محتوا_روش‌های تدریس و ارزشیابی) مبتنی بر حس حضور در محیط یادگیری آنلاین و اعتباربخشی آن‌ها انجام شد.
مواد و روش‌ها: پژوهش حاضر ازنظر هدف، کاربردی و به لحاظ گردآوری داده‌ها، پژوهشی آمیخته است که با روش توصیفی_پیمایشی انجام شد. در انجام پژوهش ابتدا از روش کیفی و سپس از روش کمی بهره گرفته شد. مراحل انجام پژوهش در دو گام طراحی نشانگرهای عناصر چهارگانه برنامه درسی مبتنی بر حس حضور و اعتباربخشی انجام‌شده است. در گام طراحی نشانگرها با روشی کیفی ابتدا به بررسی محتوای اسناد و مدارک مرتبط با حس حضور پرداخته شد. سپس به‌منظور تکمیل نشانگرها، مصاحبه‌ای نیمه ساختاریافته با متخصصان انجام شد. در بررسی اسناد و مدارک، کلیه مقالات علمی _پژوهشی از سال 2008 تا 2024 به هردو زبان انگلیسی و فارسی موردبررسی قرار گرفتند. درمجموع 25 سند بررسی شد. همچنین، مصاحبه‌‌های نیمه ساختاریافته پیرامون سؤال اصلی پژوهش با 14 نفر از متخصصان صاحب اثر(مقاله، کتاب، پایان‌نامه) که با نمونه‌گیری گلوله برفی (شبکه‌ای از متخصصان) انتخاب شدند، صورت گرفت. داده‌های حاصل از بررسی اسناد و مدارک و مصاحبه هم‌زمان مورد تجزیه‌وتحلیل قرار گرفت و از طریق کدگذاری اشتراوس و کوربین(1998)، کدهای فرعی واصلی به دست آمد. در گام دوم، به‌منظور اعتباربخشی یافته‌های گام طراحی، چک‌لیستی بر مبنای داده‌های به‌دست‌آمده از بررسی اسناد و مدارک و مصاحبه تهیه شد و پس از تعیین روایی (محتوایی و صوری) و پایایی ( ضریب آلفای کرونباخ) در میان نمونه پژوهش توزیع گردید. نمونه مطالعه شامل 19 نفر از اساتید و 64 نفر از دانشجویان دانشگاه اصفهان بودند که با نمونه‌گیری هدفمند انتخاب شدند. داده‌های این بخش از پژوهش باهدف اعتباربخشی، از طریق ضریب اعتبار توافقی بین ارزیابان (CVI) و با کمک نرم‌افزار SPSS مورد تجزیه‌وتحلیل قرار گرفت. نمره‌ی 8/0 و بالاتر به‌عنوان معیار اعتباربخشی هریک از گویه‌های چک‌لیست قرار گرفت.
بحث و نتیجه‌گیری: نتایج پژوهش نشان داد که عناصر برنامه درسی مبتنی بر حس حضور در تمام نشانگرها دارای اعتبار بالایی از منظر هردو گروه اساتید و یادگیرندگان (بالاتر از 8/0) است. به‌علاوه، یافته‌های پژوهش نشان داد که در هریک از عناصر چهارگانه برنامه درسی می‌توان از طریق توجه به یکسری از راهکار‌ها زمینه‌ی ایجاد حس حضور را به وجود آورد. در عنصر اهداف، طراحی اصولی اهداف، وضوح و شفافیت در بیان اهداف در قالب یک جلسه توجیهی، تعیین اهداف با کمک یادگیرندگان ازجمله نشانگرهای ایجاد حس حضور هستند. در عنصر محتوا، تولید محتوای چندرسانه‌ای، مدیریت بار شناختی در تولید محتوای الکترونیکی، توجه به نیازها و امکانات یادگیرندگان در انتخاب محتوا، افزایش کیفیت و دسترس‌پذیری محتوا، عینی سازی و متناسب‌سازی محتوا با امکانات محیط یادگیری آنلاین، از نشانگرهای ایجاد حس حضور هستند. در عنصر روش تدریس نیز خود افشاگری معلم، ایجاد صمیمیت با یادگیرندگان، پشتیبانی و حمایت از یادگیرندگان، ایجاد شرایط تسهیلگری و پایه‌ریزی آموزش بر پایه تعامل و گفتگو مؤثر در ایجاد حس حضور شناخته شدند. در بخش ارزشیابی، استفاده از تکنیک‌های ارزشیابی اعم از تکوینی، شفاهی، خودارزیابی و همتا سنجی، ارائه بازخوردهای به‌موقع، دقیق و توصیفی پیشنهاد شدند. شایسته است که اساتید از راهبردهای ارائه‌شده برای عملیاتی کردن حس حضور در آموزش آنلاین استفاده کنند و به تغییرات و تحولات اخیر در حوزه تکنولوژی آموزش توجه داشته باشند. همچنین تجدیدنظر و اصلاح مجدد برنامه‌های درسی آموزش عالی متناسب با نشانگرهای موردبحث در عناصر اساسی برنامه درسی مبتنی بر حس حضور به برنامه‌ریزان در وزارت علوم، تحقیقات و فناوری و نیز دانشگاه‌ها و مؤسسات آموزش عالی پیشنهاد می‌شود.

کلیدواژه‌ها

عنوان مقاله [English]

Identifying and Validating the Indicators of the Curriculum Basic Elements Based on the Sense of Presence in Online Learning Environments

نویسندگان [English]

  • Mahtab Askari 1
  • Mohammad Javad Liaghatdar 2
  • Azam Esfijani 3
  • Leila Heshmatifar 4
1 Ph.D. Candidate in Curriculum Planning, , Faculty of Educational Sciences and Psychology, Isfahan University, Isfahan, Iran
2 Professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Isfahan University,Isfahan, Iran
3 Assistant Professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Isfahan University, Isfahan, Iran
4 Ph.D. in Curriculum Planning, Safahan University, Isfahan, Iran
چکیده [English]

Objectives: 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 study was conducted to identify 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) to create a sense of presence.
Materials and Methods: This applied study which employed a mixed 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 studies 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 from 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 19 professors and 64 students of Isfahan University, who were selected through a 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.
Discussion and Conclusions: The results of the study 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 study 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, and 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 was suggested. Professors must 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 under the basic elements of creating a sense of presence in online learning environments.

کلیدواژه‌ها [English]

  • Curriculum Elements
  • Sense of Presence
  • Online Learning Environment

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