با همکاری مشترک دانشگاه پیام نور و انجمن روانشناسی تربیتی ایران

نوع مقاله : پژوهشی

نویسندگان

1 استاد، دکتری روان‌شناسی تربیتی، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه تهران، ایر ان

2 دانشیار، گروه روان‌شناسی تربیتی و مشاوره، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه تهران، ایران.

3 دانشجوی کارشناسی ارشد روان‌شناسی تربیتی، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه تهران، ایران.

چکیده

یکی از اصلی‌ترین تغییرات در حوزه آموزش سالیان اخیر، یکپارچگی فناوری با رویکردهای سنتی یاددهی-یادگیری بوده است. این پژوهش آمیخته از نوع کیفی و کمی متوالی بوده و هدف آن بررسی فرآیند یاددهی-یادگیری در محیط الکترونیک دانشگاه تهران بوده است.
در مرحله کیفی، محققان از روش‌ تحقیق پدیدارشناسی استفاده کرده‌اند. مصاحبه‌ها با دانشجویان و اساتید انجام شد و نمونه‌گیری به شیوه هدفمند با در نظر گرفتن اشباع داده‌ها صورت گرفت. یافته‌های کیفی به بررسی عمیق تجربیات 25 دانشجو و 18 مدرس درگیر در یاددهی-یادگیری الکترونیک در این دانشگاه پرداخته و الگوی نظری فرآیند یاددهی-یادگیری در بستر الکترونیک در دانشگاه تهران را معرفی کرده است. در قسمت کمی، با توجه به اطلاعات مرحله کیفی و بررسی‌های نظری گسترده‌تر، پرسش‌نامه فرآیند یاددهی-یادگیری در بستر الکترونیک توسط نویسندگان ساخته و اعتبارسنجی شده است. این پرسش‌نامه پس از بررسی روایی محتوایی افراد خبره؛ با تعداد 495 دانشجوی دانشگاه تهران که به آن پاسخ دادند، تحلیل عاملی تاییدی و اکتشافی شد. تمامی تحلیل‌ها روایی و پایایی نهایی این پرسش‌نامه را با 35 گویه و 8 عامل و آلفای کرونباخ کلی بالای 7/0 تایید کردند؛ بنابراین این سازه به عنوان ابزاری جهت بررسی فرآیند یاددهی-یادگیری در بستر الکترونیک دانشگاه‌ها می‌تواند معرفی ‌شود.
پژوهش حاضر عناصر اساسی فرآیند یاددهی-یادگیری در محیط الکترونیک دانشگاه تهران را شناسایی کرده و الگوی مفهومی تطبیقی با نیازها و ویژگی‌های این مؤسسه آموزش عالی را ارائه کرده است. همچنین با معرفی پرسش‌نامه فرآیند یاددهی-یادگیری در بستر الکترونیک به معرفی ابزاری جهت بررسی این مهم در این موسسه و سایر موسسات آموزشی همت گمارده است.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Investigating the Teaching-Learning Process in the Electronic Environment: A Mixed-Method Study at the University of Tehran

نویسندگان [English]

  • Razieh Safarifard 1
  • Elahe Hejazi 2
  • Amirhosein Zangane 3
  • Masoud Gholamali lavasani 2

1 PhD in Educational Psychology, Department of Educational Psychology and Counseling, Faculty of Psychology and Educational Science, University of Tehran, Iran.

2 Associate Professor, Department of Educational Psychology and Counseling, Faculty of Psychology and Educational Science, University of Tehran, Iran

3 MS.c. Student in Educational Psychology, Department of Educational Psychology and Counseling, Faculty of Psychology and Educational Science, University of Tehran, Iran

چکیده [English]

Recently, the field of education has undergone a profound transformation marked by the integration of technology into traditional teaching and learning methods. Acknowledging the necessity for a thorough investigation, this sequential mixed-methods research delves into the intricacies of the teaching-learning process in the electronic environment at the University of Tehran.
Employing a phenomenological research approach in the qualitative phase, interviews conducted with students and professors, using purposeful sampling guided by considerations of data saturation. Qualitative findings shed light on the nuanced experiences of 25 students and 18 instructors actively engaged in electronic teaching-learning at the University. These insights contribute to the development of a theoretical framework encapsulating the dynamics of the teaching-learning process within the electronic landscape at the University of Tehran.
In the quantitative realm, researchers designed and validated a questionnaire based on qualitative insights and extensive theoretical reviews. After undergoing content validity scrutiny by experts, the questionnaire administered to 495 University of Tehran students. Confirmatory and exploratory factor analyses confirmed the final validity and reliability of the questionnaire, consisting of 35 items and 8 factors, with a Cronbach's alpha exceeding 0.70. This instrument emerges as a valuable tool for scrutinizing the teaching-learning process within electronic environments across universities.




This study outlines the key aspects of e-learning at the University of Tehran, offering a specialized conceptual model. Additionally, it introduces a questionnaire to create an evaluation tool for this crucial aspect at the university and beyond

کلیدواژه‌ها [English]

  • Teaching-Learning Process
  • Electronic Learning Environment
  • Higher Education
  • Mixed-Methods Study
Abdoli, E., Pour Shafie, H., & Zeynoddini, F. (2017). Analysis of teaching quality in higher education: The need for interactive teaching (Case Study: Undergraduate students of Khorasan University of Applied Science and Technology). Cultural and Social Studies of Khorasan, 11(3), 47-76. (Persian)
Abili, K., Mostafavi, Z. A., Naranji Sani, F., & Shah-Hosseini, M. (2021). Identifying factors and accreditation criteria for higher education institutions in e-learning environments. Information and Communication Technology Quarterly in Educational Sciences, 12(44), 89-108. (Persian)
Abou El-Seoud, M. S., Taj-Eddin, I. A., Seddiek, N., El-Khouly, M. M., & Nosseir, A. (2014). E-learning and students' motivation: A research study on the effect of e-learning on higher education. International journal of emerging technologies in learning (iJET), 9(4), 20-26.
Al-Fraihat, D., Joy, M., & Sinclair, J. (2020). Evaluating E-learning systems success: An empirical study. Computers in human behavior, 102, 67-86.
Alharthi, A. D., Spichkova, M., & Hamilton, M. (2019). Sustainability requirements for eLearning systems: a systematic literature review and analysis. Requirements Engineering, 24, 523-543.
AL-Sabawy, A. Y. (2013). Measuring e-learning systems success (Doctoral dissertation, University of Southern Queensland).
Alsoud, A. R., & Harasis, A. A. (2021). The impact of COVID-19 pandemic on student’s e-learning experience in Jordan. Journal of Theoretical and Applied Electronic Commerce Research, 16(5), 1404-1414.
Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of educational psychology, 84(3), 261.
Archambault, L. M., & Barnett, J. H. (2010). Revisiting technological pedagogical content knowledge: Exploring the TPACK framework. Computers & Education, 55(4), 1656-1662.
Bazargan, A., & Bazargan, K. (2020). "Free Advice from Corona" for higher education to utilize digital technology: Entry planning for post-Corona transformation of universities. In H. Mirzaei (Ed.), Essays on Higher Education, Science, and the Corona Crisis in Iran (pp. 53-76). Tehran: Institute for Cultural and Social Studies. (Persian)
Bhuasiri, W., Xaymoungkhoun, O., Zo, H., Rho, J. J., & Ciganek, A. P. (2012). Critical success factors for e-learning in developing countries: A comparative analysis between ICT experts and faculty. Computers & Education, 58(2), 843-855.
Brophy, J. E. (1999). Teaching (pp. 8-9). New York: International Academy of Education and the International Bureau of Education.
Castro, R. (2019). Blended learning in higher education: Trends and capabilities. Education and Information Technologies, 24(4), 2523-2546.
Creswell, J. D. (2022). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Translated by A. Kiamanesh. Jihad University Publishing (Allameh Tabatabai University). (Persian)
Denzin, N. K., & Lincoln, Y. S. (Eds.). (2011). The Sage handbook of qualitative research. sage.
Drlik, M., & Skalka, J. (2011). Virtual faculty development using top-down implementation strategy and adapted EES model. Procedia-Social and Behavioral Sciences, 28, 616-621.
Dudung, A., Hasanah, U., Salman, I., Priyanto, S., & Ramdhan, T. (2022). Achievement of student graduates: The role of e-readiness, e-learning and e-book. International Journal of Data and Network Science, 6(2), 375-382.
Edisherashvili, N., Saks, K., Pedaste, M., & Leijen, Ä. (2022). Supporting self-regulated learning in distance learning contexts at higher education level: systematic literature review. Frontiers in psychology, 12, 6132.
Elameer, A. S., & Idrus, R. M. (2011). Elameer-Idrus Orbital E-Education Framework for the University of Mustansiriyah (Uomust). Turkish Online Journal of Educational Technology-TOJET, 10(4), 165–173.
Ellaway, R. (2011). E-learning: is the revolution over?. Medical teacher, 33(4), 297-302.
Encarnacion, R. F. E., Galang, A. A. D., & Hallar, B. J. A. (2021). The impact and effectiveness of e-learning on teaching and learning. Online Submission, 5(1), 383-397.
Hagos, Y., Anteneh, S., & Garfield, M. J. (2018, April). A conceptual model of e-learning systems success and its implication for future research. In 2018 17th International Conference on Information Technology Based Higher Education and Training (ITHET) (pp. 1-9). IEEE.
Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3, 275-285.
Hejazi, E. (2022). Educational Psychology in the Third Millennium. Tehran University Press. (Persian)
Hénard, F., & Roseveare, D. (2012). Fostering quality teaching in higher education: Policies and practices. An IMHE guide for higher education institutions, 1(1), 7-11.
Kafizadeh, M., & Khosravi, R. A. (2011). The relationship between active teaching methods and research motivation in students. Educational Research Quarterly of Bojnord Islamic Azad University, 28(6), 29-56. (Persian)
Keshavarz, M. (2020). Impact of learner-centered teaching methods on students' understanding and learning. 8th Scientific-Research Conference on Educational Sciences, Psychology, and Social and Cultural Issues in Iran. Tehran. (Persian)
Khan, B. H. (2005). Managing e-learning: Design, delivery, implementation, and evaluation. IGI Global.
Khan, B. H. (2019). Microlearning: Quick and meaningful snippets for training solutions. International Journal of Research in Educational Sciences., 2(2), 275–284.
Khan, B. H. (2019). Microlearning: Quick and meaningful snippets for training solutions. International Journal of Research in Educational Sciences., 2(2), 275–284.
Kozan, K., & Caskurlu, S. (2018). On the Nth presence for the Community of Inquiry framework. Computers & Education, 122, 104-118.
Lam, P. L., Ng, H. K., Tse, A. H., Lu, M., & Wong, B. Y. (2021). eLearning technology and the advancement of practical constructivist pedagogies: Illustrations from classroom observations. Education and Information Technologies, 26(1), 89-101.
Lawshe, C. H. (1975). A quantitative approach to content validity. Personnel psychology, 28(4), 563-575.
Lee, R., Hoe Looi, K., Faulkner, M., & Neale, L. (2021). The moderating influence of environment factors in an extended community of inquiry model of e-learning. Asia Pacific Journal of Education, 41(1), 1-15.
Lincoln, Y. S., Lynham, S. A., & Guba, E. G. (2011). Paradigmatic controversies, contradictions, and emerging confluences, revisited. The Sage handbook of qualitative research, 4(2), 97-128.
Ma, J., Han, X., Yang, J., & Cheng, J. (2015). Examining the necessary condition for engagement in an online learning environment based on learning analytics approach: The role of the instructor. The Internet and Higher Education, 24, 26-34.
Malas, R. I., & Hamtini, T. M. (2016). A gamified e-learning design model to promote and improve learning. International Review on Computers and Software, 11(1), 8–19.
Mastan, I. A., Sensuse, D. I., Suryono, R. R., & Kautsarina, K. (2022). Evaluation of distance learning system (e-learning): a systematic literature review. Jurnal Teknoinfo, 16(1), 132-137
Mewborn, D. (2001). Teachers content knowledge, teacher education, and their effects on the preparation of elementary teachers in the United States. Mathematics Teacher Education and Development, 3(1), 28-36.
Mtebe, J. S., & Raphael, C. (2018). Key factors in learners’ satisfaction with the e-learning system at the University of Dar es Salaam, Tanzania. Australasian Journal of Educational Technology, 34(4).
Muñoz, J. L. R., Ojeda, F. M., Jurado, D. L. A., Peña, P. F. P., Carranza, C. P. M., Berríos, H. Q., ... & Vasquez-Pauca, M. J. (2022). Systematic review of adaptive learning technology for learning in higher education. Eurasian Journal of Educational Research, 98(98), 221-233.
Myers, I. B. (1962). The Myers-Briggs Type Indicator: Manual (1962).
Nichols, M. (2003). A theory for eLearning. Journal of Educational Technology & Society, 6(2), 1-10.
O’Connor, S., Wang, Y., Cooke, S., Ali, A., Kennedy, S., Lee, J. J., & Booth, R. G. (2023). Designing and delivering digital learning (e-Learning) interventions in nursing and midwifery education: A systematic review of theories. Nurse Education in Practice, 103635.
Ojaghi, N., Esmaili, Z., Sarmadi, M. R., & Saeedi, A. (2012). Identification and analysis of factors influencing student retention in e-learning environments. Journal of Educational Strategy in Medical Sciences, 10(3), 190-201. (Persian)
Ololube, N. P. (Ed.). (2015). Handbook of research on enhancing teacher education with advanced instructional technologies. IGI Global
Pinho, C., Franco, M., & Mendes, L. (2021). Application of innovation diffusion theory to the E-learning process: higher education context. Education and Information Technologies, 26(1), 421-440.
Pinho, C., Franco, M., & Mendes, L. (2021). Application of innovation diffusion theory to the E-learning process: higher education context. Education and Information Technologies, 26(1), 421-440.
Regmi, K., & Jones, L. (2020). A systematic review of the factors–enablers and barriers–affecting e-learning in health sciences education. BMC medical education, 20(1), 1-18.
Saif, A. A. (2022). Modern Educational Psychology: Psychology of Learning and Teaching. Doran Publishing. (Persian)
Sailer, M., Schultz-Pernice, F., & Fischer, F. (2021). Contextual facilitators for learning activities involving technology in higher education: The C♭-model. Computers in Human Behavior, 121, 106794.
Sharov, S., Filatova, O., & Sharova, T. (2020). The development of an online platform for studying Ukrainian literature. TEM Journal, 9(3), 1171.
Shaw, P., Green, P., Gration, M., Rhodes, C., Sheffield, D., & Stone, J. (2020). Within these hyperporous walls: An examination of a rebundled online learning model of higher education. Australasian Journal of Educational Technology, 36(5), 85–101.
Watkins, C., & Mortimore, P. (1999). Pedagogy: What do we know. Understanding Pedagogy and Its Impact on Learning, 1–19.
Zarei, A., & Dehghani, M. (2018). Challenges of e-learning: A phenomenological study. Information and Communication Technology Quarterly in Educational Sciences, 9(1), 59-81. (Persian)
Zarei, A., & Javadipour, M. (2021). E-learning challenges at the University of Tehran due to the spread of the Coronavirus. Journal of Educational Management and Planning Systems, 14(2), 313-342. (Persian)
Zarif Sanaei, N., & Farajollahi, M. (2011). A conceptual model for distance teaching-learning in higher education. Iranian Journal of Higher Education, 4(13), 129-159. (Persian)
Zheng, Y., Wang, J., Doll, W., Deng, X., & Williams, M. (2018). The impact of organisational support, technical support, and self-efficacy on faculty perceived benefits of using learning management system. Behaviour & Information Technology, 37(4), 311-319.