آموزش از دور
Mohammad Shahi; Saeid Zarghami-Hamrah,; Ramazan Barkhordari; Akbar Salehi
Abstract
This study aimed to investigate the Embodiment in the virtual technical and vocational education of the SHAD System using the post-phenomenological method. The lived experience of several students of the art schools in Malard County was examined using interviews. The result is that the mediation of the ...
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This study aimed to investigate the Embodiment in the virtual technical and vocational education of the SHAD System using the post-phenomenological method. The lived experience of several students of the art schools in Malard County was examined using interviews. The result is that the mediation of the SHAD System has expanded the temporal and spatial possibilities and the degree of freedom of action of the students; moreover, in this system, due to the substantive, implicit, and environmental differences of the practical training of specialized courses, additional challenges have arisen depending on the theoretical courses. Here, due to the change in the type of physical connection and the physical absence of the student, the learning conditions were different and were not as available as in face-to-face education. The set of senses could not be reproduced and simulated to the same extent in the SHAD Space. The quality and speed of coordination of different senses and the connection of the mind, emotions, and hands were different, and learning required more repetition and practice. Considering physical movement, angle of view, and work steps, achieving a new physical balance in the SHAD System was time-consuming and experimental. The degree of freedom of the student's body has led to improved performance in some situations and has disrupted learning in others. In this space, the body in action has created a kind of physical expertise that combines face-to-face learning and virtual. Physical presence and close physical contact between the students and the student, as in workshop training, are not provided and have led to changes. The emotions arising from the students' embodiment have played a role in achieving the goals of the SHAD system. In this system, the pace of education, learning style, student-centeredness, self-regulation, and communication outside of school have been strengthened. Finally, improving and redesigning the SHAD system in this area with a post-phenomenological approach has been proposed to facilitate learning in this system.
