Document Type : scientific-research
Authors
- Fatemeh Narenji Thani 1
- Mohammad Reza Keramati 2
- Elnaz Mirshahvalad 3
- اAva Taghavi far 4
- Mohammad Lohrasbi 5
1 Associate Prof., department of educational planning and administration, the University of Tehran, Tehran,Iran.
2 Associated Prof., Faculty of Psychology and Educational Sciences, University of Tehran, Iran
3 Master's degree, Educational Management, Department of Educational Management and Planning, University of Tehran.
4 M.A. Student of Educational Administration, Department of Educational Administration and Planning, Faculty of Psychology and Educational Science, University of Tehran, Tehran, Iran.
5 Master's student in Planning and Administration of Higher Education, University of Tehran, Faculty of Psychology and Education
Abstract
The purpose of current study is to explore the critical challenges of e-learning in higher education institutions. The data for this research were collected through a qualitative approach using a descriptive phenomenological method and semi-structured interview tool, then the findings were analyzed by Colaizzi's (1978) 7-step method. The research field included 12 academic experts in E-learning at the University of Tehran through purposeful Sampling. The validity of qualitative data, based on the four criteria of Lincoln and Goba (1985) including; credibility, transferability, dependability, and confirmability and also reliability by re-coding and two coders have been examined and confirmed. The results of the analysis led to exploring142 main concepts, then in the form of 10 critical challenges related to the most components of the educational system including; learner, teacher, technology, financial and information resources, ethical considerations, university culture, classroom leadership, support system, learning effectiveness, and satisfaction of internal stakeholders. Finally, using a systematic approach, the mentioned challenges have been classified into three main dimensions of learning-teaching system such as; input, process, and output.
Keywords
Main Subjects
Article Title [Persian]
بررسی و طبقه بندی چالش های حیاتی آموزش الکترونیکی با رویکردی سیستماتیک در دانشگاه تهران
Authors [Persian]
- فاطمه نارنجی ثانی 1
- محمدرضا کرامتی 2
- الناز میرشاه ولد 3
- اوا تقوی فرد 4
- محمد لهراسبی 5
2 دانشیار گروه علوم تربیتی، دانشگاه تهران، تهران، ایران
3 کارشناسی ارشد، مدیریت آموزشی، گروه مدیریت و برنامه ریزی آموزشی، دانشگاه تهران.
4 M.A. Student of Educational Administration, Department of Educational Administration and Planning, Faculty of Psychology and Educational Science, University of Tehran, Tehran, Iran.
5 دانشجوی کارشناسی ارشد مدیریت و برنامه ریزی آموزش عالی دانشگاه تهران
Abstract [Persian]
هدف پژوهش حاضر بررسی چالش های حیاتی آموزش الکترونیکی در موسسات آموزش عالی می باشد. داده های این پژوهش با رویکرد کیفی و با استفاده از روش توصیفی پدیدارشناسی و ابزار مصاحبه نیمه ساختاریافته جمع آوری شد، سپس یافته ها با روش 7 مرحله ای کولایزی (1978) مورد تجزیه و تحلیل قرار گرفت. حوزه پژوهش شامل 12 خبره دانشگاهی در آموزش الکترونیکی دانشگاه تهران به روش نمونه‌گیری هدفمند بود. اعتبار داده های کیفی بر اساس چهار معیار لینکلن و گوبا (1985) از جمله: اعتبار، انتقال پذیری، قابلیت اطمینان و تایید پذیری و همچنین پایایی با کدگذاری مجدد و دو کدگذار بررسی و تایید شده است. نتایج تجزیه و تحلیل منجر به بررسی 142 مفهوم اصلی و سپس در قالب 10 چالش حیاتی مرتبط با اکثر اجزای نظام آموزشی از جمله: یادگیرنده، معلم، فناوری، منابع مالی و اطلاعاتی، ملاحظات اخلاقی، فرهنگ دانشگاه، رهبری کلاس درس، سیستم پشتیبانی، اثربخشی یادگیری و رضایت ذینفعان داخلی. در نهایت، با استفاده از رویکرد سیستماتیک، چالش های مذکور در سه بعد اصلی نظام یادگیری- یاددهی طبقه بندی شده اند.
Keywords [Persian]
- چالش ها
- یادگیری الکترونیکی
- رویکرد سیستماتیک
- رویکرد کیفی
- دانشگاه تهران
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