با همکاری مشترک دانشگاه پیام نور و انجمن یادگیری الکترونیکی ایران

نوع مقاله : علمی-پژوهشی

نویسندگان

1 دانشجوی دکتری فلسفه تعلیم و تربیت، پیام نور جنوب تهران و مربی، گروه علوم تربیتی، دانشگاه پیام نور، تهران، ایران

2 دانشیار گروه علوم تربیتی ،دانشگاه پیام نور،تهران،ایران

3 دانشیار گروه علوم تربیتی ،دانشگاه پیام نور،تهران ،ایران

چکیده

این پژوهش باهدف مفهوم شناسی پداگوژی باز در اندیشه میشل فوکو و ژاک دریدا و سیر تکوین آن درنظام آموزش از دور انجام‌شده است ازلحاظ نوع تحقیق نظری است و روش تحقیق کیفی از نوع توصیفی –تحلیلی می‌باشد. جامعه آماری بنا به ماهیت موضوع شامل کلیه منابع و اسناد مربوط به پداگوژی باز ، دیدگاه تربیتی میشل فوکو و ژاک دریدا و آموزش از دور شامل کلیه کتاب‌های الکترونیکی و مکتوب، مقالات، مجلات، سایت‌ها و پایگاه‌های اطلاعاتی معتبر، پایان‌نامه‌ها و رساله‌های دکتری می‌باشد. نمونه آماری نیز همه منابع و اسناد در دسترس مربوط به موضوع می‌باشد. روش گردآوری اطلاعات کتابخانه‌ای است که پژوهشگران کلیه کتاب‌های الکترونیکی و مکتوب، مقالات، مجلات، سایت‌ها و پایگاه‌های اطلاعاتی معتبر، پایان‌نامه‌ها و رساله‌های دکتری تا حد کفایت موردمطالعه و تحلیل قراردادند و فیش‌برداری کردند. برای پاسخ به سؤال پژوهش اطلاعات جمع‌آوری‌شده را طبقه‌بندی، تجزیه‌وتحلیل و تفسیر کردند. از نظر متحصصان تعلیم وتربیت برای تعیین روایی و پایایی استفاده شده است . از اطلاعات جمع‌آوری‌شده 9 مقوله اصلی: 1.هدف 2. معلم 3. دانش‌آموز 4. روش تدریس 5. محتوا و موضوع 6. برنامه‌ریزی 7. مدرسه 8. ارزشیابی 9. منابع استخراج گردید. نتایج پژوهش نشان می‌دهد که مفهوم پداگوژی باز در بیشتر زیر مقوله های اصلی به غیر از دو مقوله برنامه ریزی و منابع وجود داشته است. و پداگوژی باز مناسبترین پداگوژی برای آموزش از راه دور می باشد .

کلیدواژه‌ها

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