تحلیلی بر اثربخشی و چالش‌های آموزش‌های الکترونیکی دانشگاه فرهنگیان، طی دوران کرونا و ارائه راهکارهای مناسب (موردمطالعه: دانشجومعلمان رشته‌های علوم پایه)

نوع مقاله : مقاله پژوهشی

نویسندگان

1 استادیار گروه شیمی، دانشگاه فرهنگیان، تهران، ایران

2 استادیار گروه علوم تربیتی، دانشگاه فرهنگیان، تهران، ایران

چکیده

هدف این پژوهش تحلیل اثربخشی و چالش‌های آموزش‌های الکترونیکی دانشگاه فرهنگیان طی دوران شیوع ویروس کرونا، بود. نوع پژوهش کاربردی و روش آن توصیفی - تحلیلی و پیمایشی بود. جامعه آماری پژوهش شامل دانشجومعلمان رشته‌های علوم پایه پردیس‌ها و مراکز آموزش عالی دانشگاه فرهنگیان استان‌های اصفهان، تهران و فارس در سال تحصیلی 1400-1401 بوده که 450 نفر به‌عنوان نمونه آماری انتخاب شد. ابزار مطالعه یک پرسش‌نامه محقق‌ساخته با 32 پرسش بسته‌پاسخ و سه پرسش بازپاسخ بود. روایی پرسش‌نامه توسط 5 نفر هیئت‌علمی دانشگاه فرهنگیان تأیید و پایایی آن به روش آلفای کرونباخ، 94/0 محاسبه شد. داده‌های پژوهش به روش‌های آماری متناسب مورد تحلیل قرار گرفتند. طبق یافته‌های پرسش‌نامه بسته‌پاسخ، مطلوبیت محتوا، روش‌ها و فعالیت‌های اجرایی آموزش‌ها در مجموع و برای اغلب شاخص‌ها، نامطلوب تا نسبتاً مطلوب (4>  و 01/0p<)، فعالیت­های کارگاهی، عملی و آزمایشگاهی آموزش­های الکترونیکی نامطلوب  (5  و 01/0p<) و میزان رضایت دانشجومعلمان از این آموزش­ها نیز چندان مطلوب نبود. طبق یافته­های بخش بازپاسخ پرسش‌نامه، از جمله مهم­ترین راهکارهای بهبود آموزش­های الکترونیکی، بهبود سامانه و سرعت آن و آگاهی استادان در زمینه آموزش الکترونیکی، لزوم جبران کمبود آموزش‌های عملی/آزمایشگاهی و مشکلات مربوط به عدم کسب دانش علمی و مهارت­های لازم معلمی به روش­های حضوری و از طریق کلاس­های جبرانی بود.

کلیدواژه‌ها


عنوان مقاله [English]

Exploring the Effectiveness and Challenges of E-Learning at Farhangian University during the Corona Era and Providing Appropriate Supplementary Solutions (Case Study: Student Teachers of Basic Sciences)

نویسندگان [English]

  • Mahshid Golestaneh 1
  • Seyed Mohsen Mousavi 1
  • Mohammad Nikkhah 2
1 Department of Chemistry, Farhangian University, Tehran, Iran
2 Department of Educational Sciences, Farhangian University, Tehran, Iran
چکیده [English]

The purpose of this applied, descriptive-analytical, survey research was to analyze the effectiveness and challenges of Farhangian University's e-education during the Covid-19 Pandemic. The statistical population included student teachers of basic sciences in the campuses and higher education centers of Farhangian University in Isfahan, Tehran, and Fars provinces in the academic year 2021-2022, of which 450 people were selected as a statistical sample. The study tool was a researcher-made questionnaire with 32 closed-answer questions and three open-ended questions. The validity of the questionnaire was confirmed by 5 faculty members of Farhangian University and its reliability was calculated using Cronbach's alpha, 0.94. Data were analyzed by appropriate statistical methods. According to the findings of the closed-answer questionnaire, the desirability of the content, methods, and implementation activities of the training in general and for most indicators, unfavorable to relatively favorable (X ̅>4 and p<0.01), workshop activities, practical and experimental electronic training were unfavorable (5X ̅≤ 5 and p<0.01) and the level of student teachers' satisfaction with these training was also not very favorable. According to the findings of the response section of the questionnaire, improving the system and its speed and the awareness of professors in the field of electronic education, the need to compensate for the lack of practical/laboratory training and the problems related to the lack of scientific knowledge and skills. The necessary teaching methods were face-to-face and through compensatory classes are among the most important solutions for improving electronic education.

کلیدواژه‌ها [English]

  • E-learning
  • Effectiveness
  • Challenge
  • Farhangian University
  • Corona era
حاجی‌زاده، انور و همکاران (1400)، تحلیل فرصت‌ها و چالش‌های آموزش مجازی در دوران کرونا؛ رهیافت توسعه آموزش مجازی در پساکرونا، فصلنامه تدریس پژوهی، 1، 204-174.
زمانی، بی‌بی عشرت؛ پرهیزی، رقیه؛ وکاویانی، حسن (1394)، شناسایی چالش‌های ارزشیابی عملکرد تحصیلی دانشجویان در دوره‌های الکترونیکی، نشریه فناوری آموزش، 9(3)، 199-206.
کیان، مریم (1393)، چالش‌های آموزش مجازی: روایت آنچه در دانشگاه مجازی آموخته نمی‌شود، مجله میان‌رشته‌ای آموزش مجازی در علوم پزشکی،  5(3)، 22-11.
گلستانه، مهشید (1399)، لزوم بازنگری در دروس شیمی پایه دوره کارشناسی برای عبور از چالش‌های جهانی با الهام از همه‌گیری کووید-19، مجله پژوهش در آموزش شیمی، سال دوم، شماره 4، 58-41.
Altawalbeh, K., Al-Ajlouni, A. (2022). The Impact of Distance Learning on Science Education during the Pandemic. International Journal of Technology in Education, 5(1), 43-66.
Al-Balas, M., Al-Balas, H. I., Jaber, H. M., Obeidat, K., Al-Balas, H., Aborajooh, E. A., & Al-Balas, B. (2020). Distance learning in clinical medical education amid COVID-19 pandemic in Jordan: current situation, challenges, and perspectives. BMC medical education, 20(1), 1-7.
Al-Ferjani, A. (2002). Technology and education development. Gharib House for Printing, Publishing, and Distribution: Cairo, Egypt.
Al Darayseh, A. (2020). The Impact of COVID-19 pandemic on modes of teaching science in UAE schools. Journal of Education and Practice, 11(20), 110-115.
Asim, S., Ponners, P., Bartlett, C., Parker, M. and Star, R. (2019). Differentiating instruction: For middle school students in virtual learning environments. The Delta Kappa Gamma Bulletin: International Journal for Professional Educators, 86(3), 19-31.
Cao, W. et al. (2020). The psychological impact of the COVID-19 epidemic on college students in China. Psychiatry Research. 287, 112934, 1-5.
Carliner, S. (2004). An overview of online learning (2nd Ed.). Human Resource Development Press.
Clough, M. P. (2002). Using the laboratory to enhance student learning. In R. W. Bybee (Ed.), Learning science and the science of learning, 2002 NSTA yearbook (pp. 85-97).
Darling-Hammond, L. )2017(.Teacher Education around the World: What Can We Learn from International Practice?, European Journal of Teacher Education 40 (3): 291–309
Ebner, M. et al. (2020). Covid-19 epidemic as e-learning boost? Chronological development and e_ects at an Austrian university against the background of the concept of “e-learning readiness. Future Internet, 12(6), 94-113.
Eliyawati, E., Permanasari, A., Salim, A. S., and Khoirotunnisa, S. (2021). Online science learning strategies: challenges and benefits. Journal of Physics: Conference Series, 1806, 012143.
Feeley, A., Feeley, I., Carroll, A.,  Hehir, D. J. (2022). Student Acceptance of Virtual Bedside Surgical Tutorials during COVID-19: A Randomized Controlled Trial, Journal of Surgical Research, 270, 261-265.
Franchi, T. (2020). The impact of the Covid-19 pandemic on current anatomy education and future careers: a student’s perspective. Anatomical Science Education, 13, 312−315.
Johnson S & Aragon S. (2003). An instructional strategy framework for online learning environments. New Direct Adult Continu Edu, N10:31-44.
Hawkins, I.; Phelps, A. J. (2013). Virtual laboratory vs. Traditional laboratory: which is more effective for teaching electrochemistry? Chemical Education Research Practice, 14, 516−523.
Iivari, N., Sharma, S., & Venta-Olkkonen, L. (2020). Digital transformation of everyday life—How Covid-19 pandemic transformed the basic education of the young generation and why information management research should care? International Journal of Information Management. 55, 102183, 1-6.
Macpherson, A, Homan, G & Wilkinson, K. (2005). The implementation and use of e-learning in the corporate university. Workplace Learn. N 17(1&2): 33-48.
Merzouk, A., Kurosinski, P., & Kostikas, K. (2014). E-Learning for the medical team: the present and future of ERS Learning Resources. Breathe, 10(4), 296-304.
Meyers, S.A. (2008) Using transformative pedagogy when teaching online. College Teaching, 56(4), 219-224.
Mittal, M. (2008). Evaluating perceptions on effectiveness of elearning programs in Indian banks: Identifying areas for improvement. Dev Learn Org. N 22(2):12-4.
Mikeska, J. N., Howell, H. and Kinsey, D. (2022). Examining the usability and viability of using a simulated classroom environment to prepare preservice science teachers during and after the COVID-19 pandemic. Disciplinary and Interdisciplinary Science Education Research, 4:23, 1-20.
Mohalik, R., & Sahoo, S. (2020). E-Readiness and Perception of Student Teachers toward Online Learning in the Midst of COVID-19 Pandemic. SSRN Electronic Journal.1-17.
Moore, J. L., Deane, C.D., & Galyen, K. (2011). E-Learning, online learning, and distance learning environments: Are they the same? Internet and Higher Education. 14(2), 129-135.
Nonaka, I & Takeuchi, H. (2005). The knowledge-creating company: How Japanese companies create the dynamics of innovation. Oxford University Press: New York, NY.
Niemi, H. M., & Kousa, P. (2020). A case study of students’ and teachers’ perceptions in a Finnish high school during the COVID pandemic. International Journal of Technology in Education and Science, 4(4), 352-369.
Nguyen C.K., D. DeNeve R., Nguyen L.T., & Limbocker R. (2020). Impact of COVID-19 on General Chemistry Education at the United States Military Academy. Journal of Chemical Education, 97(9), 2922–2927.
Nicola, M. et al. (2020). The socio-economic implications of the coronavirus pandemic (Covid-19): A review. International Journal of Surgery. 78, 185–193.
Odriozola-González, P. Planchuelo-Gómez, A. Irurtia, M.J. & de Luis-García, R. (2020). Psychological effects of the COVID-19 outbreak and lockdown among students and workers of a Spanish university. Psychiatry Research 290, 113108, 1-8.
Pather, N., et al. (2020). Forced disruption of anatomy education in Australia and New Zealand: an acute response to the Covid-19 pandemic. Anatomical Science Education.13 (3), 284–300.
Pokhrel, S.; Chhetri, R. (2021). A literature review on impact of COVID-19 pandemic on teaching and learning. High Education Future, 8, 133–141.
Puljak, L., Civljak, M., Haramina, A. (2020). Attitudes and concerns of undergraduate university health sciences students in Croatia regarding complete switch to elearning during COVID-19 pandemic: a survey. BMC Medical Education. 20 (416), 2-11.
Qiang, Z., Obando, A. G., Chen, Y., & Ye, C. (2020). Revisiting distance learning resources for undergraduate research and lab activities during COVID-19 pandemic. Journal of Chemical Education, 97(9), 3446-3449.
Radu, M.C., Schnakovszky, C., Herghelegiu, E., Ciubotariu V. –A., & Cristea, I. (2020). The Impact of the COVID-19 Pandemic on the Quality of Educational Process: A Student Survey. International Journal of Environmental Research and Public Health, 17, 7770, 1-15.
Rahman, S. & Buck, G. (2021). Navigating the pandemic as an international teaching assistant in science education. In V. L. Akerson & I. S. Carter (Eds.), Science Education during the COVID-19 Pandemic: Tales from the Front Lines (pp. 117-142). ISTES Organization.
Rumble, G., & Harry, K. (1982). The distance teaching universities. London: Croom Helm.
Sepulveda-Escobar, P., & Morrison, A. (2020). Online teaching placement during the COVID-19 pandemic in Chile: challenges and opportunities. European Journal of Teacher Education, 43(4), 587–607.
Serhan, D. (2021). To sync or not to sync? Students’ perceptions of their learning in Fall 2020 sync classroom during COVID-19 pandemic. In S. Jackowicz & I. Sahin (Eds.), Online Education during the COVID-19 Pandemic: Issues, Benefits, Challenges, and Strategies (pp. 141-156). ISTES Organization.
Spiros, K. (2003). Individual differences in motivation during distance training: The influence of goal orientation and selfefficacy on learning outcomes. George Washington University, Columbian College of Arts and Sciences.
Unger, S., & Meiran, W. R. (2020). Student attitudes towards online education during the COVID-19 viral outbreak of 2020: Distance learning in a time of social distance. International Journal of Technology in Education and Science, 4(4), 256-266.
Wheeler, S. (2012). E-Learning and digital learning. In Encyclopedia of the sciences of learning (pp. 1109-1111). Springer.
Wu, F.; Teets, T. S. (2021). Effects of the Covid-19 pandemic on student engagement in a general chemistry course. J0urnal of Chemical Education, 98, 3633−3642.
Yesiloglu, S. N., Gencer, S., Ekici, F., Isik, B. (2021). Examining Pre-Service Teachers’ Views about Online Chemistry Laboratory Learning Experiences amid the Covid-19 Pandemic. Journal of Turkish Science Education, Covid-19 Special Issue, 108-124.
Yilmaz Ince, E., Kabul, A., & Diler, I. (2020). The opinions of academicians on distance education during the COVID-19 pandemic. In I. Sahin & M. Shelley (Eds.), Educational practices during the COVID-19 viral outbreak: International perspectives (pp. 107-120). ISTES Organization.
Zhang, W., Wang, Y., Yang, L., & Wang, C. (2020). Suspending classes without stopping learning: China’s education emergency management policy in the Covid-19 outbreak. Journal of Risk Financial Managament 13(3), 55-60.