چالش‌های یادگیری معکوس: تحلیل محتوای کیفی

نشریه علمی آموزش و ارزشیابی (فصلنامه)

دوره 15، شماره 60، اسفند 1401، صفحه 47-84   

نوع مقاله: مقاله پژوهشی

شناسه دیجیتال (DOI): 10.30495/jinev.2023.1972078.2797

نویسندگان

حافظ صاحب یار^{* 1}؛ رامین حبیبی کلیبر²؛ جواد مصرآبادی²؛ ابوالفضل فرید³

¹دانشجوی دکتری روان شناسی تربیتی، دانشکده علوم تربیتی و روان شناسی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران.

²استاد روان‌شناسی تربیتی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران.

³دانشیار روان‌شناسی تربیتی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران.

چکیده

طی دهه­های اخیر، با پیشرفت سریع فناوری موبایل، ظهور سایت‌های وب 2.0 و گسترش شبکه‌های اجتماعی و از طرف دیگر همه­گیری کووید-19، نظام­های آموزشی را به سمت آموزش مجازی و مدل­های ترکیبی مثل یادگیری معکوس هدایت کرده­اند. پژوهش ­حاضر با هدف شناسایی و طبقه­بندی چالش‌های اجرایی یادگیری معکوس انجام شده­است. روش پژوهش، کیفی و از نوع تحلیل محتوای استقرایی بوده و از مصاحبه نیمه­ساختاریافته و  مرورنظام­مندِ مقالات فارسی و انگلیسی مستخرج از بانک­های اطلاعاتی داخلی(نور­مگز، بانک اطلاعاتی نشریات ایران و پایگاه علمی جهاد دانشگاهی) و خارجی (SCOPUS, ProQuest, Wiley, PubMed, Springer, Elsevier, Google scholar) با استفاده از کلیدواژه­های "یادگیری معکوس"، "آموزش معکوس "، "کلاس معکوس، "چالش" و "موانع" به همراه معادل انگلیسی آن­ها در بازه ­زمانی 1401-1395 و 2022-2013 استفاده شد. نتیجه جست­وجوی اولیه، در مجموع تعداد 1113 مقاله شد. پس از اعمال ملاک­های ورود و خروج در مجموع 100 مقاله( 28 مقاله فارسی و 72 مقاله انگلیسی) برای تحلیل انتخاب شدند. نتایج نشان می­دهند چالش‌های اجرایی یادگیری معکوس را می­توان در 8 طبقه شناسایی کرد. چالش‌های مرتبط با: فرد یادگیرنده؛ معلم و مدرسه؛ محتو؛ آموزش؛ خانواده؛ مدیریتی و عملیاتی؛ اخلاقی و امنیتی؛ فنی و تکنولوژیکی. با توجه به علاقه معلمان و محققان به یادگیری معکوس و تأثیرات ناشی از ویروس کووید-19 ضروری بود شکاف­ها و چالش‌های اجرایی یادگیری معکوس مورد بررسی، شناسایی و طبقه­بندی گردد تا آگاهی و اطلاعات محققان و مربیان بیشتر؛ و زمینه­ی ارایه راهکارهای بهبود و ارتقا این مدل؛ و از سوی دیگر راهنمای عمل، آمادگی و امکان برنامه­ریزی بهتر برای اجرا و کاربرد  اثربخش آن فراهم شود.

کلیدواژه‌ها

یادگیری معکوس؛ چالش‌ها؛ موانع؛ تحلیل محتوای کیفی

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