آموزش از راه دور اضطراری و چالش‌های معلمان ابتدایی: تحلیل موضوعی

نشریه علمی آموزش و ارزشیابی (فصلنامه)

دوره 16، شماره 61، خرداد 1402، صفحه 97-125   

نوع مقاله: مقاله پژوهشی

شناسه دیجیتال (DOI): 10.30495/jinev.2023.1980073.2837

نویسندگان

فرزانه میکائیلی منیع^{* 1}؛ شلر آب خیز²؛ سهیلا هاشمی³

¹دانشیار روانشناسی تربیتی، گروه روانشناسی، دانشکده ادبیات و علوم انسانی، دانشگاه ارومیه، ارومیه، ایران

²دانش‌آموخته کارشناسی ارشد روانشناسی تربیتی، دانشکده ادبیات و علوم انسانی دانشگاه ارومیه، ارومیه، ایران

³دانشیار روانشناسی تربیتی، گروه روانشناسی، دانشکده علوم انسانی و اجتماعی، دانشگاه مازندران، ایران

چکیده

پژوهش حاضر با هدف بررسی تجربیات، چالش‌ها و نگرش معلم مقطع ابتدایی نسبت به آموزش از راه دور اضطراری یا ERT انجام شد. جامعه پژوهش معلمان دوره ابتدایی ارومیه بودند که از آن نمونه‌ای به حجم 720 نفر با استفاده از نمونه‌گیری هدفمند انتخاب شدند. پرسشنامه‌‌های نیمه‌ساختارمند استفاده شد. داده‌های گردآوری شده با روش تحلیل موضوعی تحلیل شدند. تجربه معلمان از ERT در سه دسته احساس ناآمادگی، عدالت آموزشی و افت یادگیری قرار گرفت. معلمان در حوزه‌های درک دشواری وظایف معلم، فرصت دانش‌افزایی و مهارت‌آموزی، استمرار آموزش، ارتقای مشارکت بین معلمان، ارتقای مشارکت والدین و مسئولیت‌پذیری دانش‌آموزان و در حوزه‌های کاهش تعامل کلاسی، مشکلات برنامه کاربردی شاد، فقدان منابع و امکانات ضروریERT، عدم امکان سنجش روا و درست از یادگیری دانش‌آموزان و افزایش بارکاری از ERT به ترتیب راضی و ناراضی بودند. تغییرات ضروری از دیدگاه معلمان برای بهبود ERT در حوزه‌های اصلاح شبکه اینترنت و پلتفرم آموزشی، تسهیل دسترسی به امکانات و ابزارها و گنجاندن آموزش‌های مرتبط با فناوری در برنامه درسی تربیت معلم و ضمن خدمت فرار گرفت. به نظر می‌رسد این شکل از آموزش، از این پس بعنوان یک شیوه مکمل برای آموزش رو در رو باقی خواهد ماند. لذا بررسی زیرساخت‌های لازم جهت بهبود آن ضروری می‌نماید.

کلیدواژه‌ها

آموزش از راه دور اضطراری؛ آموزش آنلاین؛ معلمان مدارس ابتدایی؛ آموزش مجازی؛ آموزش غیرحضوری

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