شناسایی فرایند یاددهی-یادگیری در بستر الکترونیک دانشگاه تهران: مطالعه‌ای پدیدارشناختی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 پسادکتری روان‌شناسی، دانشکدۀ پرستاری و روان‌درمانی، دانشگاه شهر دوبلین، دوبلین، ایرلند.

2 دانشیار، گروه روان‌شناسی تربیتی و مشاوره، دانشکدۀ روان‌شناسی و علوم تربیتی دانشگاه تهران، تهران، ایران.

3 استادیار، گروه مدیریت و برنامه‌ریزی آموزشی، دانشکدۀ روان‌شناسی و علوم تربیتی دانشگاه تهران، تهران، ایران.

چکیده

هدف مطالعۀ حاضر، شناسایی معیارها و مؤلفه‌های فرایند یاددهی-یادگیری در بستر الکترونیک در دانشگاه تهران بود. این پژوهش با رویکرد کیفی و روش پدیدارشناسانۀ توصیفی انجام گرفت. جامعۀ آماری پژوهش، کلیۀ دانشجویان و استادان دانشگاه تهران در سال تحصیلی 1400-1401 بودند. از این تعداد، 18 دانشجو و 25 مدرس به شیوۀ نمونه‌گیری هدفمند انتخاب شدند و به مصاحبۀ نیمه‌ساختاریافته پاسخ دادند. سؤالات مبتنی بر چارچوب نظری پژوهش، در سه مرحله طراحی و تصحیح شد. همچنین داده‌ها به روش هفت‌مرحله‌ای کلایزی تجزیه و تحلیل شدند. مؤلفه‌های بیان‌شده توسط شرکت‌کنندگان را می‌توان در سه محور نهادی، فناوری و پداگوژی دسته‌بندی کرد که مهم‌ترین آن‌ها مضامین پداگوژی (علم و هنر یاددهی-یادگیری) است. نتایج نشان داد تجربه‌ها و مهارت‌های دانشجویان و مدرسان در یاددهی-یادگیری در کنار محتوای خوب و حمایت‌های دانشگاهی و فنی می‌تواند فرایند یاددهی-یادگیری را بسیار تسهیل کند. ناآگاهی افراد، این فرایند را به‌کندی و نادرستی پیش می‌برد و سبب نارضایتی می‌شود؛ بنابراین در بهبود فرایند یاددهی-یادگیری در بستر الکترونیک دانشگاه تهران، نیاز است افراد آگاهی داده شوند و محتوای مناسب به همراه زمینه‌سازی مناسب فنی و نهادی صورت گیرد.

کلیدواژه‌ها


عنوان مقاله [English]

Identifying the Teaching-Learning Process in Electronic Platform of Tehran University: A Phenomenological Study

نویسندگان [English]

  • Razieh Safarifard 1
  • Masoud Lavasani 2
  • Elaheh Hejazi 2
  • Fatemeh Narenji Thani 3
1 Department of Psychology, Faculty of Nursing, Psychotherapy and Community Health, Dublin City University, Dublin, Ireland.
2 Department of Educational Psychology and counselling, Faculty of Psychology and Educational Sciences Faculty, University of Tehran, Tehran, Iran.
3 Department of Educational Administration, Faculty of Psychology and Educational Sciences Faculty, University of Tehran, Tehran, Iran.
چکیده [English]

The objective of the current investigation is to utilize a descriptive phenomenological qualitative research methodology to identify the components of the electronic platform at the University of Tehranthat are involved in the teaching and learning process. The statistical population of the current research consisted of all students and professors at the University of Tehran during the academic year 2021-2022. Purposive sampling was employed to select 18 students and 25 lecturers, who subsequently participated in a semi-structured interview. In three phases, the questions were developed and revised in accordance with the theoretical framework of the research. Also, the seven-step Colaizzi method was implemented to analyze the data. The participants’ components can be classified into three fields: institutional, technological, and pedagogical. The most significant field is pedagogy, which is the science and practice of teaching and learning. In general, the research indicated that the teaching-learning process can be facilitated by the experiences and skills of students and lecturers in teaching and learning, as well as excellent content and intuitional and technical support. Dissatisfaction can result from the delay and inaccuracy of the teaching-learning process, which can be caused by a lack of knowledge. Therefore, in order to enhance the teaching-learning process on the electronic platform at the University of Tehran, it is necessary to be cognizant of people, appropriate content, and tools for proper technical and institutional background.

کلیدواژه‌ها [English]

  • E-learning
  • Phenomenology
  • Teaching-Learning Process
  • University of Tehran
منابع
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دوره 15، شماره 2
1403
صفحه 113-134
  • تاریخ دریافت: 18 دی 1401
  • تاریخ بازنگری: 09 بهمن 1401
  • تاریخ پذیرش: 20 اسفند 1401
  • تاریخ اولین انتشار: 13 خرداد 1403
  • تاریخ انتشار: 01 مرداد 1403