شناسایی و تحلیل ویژگی‌های معرفت‌شناسی موک(دوره‌ها و انبوه)

نوع مقاله: مقاله پژوهشی

نویسندگان

1 عضو هیات علمی دانشگاه پیام نور

2 عضو هیات علمی سازمان مرکزی دانشگاه پیام نور

چکیده

مطالعه حاضر با هدف شناسایی و ارزیابی ویژگیهای معرفت‌شناسی موک (دوره‌ها و انبوه) انجام گرفت. به این منظور از روش تحقیق آمیخته با مدل تو در تو استفاده شد. در محرحله کیفی از روش جستجوی اکتشافی و در مرحله کمی از روش پرسشنامه‌‌ای استفاده شد. در بخش کیفی محیط پژوهش منابع الکترونیکی مرتبط با موضوع تحقیق و در بخش کمی، جامعه آماری شامل 60 نفر از متخصصان برنامه‌ریزی آموزش از راه دور در سال 1397 در سطح کشور بود. در بخش کیفی20 مقاله مرتبط با موضوع تحقیق و در بخش کمی یک نمونه 36 نفری از خبرگان برنامه‌ریزی آموزش از دور به روش نمونه گیری داوطلبانه انتخاب شدند. جهت تحلیل داده‌های کیفی از روش تحلیل محتوا و شاخص نسبت روایی محتوا و جهت تحلیل داده‌های نظر کمی از میانگین وزنی و آزمون فریدمن استفاده شد. نتایج تحلیل محتوا نشان داد در معرفت‌شناسی موک (انبوه و دوره ها) چهار بعد یادگیرنده، محتوا، محیط آموزش و یادگیری و سازمان یاددهنده قابل بررسی است که در مجموع 35 ملاک شناسایی شد. نتایج توافق بین متخصصان نیز ابعاد و ملاک‌ها را تایید کرد. نتایج نشان داد در معرفت‌شناسی دوره‌های انبوه(ساماندهی کامل و مقیاس پذیری) موک ابعاد یادگیرنده، محتوا و سازمان یاددهنده دارای اهمیت ویژ‌ه‌ای هستند.

چکیده تصویری

شناسایی و تحلیل ویژگی‌های معرفت‌شناسی موک(دوره‌ها و انبوه)

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Recognition and identification analysis of the features of the epistemology of the MOOC (Massive & Courses)

نویسندگان [English]

  • akbar jadidi mohammadabadi 1
  • mohamadreza sarmadi 2
  • mehran farajolahi 2
  • hossin zare 2
1 Department of Educational Sciences, Faculty of Psychology and Educational Sciences, Payame Noor University
2 Professor, Philosophy of Education, Payame Noor University
چکیده [English]

The present study was conducted with the aim of identification and assessing the epistemological characteristics of MOOC (massive and courses). For this purpose, two methods of exploratory search (qualitative) and a questionnaire (quantitative) method were used. In the qualitative part of the research environment, electronic resources related to the research topic and in the quantitative part the statistical pop-ulation consists of 60 specialists of planning distance education in 2018 in the coun-try and the research sample in the qualitative section of the electronic resources related to the topic and in the quantitative section 36 of the experts from distance education planning in virtual learning environments and virtual universities were selected voluntarily. Content analysis method was used to analyze the qualitative data and for content analysis, weighted average and friedman test were used to ana-lyze the survey data. The results of content analysis showed that four criterion of the learner, the content, Educational environment and Teaching organization can be investigated in MOOC epistemology , and a total of 35 criteria were identified. The results showed that in the epistemology of massive courses (perfect organization and scalability), the dimensions of the learner, the content and the teaching organization are of particular importance.

کلیدواژه‌ها [English]

  • Recognition
  • Identification Analysis
  • Mooc
  • Massive
  • courses

[1]Masoumi Fard, M. (2017). Studying the constructivist epistemology critique based on islamic epistemology in education system emphasizing on distance education. Paper Presented At The Second Conference Of Interdisciplinary Studies Of Quran. [In Persian].

 

[2]Kolowich, S. (2013). The Professors Behind The MOOC Hype. Washington:Chronicle Of Higher Education.

 

[3]Mohammad Reza Sarmadi. (2017). Analysis Of Epistemology Of Distant Education Based On Constructivist School And Islamic Epistemology. Journal Of  Research Research In School And Digital Learning, 5, 19-30. [In Persian].

 

[4] Sarmadi, M. R., Saif, M. H., & Talebi, S. (2012). Theoretical and Philosophical Foundations Of Distance Education (M. Essi & Z. Jalalzadeh Eds.) Tehran: Payam Noor University[In Persian].

 

[5] David Trouilloud, Philippe Sarrazin, Pascal Bressoux, Julien Bois. (2006). Relation between teachers' early expectations and students' later perceived competence in physical education classes: Autonomy-supportive climate as a moderator. Journal of educational psychology, 98(1), 75–86.

 

[6]Sternberg, R. J., Ben-Zeev, T. (2001). Complex cognition: The psychology of human thought. New York: Oxford University Press.

 

[7] David Gruender. (1996). Constructivism And Learning: A Philosophical Appraisal. Jornal of Educational Technology, 36(3), 21-29.

 

[8]Hossin Eskandari, Hashem Fardanesh, Sayed Mahdi Sajadi, Alireza Sadegh Zadeh Ghamsari, Saeid Beheshty. (2011).Connectivism And Explanation And Critique Of Its Epistemological Basis. Scientific Journal Management System. 17(3,4), 29-50. [In Persian].

 

[9]Swenson, P., & Taylor, N. A. (2012). Online Teaching In The Digital Age. In. Thousand Oaks, California: SAGE Publications, Inc.

 

[10] Mohsen Ayati, Hadi Sarani. (2011). The effect of mobile phone teaching method on the motivation and attitude of English language students. Journal of Technology of Education, 7(1), 3-21. (In Persian).

 

[11] Juliana Elisa Raffaghelli, Stefania Cucchiara, Donatella Persico. (2015). Methodological Approaches In MOOC Research: Retracing The Myth Of Proteus. British Journal of Educational Technology, 46(3), 488-509. 

 

[12]Najafi, A., Tofiq, M., Sarmadi, M., & Farajollahi, M. (2009). Studying The Anthropology Basics And Epistemology Of Distant Education System. Master Of Science Thesis, Tehran Center Payam-E Nour University[In Persian].

 

[13]Ebadollah Ahmadi, Akbar jadidi Mohammadabadi. (2011). The Relationship of The Effect of Internet Perceived Complexity on Internet Perceived Ease of Use and Internet Perceived  Usefulness, Journal Of  Research - A New Approach to Educational Managemen 2 (7), 89-106[In Persian].

 

[14] Hamed Abbasi Kasani, Gholamreza Shams Mourkani, (2018). A research synthesis of critical success factors of e-learning: A model development. Journal of Technology of Education, 13(2), 133-146   DOI: 10.22061/jte.2018.3061.1777

 

[15]Hill, A. J. (2015). Social Learning In Massive Open Online Courses : An Analysis Of Pedagogical Implications And Students' Learning Experiences. Los Angeles: University of California

 

[16] Glenda Rakes, Karee Dunn. (2010). The Impact of Online Graduate Students' Motivation and Self-Regulation on Academic Procrastination. Journal of Interactive Online Learning, 9(1).

 

[17]Mohammadali Abasian. (2007). Practical Principles Of Epistemology Journal of Wisdom And Philosophy. 3(9), 25-37. 

 

 [18] Bates, T. (2016). Teaching In A Digital Age : Guidelines For Designing Teaching And Learningfor a digital age. (A. Jadidi Mohammadabadi, Trans). New York: McGraw-Hill.

 

[19]Bonk, C. J., Lee, M. M., Reeves, T. C., & Reynolds, T. H. (2015). Moocs And Open Education Around The World. Newyork:Routledge.

 

[20]Akbar Jadidi mohammadabadi, Mohammadreza Sarmadi, Mehran Farajollahi, Hossin Zare. (2019). Identification and Evaluation of the Features of the Epistemology of the MOOC (Open and Online). Interdisciplinary Journal of Virtual Learning in Medical Sciences. March; 10(1). doi: 10.5812/ijvlms.83757.

 

[21] Antonella Esposito. (2012). Research Ethics In Emerging Forms Of Online Learning: Issues Arising From A Hypothetical Study On A MOOC. lectronic Journal of e-Learning, 10(3), 315-325.

 

[22]Engle, W. (2014). UBC Mooc Pilot : Design And Delivery Overview. UBC Community And Partner Publications. Doi: 10.14288/1.0107914

 

[23]Downes,S.(2014). The mooc of one ,Stephen’sWeb, March10.

 

[24]Forrest  Wright, Thomson Reuters, T. (2013). What Do Librarians Need To Know About Moocs? The Magazine of Digital LibraryResearch, 19(3/4). 

 

[25] Maureen Ebben,  Julien Murphy. (2014). Unpacking MOOC Scholarly Discourse: A Review Of Nascent MOOC Scholarship. Learning, Media And Technology, 39(3), 328-345. 

 

[26] Hannah Gore. (2014). Massive Open Online Courses (Moocs) And Their Impact On Academic Library Services: Exploring The Issues And Challenges. New Review Of Academic Librarianship, 20(1), 4-28. 

 

[27]Creswell J. (2012). Educational research. Planning, conducting, and evaluating quantitative and qualitative research. Fourth indian edition. Delhi, india: phi learning private limited.

 

[27] Bruce Douglass, Clark Moustakas. (2016). Heuristic inquiry. The internal search to know. journal of humanistic psychology; 25 (3): 39–55. 

 

 [29] Felicity Hasson, Sinead Keeney, Hugh Mckenna.(2000). Research guidelines for the delphi survey technique. journal of advanced nursing; 32 (4): 1008–1015. 

 

[30]Díaz P. Usability of hypermedia educational e-books. The Magazine of Digital LibraryResearch, 9(3). Retrieved from2003 http://www.dlib.org/dlib/march03/diaz/03diaz.html