فصلنامه علمی

نوع مقاله: مقاله پژوهشی

نویسندگان

1 گروه معماری ، دانشگاه علوم و فناوری ایران ، تهران ، ایران

2 دانشکده معماری،دانشگاه علم و صنعت ایران،تهران،ایران

3 گروه معماری ، دانشگاه علوم و صنعت ایران ، تهران ، ایران

چکیده

کیفیت آموزشی و سطح یادگیری فراگیران آموزش از راه دور در مقایسه با آموزش حضوری یکی از مسائل مهم و مورد بحث متولیان این نظام به خصوص در رشته­های عملی و عملی- نظری مانند معماری  است. وجود دروس متنوع در رشته معماری از دروس نظری صرف گرفته تا دروس کاملاً عملی چگونگی بهره­گیری از آموزش از راه دور در انتقال تجربیات مدرس به دانشجو را به تأمل بیشتر و برنامه­ریزی متفاوت می­کشاند. داشتن یک مقایسه تطبیقی میان آموزش سنتی و آموزش بر پایه فناوری­های ارتباطی می­تواند سر آغاز هر گونه تصمیم­گیری در خصوص برنامه­ریزی و جهت دهی به این مهم باشد که تلاش شده است تا برای نخستین بار مورد سنجش قرار گیرد. در این تحقیق تلاش شده است تا سطح یادگیری دانشجویان رشته معماری تحت آموزش از راه دور و آموزش سنتی مورد مقایسه قرار گیرد. بنابراین برای رسیدن به این هدف تلاش شده است تا دانشجویان یک دوره تحصیلی در هر کلاس درس به انتخاب خود تحت یکی از دو نوع آموزش (سنتی یا از راه دور ) ترم تحصیلی خود را سپری نمایند. انتخاب کلاس­هایی که مورد آزمون قرار گرفته است از میان دروس تخصصی و براساس سطوح نظر به عمل در ارایه دروس آنها می­باشد، که در متن مقاله به تفصیل بیان می­گردد. این مقاله به مقایسه سطح یادگیری دانشجویان رشته معماری در نظام حضوری و از راه دور ایران در درس­های رشته تحصیلی معماری پرداخته است. این پژوهش یک تحقیق نیمه تجربی است. جامعه آماری آن دانشجویان معماری کاردانی و کارشناسی در سال 87-86 و 86-85 در دانشگاه محقق اردبیل بوده و اطلاعات آن توسط ارزیابی کمی- کیفی دانشجویان در دروس دانشگاهی و مقایسه تطبیقی میزان یادگیری آنها با یکدیگر حاصل شده است.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Organizing the Phenomenon of Distance Education in the Field of Architecture

نویسندگان [English]

  • H. Hashemnezhad 1
  • S.B. Hosseini 2
  • vahid vaziri 3

1 Department of Architecture at the University of Science and technology of Iran,Tehran,Iran

2 Department of architecture ,University of Science and technology of Iran,Tehran,Iran

3 Architecture Department, University of Science and technology of Iran,Tehran,Iran

چکیده [English]

Architecture includes a wide range of courses from only theoretical courses to only practical ones. Applying distance education for transferring the learning from teacher to student requires deliberation and exact programming. In this research, we have compared the level of learning of students in traditional education system with that of the students in distance education system in architecture field. For this purpose, students a course arbitrary choose traditional or distance education system for given course materials. Selection of studied course materials among specialized ones considering the level of action of its presentation will be illustrated in the text. This study is a semi-experimental research. The population which has been studied includes the students of architecture in associate and bachelor level program of the University of Mohaggeg in Ardebil during the academic years of 2007-8 and 2006-7.  The collected data is the result of the qualitative –quantitative assessment of these students in their academic courses and comparison of their level of learning with one another. The result of this research focuses on the success of distance education system in theory vs. the relative lack of success in practical courses. These conditions, different plan for practical courses in distance education system takes.

کلیدواژه‌ها [English]

  • distance education
  • Traditional education
  • Self Teaching
  • Independent Learning
  • Architecture
  • Educational Programming

[1] Agazadeh M., The role and importance of analyzing the nature and organization of the educational curriculum in distance education system, Series of articles on distance education, payam nour university, 1992. [2] Nilipour R., self-education and preparation, two main factors in distance education, series of articles on distance education. Payam Nour University, 1992. [3] Farahani A., The effect of using audio and isual aids in teaching corrective actions, Olympic publication, fifth year, No. 1, 2, 2001. [4] Peters T., Pierre, Distance Learing in Physical Education and Teacher Education. Quest (50), 1998, pp. 344- 356. [5] Zargham N., Distance education in the world. Series of articles in the first specialized seminar. Payam Nour University, 1992. [6] Kazemi N., Look of distance education in the 21st century, series of articles in the 2nd in the 2nd specialized seminar. Payam Nour University, 2001. [7] Zamani G. and Mogaddessi, S. Distance education, a solution for educating government employees. Management knowledge, issue 11, no.39/40, 1998. [8] Moore, M.G. (1983). On a theory of independent study. In D. Sewart, D.Keegan, &B.Holmberg(Eds.), Distance education: international perspectives. London: Croom Helm. [9] Holmberg B., Theory and Practice of Distance Education, Rutledge, London, 1990. [10] Garrison D.R., Researching droop-out in Distance education, 1997. Figure 1 The amount of onsite classes, benefiting from educational media and the level of interaction Education based on technology Side-by-side interaction Side-by-side interaction On-site education Practical, skill needed, and major courses On-site education based on media Major practical art and science courses semi-traditional education Major major theoretical basic science course Distance education with classrooms for trouble shooting Major theoretical art courses distance education general theoretical topics On site distance Vahid Vaziri & el Journal of Technology of Education/ Vol. 4, No.4, Summer 2010 294 [11] Coltzi N., Postgate R. and Scapham J., Open education, Translated by Alimohammadi M., 1997. [12] Zehour H. and Alimohammadi M., Distance Education, Iran in the Twenty First Century, OSLO: International Council for Distance Education Keegan. J.D. On Defining Distance Education in Distance Education International Perspectives, London, Rutledge, 1992. [13] Hosseini M. H., The Role of Management in Distance Education, 9th World Conference on Open Learning and Distance Education. Vienna/Austria, June, 1999, pp. 8,20-24. [14] Rumble G, Economics in Distance Eeducation: Time for a Change of Direction, 15th Conference on Open Learning and Distance Education, 1988. [15] Rezaie M. H., Independent learning in distance education, Series of articles in the 2nd specialized seminar. Payam Nour University, 2001. [16] Moore M., Self – directed Learning and Distance Education, Journal of Distance Education, Vol.1, No.1, 1998, pp. 7-24. [17] Walter M. G.,Distance learning in the United States: The near future, Distance Education, Vol.8,No.1, 1987, pp. 38-46. [18] McFarland T.W, Results From a common Final Examination: A Comparison between On – campus Students and Off – campus Students,(Research) and Planning Report, 1996. [19] Stanbrough M. and Stinson B., “Anatomy of a Distance Learning Course, National Association for Physical Education in Higher Education Conference, New Orleans, L-A, 1998. [20] Gorbani R., Study of the effects of traditional and distance education on academic success of adult students, Master of art Dissertation thesis, department of behavioral science, university of Tehran, 1996. [21] Boston R., Remote delivery of instruction via the PC and modem: What have we learned? The American Journal of Distance Education. Vol.6, No.3, 1992, pp. 45-54. [22] Chandler A. L., Descriptive case studies of training, research and development in computers and related instructional technologies for teachers at three NCATE universities (National Council for the Accreditation of Teacher Education). Dissertation Abstract, 1993. [23] Gunawardena C. N., Social presence theory and implications for interaction and collaborative learning in computer conferences. University park, Pennsylvania: The Pennsylvania State University, 1995. [24] Burge E. J.and Howard J.L., Audioconferencing in graduate education: A case study. The American Journal of Distance Education. Vol.4, No.2, 1990, pp. 3-13. [25] Harrigan C., Integrating Tele-communication systems to reach distance learners. The American Journal of Distance Education.Vol. 4, No.3, 1990, pp. 38-46 [26] Brookfield, S., Breaking the code: Engaging practitioners in critical analysis of adult educational literature. Studies in the Education of Adults. Vol.25, No.1, 1993, pp. 6-19. [27] Hillman D. C. A., Willis D. J. and Gunawardena L.N., Leaner- interface interaction in distance education: An extension of contemporary modes and strategies for practitioners. The American Journal of Distance Education. Vol. 8, No.2, 1994, pp. 30-42. [28] Dede C., The evolution of distance learning: technology mediated interactive learning. A report for the study: Technologies for learning at a distance, science education, and transportation programs, office of technology assessment. Congress of the United States, 1989. [29] Short J., Williams E. and Ohristie B., The social psychology of telecommunications. London: John Willey & Sons, 1987. [30] Hackman N., Changing faculty roles for audiographics and online teaching, The American Journal of Distance Education.Vol.6, No.3, 1993, pp. 58-71. [31] Sherry L., Issues in Distance Learning, International Journal of Educational Tele Communication Vol.1,No.4, 1996, pp. 337-355. [32] Daniel S. John, Mega Universities and Knowledge Media Technology Strategies for Higher Education, London, Kogan Pag, 1993. [33] Farireh Paolo., Education of the disenfranchised, Translated by Ahmad Birashk and seifallah Dad, Fatemi publication, Tehran, 1979. [34] Hosseini M. H., necessity of paying attention to the positive aspects of distance education in the world. Series of articles in the 2 nd specialized seminar. Payam Nour University, 2001. [35] Panalour L., Distance education, a strategy for expanding, study and development in distance education. Payam Nour University, 1994. [36] Seif A.A., Teacher centered education and book centered education, Series of articles in the first specialized seminar. Payam Nour University , 1992. [37] Srivastava S.and Reddy V., Unexplored Dimensions of Open Universities, New Delhi: vikas publishing house, 1999. [38] Daniel J. S., Distance Education and Developed Countries. London: Open University Press, 1993.