نوع مقاله: مقاله پژوهشی
نویسندگان
1 گروه مدیریت فناوری اطلاعات، دانشکده مدیریت و اقتصاد، دانشگاه آزاد اسلامی واحد علوم و تحقیقات، تهران، ایران
2 گروه مدیریت آموزشی، دانشکده مدیریت و اقتصاد، دانشگاه آزاد اسلامی واحد علوم و تحقیقات، تهران، ایران
3 گروه مدیریت صنعتی، دانشکده مدیریت و اقتصاد، دانشگاه تربیت مدرس، تهران، ایران
چکیده
هدف پژوهش حاضر، شناسایی معیارهای اثربخشی برنامه‌های آموزش الکترونیکی درس کار و فناوری از دیدگاه صاحبنظران میباشد. که رویکرد پژوهش کیفی و از روش نظریه زمینه‌ای اشتراوس و کوربین (1994) استفاده شده است. جامعه پژوهش صاحبنظران حوزه آموزش و برنامه‌ریزی فناوری‌های نوین و درس کار و فناوری می‌باشند که به صورت هدفمند تعداد 18 نفر از آن‌ها به عنوان نمونه انتخاب شدند. برای تجزیه و تحلیل داده‌ها از تکنیک مقوله‌بندی باز، محوری و گزینشی استفاده شد. براساس نتایج به‌دست آمده یک چارچوب اثربخشی ماتریسی از عوامل زمینه‌ای، علی، بازدارنده، راهبردها و پیامدها شکل گرفت. بدین صورت که تدوین چارچوب اثربخشی برنامه‌های آموزش الکترونیکی به عنوان مضمون فراگیر شامل عوامل مذکور بودند. هر یک از این دسته‌ها خود دارای ابعاد گوناگونی در مضامین پایه می‌باشند. بدیهی است که یافته‌های این پژوهش امکان ارزشیابی اثربخشی برنامه‌های آموزش الکترونیکی درس کار و فناوری در نظام جمهوری اسلامی ایران را برای ما فراهم آورده است.
چکیده تصویری
 "شناسایی معیارهای اثربخشی برنامه‌های آموزش الکترونیکی درس کار و فناوری از دیدگاه صاحبنظران")
کلیدواژه‌ها
موضوعات
عنوان مقاله [English]
Recognizing the effectiveness criteria of E-learning programs of work and technology course from Experts’ Perception
نویسندگان [English]
- M. Arabposhtkohi 1
- A. Zamani Moghadam 2
- A. Rajabzadeh Qatri 3
1 Department of Information Technology, Faculty of Management and Economics, Islamic Azad University, Science and Research Branch, Tehran, Iran
2 Department of Educational Management, Faculty of Management and Economics, Islamic Azad University, Science and Research Branch, Tehran, Iran
3 Department of Industrial Management, Faculty of Management and Economics, Tarbiat Modarres University, Tehran, Iran
چکیده [English]
The objective of the present investigation is to codify a framework for the effectiveness of E-Learning programs of the work and technology course in the Islamic Republic system of Iran. The approach of the investigation is qualitative and the method used is grounded theory Strauss and J. Corbin (1994). The community of the investigation is experts of the domain of training and planning the new technologies and the work and technology course which 18 people of them were selected purposefully as samples. Open, axial and selective categorization techniques were used in order to analyze the data. Based on the results obtained, a matrix effectiveness framework of grounded, causal, inhibitor factors, strategies, and outcomes was formed such that the codification of a framework for the effectiveness of the e-learning programs as a comprehensive content included the mentioned factors. Each of these classes itself has various aspects in the basic contents. It is evident that the findings of the present investigation have made it possible to evaluate the effectiveness of the e-learning programs of the work and technology course in the Islamic Republic system of Iran.
کلیدواژه‌ها [English]
- Effectiveness
- E-learning programs
- Work and technology course
- Codification
- framework
[1] Aury, M. (2005). Agricultural education students’ perception of WebCT in Puerto Rico. Available at: webct. confex. com/webct/2005/Preliminary program/abstract_1176. ht.
[2]Sun, P.-C., Tsai, R. J., Finger, G., Chen, Y.-Y., & Yeh, D. (2008). What drives a successful e-Learning? An empirical investigation of the critical factors influencing learner satisfaction. Computers & Education, 50(4), 1183-1202.
[3]Cerf, V., & Schutz, C. (2002). Teaching in 2025: Education and technology transformed. Evans, DL, Bond, PJ, & Mehlman, The secretary of education Washington. D.C: BP Visions, 2020.
[4]Khan, B. H. (2005). Managing e-learning: Design, delivery, implementation, and evaluation.New York: IGI Global.
[5]Bishop, T. (2006). Research highlights cost effectiveness of online education. Maryland: SloanConsortium.
[6]Woodill, G. (2004). Where is the learning in e-learning? A critical analysis of thee-learning industry.Peterborough, Ontario, Canada: Operitel Corporation.
[7]Greenagel, F. L. (2002). The Illusion of e-Learning: Why We Are Missing Out on the Promise of Technology. League White Papers, 17(4), 1-11.
[8]Delaney, J., Johnson, A. N., Johnson, T. D., & Treslan, D. L. (2010). Students' perceptions of effective teaching in higher education: Memorial University of Newfoundland, Distance Education and Learning Technologies. 1, 1-19.
[9]Merchant, Z., Goetz, E. T., Cifuentes, L., Keeney-Kennicutt, W., & Davis, T. J. (2014). Effectiveness of virtual reality-based instruction on students' learning outcomes in K-12 and higher education: A meta-analysis. Computers & Education, 70, 29-40.
[10]ghasmi, M. (2016). Improving the processes of an e-learning system using the concepts of pattern evolution ability (Unpublished master’s thesis). University of KhataM, Tehran.
[11]Mehrnosh, N., & Samadi, N. (2008). The challenges facing electronic training as a new way training Paper.3rd Conference on Nursing & Midwifery, Tehran: University of Medical Sciences. [in Persian[
[12]Sinclair, P., Kable, A., & Levett-Jones, T. (2015). The effectiveness of internet‐based e‐learning on clinician behavior and patient outcomes: a systematic review. International journal of nursing studiess, 13(1), 52-64.
[13]Fleming, J., Becker, K., & Newton, C. (2017). Factors for successful e-learning: does age matter? Education+ Training, 59(1), 76-89.
[14]Xu, D., Huang, W. W., Wang, H., & Heales, J. (2014). Enhancing e-learning effectiveness using an intelligent agent-supported personalized virtual learning environment: An empirical investigation. Information & Management, 51(4), 430-440.
[15]Sahasrabudhe, V., & Kanungo, S. (2014). Appropriate media choice for e-learning effectiveness: Role of learning domain and learning style. Computers & Education, 76, 237-249.
[16]Nagunwa, T., & Lwoga, E. (2013). Developing an eLearning strategy to implement medical competency based curricula: experiences from Muhimbili University of Health and Allied Sciences. International Journal of Education and Development using ICT, 8(3), 7-21.
[17]Aparicio, M., Bacao, F., & Oliveira, T. (2017). Grit in the path to e-learning success. Computers in Human Behavior, 66, 388-399.
[18]Ellis, R., & Goodyear, P. (2013). Students' experiences of e-learning in higher education: the ecology of sustainable innovation.London: Routledge.
[19]Yasini, A., & Taban, M. (2017). Studying the Effectiveness of Virtual Education Courses from the Viewpoints of Professors and Students (Case Study: University of Tehran). Iranian Higher Education, 7(4), 175-200. [in Persian[
[20]Khairandish, M. (2014). Explaining the Effective Factor Model on the Effectiveness of E-Learning in Master's Degree Courses in Tehran University of Science and Technology. Technology and Information Management, 6(4), 629-648. [in Persian[
[21]Zarif Sanaee, N. (2011). Assessing the criteria for the quality and effectiveness of e-Learning in higher education. MEDIA,3, 24-32. [in Persian[
[22]Akbary Boorang, M., H., J. S., R., A. D., & H., K. (2013). The Evaluation of E-learning Quality of Iran’sUniversities Based on Curriculum Orientations and Faculty Members’ Experiences. IRPHE, 18(4), 75-97. [in Persian[
[23]Strauss, A., & Corbin, J. (1994). Grounded theory methodology. Handbook of qualitative research, 17, 273-285.
[24]Lincoln, Y. S., & Guba, E. G. (1990). Judging the quality of case study reports. Internation Journal of Qualitative Studies in Education, 3(1), 53-59.
[25]Kearsley, G. (2000). Online education: Learning and teaching in cyberspace (Vol. 91): Wadsworth Belmont, CA.
