طراحی و اعتبار یابی الگوی بهبود کیفی آموزش های مجازی دانشگاه فرهنگیان ( به روش آمیخته )

نوع مقاله: مقاله پژوهشی

نویسندگان

1 مدرس دانشگاه فرهنگیان و دبیر فنی هنرستان ،اموزش و پرورش،دانشجوی دکتری مدیریت آموزشی دانشگاه آزاد نیشابور

2 استاد دانشگاه فردوسی

3 استادیار دانشگاه آزاد نیشابور

چکیده

هدف پژوهش حاضر طراحی و اعتبار‌یابی الگوی بهبود کیفی آموزش‌های مجازی به روش آمیخته است. در بخش کمی 608 نفر دانشجو و استاد به شیوة تصادفی طبقه‌ای انتخاب شدند. در بخش کیفی با 18 استاد مصاحبه شد. به منظور تجزیه و تحلیل داده‌های کمی از روشهای آمار توصیفی و در بخش کیفی از راهبرد مبتنی بر تئوری داده بنیاد استفاده شد. جهت تجزیه و تحلیل داده‌ها از کد‌گذاری باز و محوری استفاده شد. در نهایت 14 مقوله اصلی شامل ‌بهبود کیفی آموزش مجازی دانشگاه فرهنگیان به صورت موجبات علّی، راهبردها، شرایط زمینه‌ای، ‌شرایط مداخله‌گر و پیامدها بررسی شد. نتایج نشان داد که فعالیت یاددهی، یادگیری و کنشگران انسانی تاثیر مثبت و معناداری روی بهبود کیفیت و راهبردهای استقرار دارند؛ همچنین راهبردهای استقرار بر روی بهبود کیفیت تاثیر مثبت و معناداری دارد؛ ویژگی‌‌های زمینه‌ای تاثیر مثبت و معناداری روی راهبردهای استقرار و بهبود کیفیت دارد؛ همچنین راهبردهای استقرار و بهبود کیفیت بر پیامدهای فردی، سازمانی و فراسازمانی تاثیر مثبت و معناداری دارد.

چکیده تصویری

طراحی و اعتبار یابی الگوی بهبود کیفی آموزش های مجازی دانشگاه فرهنگیان ( به روش آمیخته )

کلیدواژه‌ها


عنوان مقاله [English]

Design and Validation of quality improvement model of virtual learning in Farhangian University (mixed method)

نویسندگان [English]

  • Mozhgan Esmaeilnia 1
  • Hoseinali Kouhestani 2
  • Ali Maghul 3
1 Teacher of the University of Cultural Studies and Technical Secretary, Education,Ph.D. Student of Educational Management, Azad University, Neishabour
2 Professor at the University of ferdousi
3 Assistant Professor, University of Neyshabur
چکیده [English]

The purpose of this study is to design and validate a quality improvement virtual learning model using a mixed method. In the quantitative section, 608 students and professors were using stratified random sampling method. In the qualitative section, 18 professors were interviewed. The quantitative data was analyzed using descriptive methods and the grounded theory was used for the analysis of the qualitative data. The data analysis was based on open and pivoted coding. Finally, 14 main categories including quality improvement of virtual education at the University of Farhangian were investigated as strategies, background conditions, intervening conditions and outcomes. Results suggested that learning-educating activities and human actors had a positive and significant effect on improving quality and deployment strategies. Moreover, deployment strategies exerted a positive and significant impact on quality improvement. Background features also affected deployment strategies and quality improvement in a positive and significant way. The effect of deployment strategies and quality improvement on individual, organizational and transactional outcomes was also significant.

کلیدواژه‌ها [English]

  • Education
  • Virtual Learning
  • Grounded Theory of data analysis
  • Farhangian University
  • quality improvement

[1] Erge, Z. L., & Muilenburg, L.Y. (2005). Student barriers to online learning: A factor analytic study. Distance Education, 26(1), 29-48.

[2] Turab-Nkhosi, D., & Marshall, S. (2009). Quality management in course development and delivery at the University of the West Indies Distance Education Centre. Quality Assurance in Education. 17(3), 264-280.

[3] Tucker, J. P., & Gentry, G. R. (2009). Developing an E-Learning strategy in higher education, foresight, 11(2), 43-49.

[4] Bazargan, A. (2005). Internal evaluation and its application to continuous improvement of the quality of higher education, Quarterly Journal of Research and Planning for Higher Education, 3(4), 49-70. [in Persian].

[5] Tasdighi, F., & Tasdighi, M. (2008). Virtual Education, A new approach to teaching process, Learning in the third millennium (obstacles and problems), 1st conference unofficial training & learning, Faculty of Educational Sciences and Psychology (pp. 110-120). , Ferdowsi University of Mashhad, Mashhad, Iran. [in Persian]

[6] Khan, B. H. (2005). Program Evaluation in E-Learning - McWeadon Education. Available at: http://

[7] Lindström, B. (2009). Networked learning an emerging paradigm for higher education in the 21th century. Berner Lindström Keynote speach at the 1st International Conference one-Learning and teaching (ICeLT), (pp. 12-20). Tehran, Iran.

[8] Yamani, N. (2017). Needs assessment of virtual education development: assessing the level of readiness in college of Isfahan University of Medical Sciences, Iranian Journal of Medical Education Special Issue Package of Evolution and Innovation in Medical Education, (17)6, 70-76. [In Persian]

[9] Raziqi, B., & Saberi, H. (2016). A comparative study of self-regulation and academic achievement among master''s students of electronic learning systems aournnd in-person learning systems, Journal of Paramedical Sciences, Tehran University of Medical Sciences, 11(1), 105-98. [In Persian]

[10] Villar-Onrubia, D., & Rajpal, B. (2015). Internationalising the curriculum through virtual mobility at Coventry University, Journal of Online International Learning , 2(11), 75-82.

[11] Marshall, S. (2013). Evaluating the strategic and leadership challenges of MOOCS. Journal of Online Learning and Teaching, 9(2), 216-227. Available on: http://jolt.merlot.org/vol9no2/marshall_0613.pdf

[12] Rahmani, B. (2005). A study on the content of the virtual curriculum of the Faculty of Science and Hadith of Rey based on predefined goals (Unpublished master’s thesis), Faculty of Psychology and Educational Sciences, Allameh Tabatabai University, Tehran. [In Persian]

[13] Salmon, G. (2004). E-moderating : The Key to Teaching and Lerning Online . (2nd ed.). London: Routledge Falmer.

[14] Abdous, M. (2009). E-learning quality assurance: a process-oriented lifecycle model. Journal of Quality Assurance in Education. 1(1), 10–15.

[15] Capel, S. Leas K.M., & Turner, T. (2001). Learning to teach in the secondary school: A companion to school experience ,with a forward by professor peter Mortimor. London: Rutledge Flamer National Center for Education.

[16] Clark, R. (2007). Six principles effective e-Learning : what works and why learning solution Retrieved from: http://www.elearningguid.com/pdf/ /2/091002DES-H.pdf.

[17] Thompson, S. D., Martin, L., Richards, L., & Branson, D. (2004). Assesing critical thinking and problem solving using a Web-Based curriculum for student . Jouanal of Internet and Higher Education. 6(2), 185-191.

[18]-Miguel, B. & Maggie. M. (2004). Developing Innovationin Online Learning . London:Routledgfalmer.

[19] Zull, J. (2004). The art of changing the brain. Journal of Educational Leadership, 62(1), 68-72.

[20] Rappa, N.A., & Yip, D. K.H. , & Baey, S.C. (2009). The role of teacher, student and ICT in enhancing student engagement in multiuser virtual environments. British Journal of Educational Technology, 40(1),61-69.

[21] Mcgorry, S. Y. (2003). Measuring quality in on line programs. Journal of Internet and higher education. 6(2) ,159-177.

[22] Moore, M. G., Anderson B. & William, G. (2003). Handbook of Distance Education. Contributors, Mahwah, NJ. Lawrence Erlbaum Associates. London : Kort.

[23] Boettcher, J. V. (2007). Ten core principles for designing effective learning environments: insights from brain research and pedagogical theory. Innovate Journal of Online Education [Internet]. 3(3). Available at: http:// www.innovateonline.info/index.php.

[24] Dewstow, R. A. (2006). Using the Internet to enhance teaching at the university of Waikto . doctoral dissertation university of Waikto. Waikato University , New Zealand, Hamilton.

[25] Muller, C. L. (2001). Masters in nursing students experiences as a member of a virtual classroom on the internet. doctoral dissertation Indiana University, Indiana.

[26] Knapper, K., & Cropley.A. (2000). Liftlong Learning in Higher Education, (3rd Edition ). London :Kogan.

[27] Jara, M. & Mellar, H. (2009). Factors affecting quality enhancement procedures for e-Learning Courses. Journal of Quality Assurance in Education. (15)1, 14-20.

[28] Golzari, Z. (2010). Compilation and validation of the proposed model of internal quality assessment of e-learning. Quarterly Journal of Higher Education Curriculum, 1(1), 160-185. [in Persian].

[29] Page-Bucci, H. (2003). Developing an evaluation model for a virtual learning environment, computer based learning and training, Retrieved from: http://www.hkadesigns.co.uk/websites/msc/eval/index.htm. asianvu.com/bk/elearning_evaluation_article.pdf

[30] Saketi, P. (2011). Evaluating e-Learning approaches and providing an assessment framework for higher education in Iran, First Congress on Application of Information Technology in Health, Mazandaran University of Medical Sciences and Health Services. Sari, Iran.[in Persian].

[31] Sims, A. (2001). Teaching and Learning in E-learning (4th ed.). Brussel, European Union:Mc Graw Hill Publishing.

[32] Attwell, G. (2006). Evaluating e-learning a guide to the evaluation of e-learning, Evaluate Europe Handbook Series. New York: McGraw-Hill.

[33] Strauss, A. Corbin, G. (2005). Principles of Qualitative Research Methodology: Basic Theory, Procedures and Practices, Translation Mohammadi, B. Tehran: Institute of Humanities and Cultural Studies. [in Persian]

[34] Bangert, M. (2008). The Development and Validation of the Student Evaluation of Online Teaching Effectiveness, Computers in the School, 25(1), 25-47.

[35] Qaedi, B. (2006). Evaluation of computer science curriculum. Computer Engineering Information and Communication Technology from the viewpoint of professors and students at the University of Science and Technology. Master''s dissertation, Teacher Training University of Tehran, Tehran. [in Persian]

[36] Chickering, A. W., & Gamson , Z. F. (2003). Seven principles for good practice in undegraduate education. AAHE Bulletin, 39(7), 3-7.

[37] -Momeni Rad, A., & Ali Abadi, K. (2010). Quality assurance in e-learning using e-learning standards. Quarterly Journal of Educational Strategies. , (3)5, 92-89.

[38] Lozen, B. & Moor D. (1986). Cross national policies and practices on ICT in education, New Zealand: Becta.

[39]-Hollandsworth, R. J. (2005). The theorical and practical consideration for effective design,development and evaluation of an Asynchronous review module on interpersonal communications. doctoral dissertation in instruction and curriculum in Virginia Ploytechnic Institute and State University, Blacksburg, Virginia.