یادگیری مشارکتی در محیط برخط: چالش‌ها و راهکارها

ربانی, محدثه; کرامتی, محمدرضا; صالحی, کیوان

doi:10.22061/tej.2023.9104.2787

نوع مقاله : مقاله پژوهشی

نویسندگان

¹ گروه مدیریت و برنامه‌ریزی آموزشی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه تهران، تهران، ایران

² گروه روش‌ها و برنامه‌های درسی و آموزشی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه تهران، تهران، ایران

https://doi.org/10.22061/tej.2023.9104.2787

چکیده

پیشینه و اهداف: رشد فناوریهای ارتباطی، گسترش استفاده از ابزارهای الکترونیکی و فراگیری استفاده از اینترنت، جنبههای گوناگون زندگی انسانها را متأثر ساخته است. آموزش، تدریس و یادگیری نیز، که جنبهای مهم از زندگی افراد و بحثی غیرقابل‌چشم‌پوشی در سطوح مختلف اجتماعی است، از این تحولات، تأثیر بسیاری پذیرفته و پابه‌پای رشد فناوری رشد کرده است. به‌رغم تحقیقات گسترده در مورد مزایا و ظرفیت‌های یادگیری مشارکتی، اجرای آن همچنان چالش‌برانگیز است. در راستای این خلأ پژوهشی در سطح بین‌المللی و ملی، به نظر میرسد شناسایی راهکارهای عملیاتی کردن این رویکرد در محیط برخط، یک ضرورت اساسی است. این شکاف پژوهشی، محقق را بر آن داشت تا چالشها و راهکارهای عملیاتی کردن رویکرد یادگیری مشارکتی در ایران را با تأکید بر رشته مدیریت آموزشی در سطح یک نمونه کوچک، مورد مطالعه قرار دهد. بنابراین، پژوهش حاضر با هدف شناسایی چالشها و راهکارهای یادگیری مشارکتی در محیط برخط، انجام شد.
روش‌ها‌: این پژوهش، مبتنی بر رویکرد کیفی، و به روش پدیدارشناسی توصیفی انجام شد. میدان پژوهش، دانشکده روان‌شناسی و علوم تربیتی دانشگاه تهران و افراد شرکتکننده، اعضای هیأت علمی شاغل در سه گروه مرتبط با حوزه‌های علوم تربیتی بودند. روش نمونهگیری، هدفمند و از نوع ملاکی با تعیین سه ملاک بود که عبارتند از: 1. در کارگاههای یاگیری مشارکتی شرکت‌کرده و یا با این رویکرد آشنا هستند؛ 2. این رویکرد را _هرچند کم و ناقص_ به‌صورت عملی نیز در کلاس درس خود استفاده کرده باشند؛ 3. در هر دو محیط حضوری و برخط تدریس کرده باشند؛ که نمونه شامل 22 نفر بودند. تحلیل دادهها با راهبرد کُلایزی و استفاده از نرمافزار تحلیل کیفی اطلس‌ تی‌آی، انجام گرفت. ارتقای اعتبارپذیری به شیوة بازرسی و بازبینی در زمان کدگذاری استفاده از نظرات همکاران پژوهشی و تأیید آن‌ها (ممیز بیرونی) و درگیری طولانی مدت انجام شد. برای ارتقای اعتباریابی یافتهها، با 5 نفر از استادان مدعو دانشگاه نیز مصاحبه شد.
یافته‌ها: تحلیل دادهها، در دو بُعد چالشها و راهکارهای تسهیل فرآیند یادگیری مشارکتی در محیط برخط دسته‌بندی‌شد؛ در حوزه‌ چالش‌ها چهار مضمون امکاناتی، محیطی‌، اجرایی و دستاوردی و 22 زیرمضمون، شناسایی و دسته‌بندی شد؛ در چالش‌های مربوط به محدودیت امکانات، مواردی شامل پیچیدگی‌های ساختاری فضای الکترونیکی، اختلالات اینترنتی، محیط برخط و فراهم‌نبودن بستر آموزشی مناسب؛ در چالشهای مربوط به محدودیت‌های محیطی، مواردی شامل کاهش فرصت‌های تعامل چهره به چهره، عدم امکان نظارت مستمر، در چالشهای مربوط به محدودیت‌های اجرایی، مواردی شامل ناکافی بودن مهارت‌های فنی، سواد رسانهای کم، ناتوانی در غنی‌سازی فرصت‌های آموزش مهارت‌‌های زندگی؛ محدودیت فرصت‌های بروز خلاقیت، نگرش منفی نسبت به فضای الکترونیکی، مسائل مرتبط با گروه مشارکتی از جمله برنامه زمانی متفاوت اعضای گروه، سوء برداشت در برقراری ارتباط، مشارکت، گزارش کار، عدم توافق اعضا در مورد وسایل ارتباطی و سختبودن تصمیم‌گیری گروهی؛ و در چالش‌های مرتبط با محدودیت‌های دستاوردی، مواردی شامل دامن‌زدن به یادگیری سطحی، زمینه‌سازی بروز مشکلات جسمی به‌ویژه چشمی، کاهش شور و نشاط کلاسی، شناسایی‌شد. در حوزه راهکارهای تسهیل فرآیند یادگیری مشارکتی در محیط برخط، 8 مضمون از جمله راهکارهای مربوط به کلاس برخط (شامل 7 زیرمضمون پاسخگویی سریع، ناتوانی در آموزش مهارتهای زندگی، حضور و غیاب، برقراری ارتباط چهره به چهره، ایجاد جو مبتنی بر صداقت، گزارش هفتگی گروهی و فردی و بیان احساسات)، تقویت زیرساختهای اینترنتی و پهنای باند، دسترسی آسان استادان و دانشجویان به اینترنت، برگزاری کلاسهای برخط در زمان ترافیک کم شبکه، استفاده از بسترهای متنوع برای یادگیری، آموزش استفاده از ابزارهای فنی به استادان و دانشجویان، استفاده از دستیار آموزشی، بهکارگیری فناوری‌های نوین برای یادگیری، شناسایی و طبقه‌بندی شد.
نتیجه‌گیری: نتایج، حاکی از آن است که این رویکرد در کلاسهای درس به‌خصوص در کلاسهای درس برخط، نه تنها به‌صورت ناقص و بسیار اندک اجرا شده، بلکه اجرای آن با چالشهای گسترده‌ای رو به رو است. با توجه به پشتوانه قوی نظری یادگیری مشارکتی، اجرای محدود آن در ایران و چالش‌های شناسایی‌شده درخور تأمل و بررسی‌های تکمیلی است. پرواضح است که عمده چالش‌های شناسایی‌شده، مرتبط با ماهیت و ظرفیت‌های بسترهای الکترونیکی نبوده و عمدتاً به دلایلی نظیر اجرای ناقص و ناتوانی در عاملیت‌ مؤثر در کاربری در محیط‌های برخط ایجاد شده‌است. پیشنهاد میشود، در برنامهریزی درسی، جایگاهی خاص به فرهنگسازی وسیع نسـبت بـه فوایـد، مزایـا، معایـب و تهدیـدهای یـادگیری مشارکتی به طور عام و یادگیری مشـارکتی برخط بـه‌طـور خاص، در سطح مدارس و دانشگاهها، در میان مدیران، یادگیرندگان و بـه‌ویـژه، معلمان و استادان اختصاص یابد.

کلیدواژه‌ها

موضوعات

آموزش الکترونیکی- مجازی

عنوان مقاله [English]

Cooperative Learning in the online environment: Challenges and solutions

نویسندگان [English]

M. Rabbani ¹
M. Keramaty ²
K. Salehi ²

¹ Department of Educational Administration and Planning, Faculty of Psychology and Education, University of Tehran, Tehran, Iran

² Department of Curriculum Development and Instruction Methods, Faculty of Psychology and Education, University of Tehran, Tehran, Iran

چکیده [English]

Background and Objectives: The growth of communication technologies, the expansion of the use of electronic devices and the widespread use of the Internet have affected various aspects of human life. Education, teaching and learning, which are an important aspect of people's lives and an unobtrusive discussion at various social levels, has been greatly influenced by these developments and has grown with the growth of technology. Despite extensive research on the benefits and potentials of Cooperative Learning, its implementation has remained challenging. In line with this research gap at the international and national levels, it seems that identifying solutions to implement this approach in the online environment is a basic necessity. This research gap led the researchers to study the challenges and strategies for implementing the Cooperative Learning approach in Iran with an emphasis on the field of educational management with a small sample. Therefore, the present study aimed to identify the challenges and strategies of Cooperative Learning in the online environment.
Methods: This research was based on a qualitative approach and was carried out using a descriptive phenomenology method. The field of research is the Faculty of Psychology and Educational Sciences of Tehran University and the participants were faculty members working in three groups related to the fields of educational sciences. Sampling method was purposeful and criteria-oriented by determining three criteria: 1. they have participated in cooperative research workshops or are familiar with this approach, 2. they have used this approach in their classroom in a practical way, however little and incompletely, 3. they have taught in both face-to-face and online environments. The sample consisted of 22 people. The data analysis was done with the Colaizzi’s method and the use of Atlas-ti qualitative analysis software. In order to further validate the findings of the research, five visiting professors of the university were also interviewed.
Findings: The data analysis was categorized in two dimensions: challenges and solutions to facilitate the cooperative learning process in the online environment. As for the challenges, four themes of facilities, environment, implementation and achievements and 22 sub-themes were identified and categorized; in the challenges related to the limitation of facilities, there were themes including the structural complexities of the electronic space, internet disorders, the online environment and the lack of a proper educational platform; in the challenges related to environmental restrictions, there were themes including the reduction of opportunities for face-to-face interaction, the impossibility of continuous monitoring; in the challenges related to implementation limitations, there were cases including insufficient technical skills, low media literacy, inability to enrich life skills training opportunities, limitation of opportunities for creativity, negative attitude towards the electronic space; Also there were issues related to collaborative group including different schedule of group members, misunderstanding in communication, participation, work report, lack of agreement among members regarding means of communication and difficulty in group decision-making; and in the challenges related to achievement limitations, some themes were identified including encouraging superficial learning, creating the background for the occurrence of physical problems, especially eye problems, and reducing enthusiasm in the classroom. With regard to the solutions to facilitate the cooperative learning process in the online environment, 8 themes including solutions related to the online class (including 7 sub-themes of quick response, inability to teach life skills, attendance and absence, establishing face-to-face communication, creating an atmosphere based on honesty weekly group and individual report and expression of feelings), strengthening internet and broadband infrastructure, easy access of professors and students to the internet, holding online classes in times of low network traffic, using various platforms for learning, teaching how to use technical tools to professors and students, using teaching assistant, use of new technologies for learning were identified and classified.
Conclusion: The results indicated that this approach in classrooms, especially in online classrooms, is not only incompletely and very little implemented, but its implementation is facing a wide range of challenges. Considering the strong theoretical support of cooperative learning, its limited implementation in Iran and the identified challenges are thought-provoking and worthy of further investigation. It is clear that most of the identified challenges are not related to the nature and capacities of electronic platforms and are mainly caused by reasons such as incomplete implementation and the inability to act effectively in online environments. It is suggested that in curriculum planning, a special position should be given to wide culturalization regarding the benefits and advantages, disadvantages and threats of cooperative learning in general and online cooperative learning in particular at the level of schools and universities and among managers and students, and especially, teachers and professors.

کلیدواژه‌ها [English]

Challenges
Solutions
Qualitative Method
Online Classroom
Cooperative Learning

COPYRIGHTS
© 2024 The Author(s). This is an open-access article distributed under the terms and conditions of the Creative Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) (https://creativecommons.org/licenses/by-nc/4.0/)

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نامه به سردبیر

سر دبیر نشریه فناوری آموزش، با تواضع انتشار نامه های واصله از نویسندگان و خوانندگان و بحث در سامانه نشریه را ظرف 3 ماه از تاریخ انتشار آنلاین مقاله در سامانه و یا قبل از انتشار چاپی نشریه، به منظور اصلاح و نظردهی امکان پذیر نموده است.، البته این شامل نقد در مورد تحقیقات اصلی مقاله نمی باشد.

توچه به موارد ذیل پیش از ارسال نامه به سردبیر لازم است در نظر گرفته شود:

[1]نامه هایی که شامل گزارش از آمار، واقعیت ها، تحقیقات یا نظریه ها هستند، لازم است همراه با منابع معتبر و مناسب باشند، اگرچه ارسال بیش از زمان 3 نامه توصیه نمی گردد

[2] نامه هایی که بجای انتقاد سازنده به ایده های تحقیق، مشتمل بر حملات شخصی به نویسنده باشند، توجه و چاپ نمی شود

[3] نامه ها نباید بیش از 300 کلمه باشد

[4] نویسندگان نامه لازم است در ابتدای نامه تمایل یا عدم تمایل خود را نسبت به چاپ نظریه ارسالی نسبت به یک مقاله خاص اعلام نمایند

[5] به نامه های ناشناس ترتیب اثر داده نمی شود

[6] شهر، کشور و محل سکونت نویسندگان نامه باید در نامه مشخص باشد.

[7] به منظور شفافیت بیشتر و محدودیت حجم نامه، ویرایش بر روی آن انجام می پذیرد.