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سنتزپژوهی عوامل کلیدی موفقیت یادگیری الکترونیکی: ارائه یک الگو

نوع مقاله : مقاله پژوهشی

نویسندگان

1 گروه آموزش عالی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید بهشتی، تهران، ایران

2 گروه رهبری و توسعه آموزش، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید بهشتی، تهران، ایران

چکیده

پیشینه و اهداف: کاربرد تکنولوژی­های آموزشی در فرایندهای یاددهی – یادگیری به یک موضوع مهم در حوزه آموزش در سراسر جهان تبدیل شده است. با توجه به آمار و ارقام اعلام شده، این امر با سرعت و به طور وسیعی در حال گسترش است. یادگیری الکترونیکی به عنوان بارزترین کاربرد فناوری اطلاعات و ارتباطات، وجهی جدید به منشور آموزش در سطح پایه و عالی افزوده است و جهت تسهیل فعالیت­های یاددهی – یادگیری، استفاده از منابع آنلاین به طور موفقیت­آمیزی با آموزش ترکیب شده است. از همین روست که در سال­های اخیر سازمان­ها، دانشگاه­ها و شرکت­های متعددی به ارائه دوره­های یادگیری الکترونیکی روی آورده­اند. یادگیری الکترونیکی عبارت است از مجموعه وسیعی از نرم­افزارهای کاربردی و روش­های آموزشی شامل آموزش مبتنی بر رایانه، آموزش مبتنی بر وب، کلاس­های درسی مجازی و ... است
هدف پژوهش حاضر، بررسی و شناسایی جامع عوامل کلیدی موفقیت یادگیری الکترونیکی جهت ارائه یگ الگوی جامع برای موفقیت یادگیری الکترونیکی می­باشد.
روش ها: رویکرد پژوهش کیفی و روش آن، سنتزپژوهی است. جامعه پژوهش، کلیه مقالاتی هستند (85 مقاله) که از سال 2007 تا 2017 در مورد عوامل کلیدی موفقیت یادگیری الکترونیکی در مجلات معتبر و با کلمات کلیدی مشخص، یافت شده­اند. نمونه پژوهش شامل 41 مقاله است که این تعداد براساس اشباع نظری داده­ها و به صورت هدفمند انتخاب شدند. داده­های پژوهش از تحلیل کیفی اسناد مورد مطالعه، گردآوری شدند.
یافته‌ها: با تجزیه و تحلیل داده­ها، عوامل کلیدی موفقیت یادگیری االکترونیکی در 3 بُعد، 8 عامل و 52 مقوله شامل بُعد ساختاری (عوامل سازمانی، پشتیبانی، کیفیت سیستم، محتوایی، و آموزشی)؛ بُعد رفتاری (یادگیرنده، یاددهنده)؛ و محیطی (فناوری) طبقه‌بندی شدند. نتایج تحلیل داده­ها منجر به شناسایی عوامل کلیدی موفقیت یادگیری الکترونیکی به صورت یک الگو گردید.
نتیجه‌گیری: در این پژوهش تلاش شد تا ضمن تحلیل اسناد و مطالعات صورت گرفته در زمینه عوامل کلیدی موفقیت یادگیری الکترونیکی و شناسایی عوامل کلیدی موفقیت در یادگیری الکترونیکی، یک الگو برای موفقیت یادگیری الکترونیکی ارائه شود. همچنان که نتایج تحلیل­ها نشان می­دهد، عوامل موفقیت یادگیری الکترونیکی شامل سه بُعد ساختاری (مشتمل بر عوامل: سازمانی، آموزشی، محتوایی، پشتیبانی، و کیفیت سیستم)؛ بُعد محتوایی یا رفتاری (مشتمل بر عوامل: یادگیرنده و یاددهنده)؛ و بُعد زمینه­ای یا محیطی (مشتمل بر عامل: فناوری) می­باشد. با نگاهی کل­نگر می­توان گفت که بررسی و ملاحظه کلیه عوامل موفقیت یادگیری الکترونیکی، جهت رشد و پیشرفت آن ضروری است. همچنین بیشتر پژوهش­های مطالعه شده بر اهمیت بُعد ساختاری در موفقیت یادگیری الکترونیکی تأکید داشته­اند، هر چند بُعد رفتاری و زمینه­ای نیز از ملزومات موفقیت یادگیری الکترونیکی هستند. بنابراین، مراکز یادگیری الکترونیکی نیز باید سعی کنند تا عواملی که ممکن است بر موفقیت آن­ها تأثیر می­گذارند را شناسایی کنند و با توجه به این عوامل، موفقیت در یادگیری الکترونیکی را تضمین کنند، که یافته­های این پژوهش تا حدودی می­تواند مراکز یادگیری الکترونیکی را از این عوامل آگاه سازد.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

A research synthesis of critical success factors of e-learning: A model development

نویسندگان [English]

  • H. Abbasi Kasani 1
  • Gh.R. Shams 2

1 Department of Higher Education, Faculty of Education and Psychology, Shahid Beheshti University, Tehran. Iran

2 Department of Leadership & Development of Education, Faculty of Education and Psychology, Shahid Beheshti University, Tehran. Iran

چکیده [English]

learning processes has become an important issue in the field of education around the world. According to the announced statistics, this is spreading rapidly and widely. e-learning, as the most prominent application of ICT, has added a new dimension to the primary and higher education, and the use of online resources has been successfully combined with education to facilitate teaching-learning activities. That is why in recent years, many organizations, universities and companies have started offering e-learning courses. e-learning is a wide range of application software and teaching methods including computer-based education, web-based education, virtual classrooms, etc. The present study aimed at investigating and identifying critical success factors of e-Learning to develop a comprehensive model for success of e-learning.
Methods: The research approach was qualitative and the method was synthesis. The research population was all of the articles (85 articles) related to Critical Success Factors of e-Learning since 2007 to 2017 in accredited journals using specific keywords. The sample included 41 articles selected purposefully based on the theoretical saturation of data. The data were collected from the qualitative analysis of documents.  
Findings: Using analyzing data, Critical Success Factors of e-learning were classified in 3 dimensions, 8 factors and 52 indicators including structural dimension (organizational, support, system quality, content, and educational factors); behavioral dimension (learner, instructor), and environmental dimension (technology). The results of the data analysis led to the identification of Critical Success Factors of e-learning as a model.
Conclusion: In this study, an attempt was made to analyze the documents and studies conducted on the key factors of e-learning success and identify the key factors of e-learning success, to provide a model for e-learning success. As the results of the analysis show, e-learning success factors include three structural dimensions (including: organizational, educational, content, support, and system quality); Content or behavioral dimension (including factors: learner and teacher); and the contextual or environmental dimension (including factor: technology). With a clear view, it can be said that examining and considering all the factors of e-learning success is necessary for its growth and development. Most of the studies have emphasized the importance of structural dimension in e-learning success, although behavioral and contextual dimensions are also essential for e-learning success. Therefore, e-learning centers should also try to identify the factors that may affect their success and, given these factors, ensure the success of e-learning. The findings of this study to some extent is capable of informing them of these factors.

کلیدواژه‌ها [English]

  • Synthesis
  • Critical Success Factor
  • Learning
  • e-Learning
  • model

COPYRIGHTS 
©2019 The author(s). This is an open access article distributed under the terms of the Creative Commons Attribution (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, as long as the original authors and source are cited. No permission is required from the authors or the publishers. 

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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.

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فناوری آموزش
دوره 13، شماره 1 - شماره پیاپی 49
دی 1397
صفحه 25-39
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  • تاریخ دریافت: 15 فروردین 1397
  • تاریخ بازنگری: 02 خرداد 1397
  • تاریخ پذیرش: 07 مرداد 1397
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