بررسی عناصر تشکیل‌دهنده اجتماع یادگیری در آموزش الکترونیکی

نوع مقاله: مقاله پژوهشی

نویسندگان

استادیار گروه علوم تربیتی، دانشگاه بوعلی سینا، همدان، ایران

چکیده

در این مطالعه کیفی، عناصر تشکیل دهنده اجتماع یادگیری در آموزش الکترونیکی مورد بررسی قرارگرفته است. با استفاده از روش تحلیل محتوای کیفی با رویکرد استقرایی مصاحبه‌هایی ساختارمند از استادان، کارشناسان و دانشجویان آموزش الکترونیکی از دانشگاه‌های تهران، علم و صنعت، امیرکبیر، تربیت مدرس و خواجه نصیر طوسی، دانشگاه الکترونیکی مهر البرز و دانشگاه علوم حدیث شهر ری به شیوه هدفمند به عمل آمد. 19 مقاله و 4 کتاب در این زمینه مورد بررسی قرار گرفت و تحلیل‌ها تا حد اشباع ادامه یافت. واحد ثبت در این پژوهش مضمون در نظر گرفته شد. در انتهای تحلیل محتوای استقرایی و با مقایسه مستمر کدهای به‌دست‌آمده، 9 مقوله و 16 زیرمقوله پدیدار شدند. مقولات اصلی عبارتند از معلم، مشارکت، زمان، گروه، پشتیبانی، اعتماد، حضور اجتماعی، ابزار و منابع. نتیجه به‌دست آمده از این پژوهش می‌تواند، راهنمای عمل مربیان و طراحان آموزش الکترونیکی برای افزایش مشارکت دانشجویان در دوره‌های آموزش که به صورت رسمی برگزار می‌شوند و در نهایت، تشکیل اجتماع یادگیری در این محیط‌ها قرار گیرد.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Examine about Constituent elements of learning community in electronic learning

نویسندگان [English]

  • Akbar Momeni rad
  • Maryam Pourjamshidi
  • Hosien Zanganeh
  1. Anatoliy, A. G. (2009). Automated discovery of social networks in online learning communities. Dissertation Presented for Philosophy of Doctor in Urbana, Illinois University. Retrieved from www.proquest.com
  2. Anderson, T., & Elloumi, F. (2003). Theory and practice of online learning. Athabasca, A. B: Athabasca University.
  3. Brown, R. E. (2001). The process of community building in distance learning classes. Journal of Asynchronous Learning Networks, 5(2), 18-35.
  4. Chapman, C., Ramondt, L., & Smiley, G. (2005). Strong community, deep learning: Exploring the link. Innovations in Education and Teaching International, 42(3), 217-230.
  5. Dirkx, J., & Smith, R. (2005). Transformative learning in adult online collaborative groups: The dialectic of will and willness. In D. Vlosak, G. Kielbaso, & J. Radford (Eds.), Proceedings of the Sixth International Conference on Transformative Learning (pp. 113-119). East Lansing, MI: Michigan State University.
  6. Doran, J. R. (2010). Breaking the silence: A phenomenological study of the effects of asynchronous voice conferencing on the formation of identity, community and presence in online learning. Dissertation Presented for Philosophy of Doctor in Capella University. Retrieved from www.proquest.com
  7. Driver, R., Asoko, H., Leach, J., Mortimer, E., & Scott, P. (1994). Constructing scientific knowledge in the classroom. Educational Researcher, 23(7), 5-12.
  8. Fardanesh, H. (2004). Classification of instructional design models based on learning and teaching approaches. Journal of Psychological and Educational Studies, 34(2), 5-21.
  9. Fisher, D. M. (2004). Faculty and student perceptions of community and socially constructed knowledge in a virtual learning community. A Dissertation Presented to the Faculty of the school of Human Service Professions, Widener University. Retrieved from www.proquest.com
  10. Galusha, C. (2006). Effective school leadership: Developing principals through Cognitive Coaching. Norwood, MA: Christopher-Gordon.
  11. Hara, N. (2009). Communities of practice: Fostering peer to peer learning and informal knowledge sharing in the work place. Springer-Verlag Berlin Heidelberg
  12. Harasim, L. (2002). What makes online learning communities successful? The role of collaborative learning in social and intellectual development. In Vrasidas, C. and Glass, G. (eds), Current perspectives in applied information technologies: Distance education and distributed learning. Greenwich, CT, Information Age Publishing, Inc, 181-200.
  13. Hemphill, S. S. (2011). Social constructivist learning, sense of community, and learner satisfaction in asynchronous courses. A Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in Capella University. Retrieved from www.proquest.com
  14. Kear, K. (2011). Online and social networking communities. New York: Routledge.
  15. Keesee, A. G. (2011). A model for semi-informal online learning communities: A case study of the NASA inspire project. Dissertation Presented for Philosophy of Doctor in Graduate College of the Oklahoma State University. Retrieved from www.proquest.com
  16. Kuh, G., Kinzie, J., Schuh, J., & Whit, E. (2005). Student success in college: Creating condition that matter. Jossey-bass. San Francisco, CA.
  17. Langel, J. J. (2011). An exploratory study of resource selection and evaluation by self-directed leisure learners who participate in online learning communities. Dissertation Presented for Doctor of Philosophy in Manhattan, Kansas University. Retrieved from www.proquest.com
  18. Larose, R., & Whitten, P. (2000). Re-thinking instructional immediacy for web courses: A social cognitive exploration. Communication Education, 49, 320-338.
  19. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.
  20. Mason, R. (2002). Rethinking assessment in the online environment. In Vrasidas, C and Glass, GV (eds), Current perspectives on applied information technologies: Distance education and distributed learning. Greenwich, CT, Information Age Publishing.
  21. McDonald, J. (2008). Blended learning and online tutoring: Planning learner support and activity design. USA: Publishing by Gower.
  22. Moore, M. G. (1989). Three types of interaction. American Journal of Distance Education, 3(2), 1-6.
  23. Ouzts, K. N. (2001). Online student satisfaction survey, nursing student at the University of Wyoming. Laramie Press.
  24. Ouzts, K. N. (2003). Social constructivist learning and sense of community in online classes. Dissertation Presented for Doctor of Philosophy in Wyoming University. May 2003. Retrieved from www.ProQuest.com
  25. Palloff, R., & Pratt, K. (2007). Building online learning communities. Computer Medicated Communication, 23(3), 121-132.
  26. Phares, L. T. (2006). An examination of the role of learning in the work of community leaders. Doctoral Dissertation. Retrieved from ProQuest Dissertations & Theses: Full Text. (AAT 3244889).
  27. Picciano, A. (2002). Beyond student perceptions: Issues of interaction, presence, and performance in an online course. Journal of Asynchronous Learning Networks, 6(2), 68-88.
  28. Preskill, S., & Brookfield, S. (2009). Learning as a way of leading: Lessons from the struggle for social justice. San Francisco, CA: Jossey-Bass.
  29. Ridings, C., & Gefen, D. (2004). Virtual community attraction: Why people hang out online. Journal of Computer Medicated Communication, 10(1), 12-19.
  30. Rostami Nejad, M. (2013). Smart model for degree of students’ achievement in electronic learning. Allameh Tabatabaei University, College of Psychology and Educational Sciences. Educational Technology Group. Unpublished Dissertation. (in Persian).
  31. Rovai, A. P. (2002). Building sense of community at a distance. The International Review of Research in Open and Distance Learning, 12(2), 23-38.
  32. Scardamalia, M., Bereiter, C., & Lamon, M. (1994). CSILE: Trying to bring students into world 3. In K. McGinley (Ed.), Classroom lessons: Integrating cognitive theory and classroom practice. Cambridge MA: MIT Press.
  33. Shea, P. (2006). A study of students’ sense of learning community in online environments. Journal of Asynchronous Learning Networks, 10(10), 121-129.
  34. Wenger, E. (1999). Communities of practice: Learning, meaning, and identity. Cambridge, England: Cambridge University Press.
  35. Wimbish, J. (2001). Listening to the voices of student: The role of student-teacher interaction to course completion in on-line classes. Dissertation Presented for Philosophy of Doctor in Union Institute and University, Cincinnati, Ohio. Retrieved from www.proquest.com
  36. Wright, D., & Bickford, D. (2006). The hidden context for learning. In D. oblinger (Eds.), Learning Spaces, Educause. Retrieved from www.educause.edu/learning spasescho04