تحلیل پدیدارشناسانه ی تجارب زیسته اساتید و دانشجویان از آموزش مجازی در نظام آموزش عالی ایران
محورهای موضوعی : آموزش مجازی
مینا کریمی
1
(استادیار، رشته برنامه ریزی درسی، واحد خدابنده، دانشگاه آزاد اسلامی ،خدابنده، زنجان، ایران)
کلید واژه: پدیدارشناسی, آموزش عالی, آموزش مجازی, پژوهش کیفی, تجربه زیسته,
چکیده مقاله :
پژوهش حاضر با رویکرد کیفی و از نوع پدیدارشناسی به تحلیل تجارب زیسته دانشجویان واساتید از چالش‌های آموزش مجازی در نظام آموزش عالی ایران پرداخته است. مشارکت کنندگان پژوهش شامل 25 نفر از دانشجویان در رشته های مختلف کارشناسی و 15 نفر از اعضای هیات علمی دانشگاه آزاد اسلامی واحد خدابنده با گرایشهای مختلف تحصیلی بود که حداقل پنج سال سابقه ی تدریس داشتند و با استفاده از روش نمونه گیری هدفمند انتخاب شدند. برای جمع آوری داده ها از روش مصاحبه ی فردی نیمه ساختاریافته تا رسیدن به حد اشباع نظری استفاده شد. داده های بدست آمده با استفاده از روش کدگذاری موضوعی مورد تحلیل قرار گرفت و یافته ها در قالب کدهای باز، محوری و منتخب سازماندهی شد. یافته های حاصل از تجارب زیسته دانشجویان و اساتید در 3 مضمون اصلی (مزایای استفاده از آموزش مجازی، مشکلات استفاده از آموزش مجازی و در نهایت ارائه پیشنهاداتی برای بهبود و ارتقا این آموزشها) و 6 مضمون فرعی (اقتصادی، آموزشی، بهداشتی،زمانی، فرهنگی و فناوری) شناسایی گردید.
Abstract The present study uses a qualitative and phenomenological approach to analyze the lived experiences of students and professors of the challenges of virtual education in the Iranian higher education system. Participants in the study included 25 students in different undergraduate fields and 15 faculty members of Islamic Azad University, Khodabandeh Branch with different educational orientations who had at least five years of teaching experience and were selected using purposive sampling method. Semi-structured individual interview method was used to collect data to reach theoretical saturation. The obtained data were analyzed using thematic coding method and the findings were organized in the form of open, axial and selected codes. Findings from the lived experiences of students and professors were identified in 3 main themes (advantages of using e-learning, problems of using e-learning and finally providing suggestions for improving and upgrading these trainings) and 6 sub-themes) (Economic, educational, health, temporal, cultural and technological).
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