شناسایی روش‌های ایجاد تعامل بین یادگیرنده و محتوا به منظور توسعه مشارکت یادگیرندگان در محیط‌های یادگیری الکترونیکی
محورهای موضوعی : مفاهیم نوین اثرگذار بر یادگیری بزرگسالان
حامد حسینی ضرابی
1
(دانشگاه بهشتی)
اباصلت خراسانی
2
(دانشگاه شهید بهشتی)
مرتضی رضایی زاده
3
(دانشگاه بهشتی)
کلید واژه: تعامل, یادگیری, محتوا, یادگیری الکترونیکی,
چکیده مقاله :
ابزار آموزش به عنوان یکی از روش‌های اصلی توسعه کارکنان محسوب می‌شود که با توجه به گسترش آموزش الکترونیکی در سازمان‌ها مشارکت یادگیرندگان موضوعی بسیار حائز اهمیت است که از طریق تعاملات یادگیرندگان با محتوا و معلم شکل می‌گیرد. مفهوم تعامل، عنصری مهم در هر محیط یادگیری است و در آموزش الکترونیکی نیز اهمیت آن به‌طورکلی پذیرفته‌شده است. با وجود پژوهش‌های متعدد درباره انواع تعامل‌ها و تاثیر هریک از آن‌ها بر متغیرهای مختلف، سهم اندکی از پژوهش‌ها به شناسایی روش‌هایی برای ایجاد انواع تعامل به ویژه تعامل یادگیرنده با محتوا اختصاص یافته است. به همین دلیل هدف اصلی پژوهش حاضر پاسخگویی به این سوال است که روش های ایجاد تعامل بین یادگیرنده و محتوای آموزشی در محیط یادگیری الکترونیکی کدامند؟ این پژوهش کیفی و از نوع پدیدارشناسی است که برای کسب نتیجه با جزئیات عمیق‌تر و دقیق‌تر، با اجرا نمودن سه‌سوسازی در روش گردآوردی داده ها از سه روش تحلیل محتوای کیفی بررسی مقالات وب آف ساینس طی مدت 2009-2019 در حیطه آموزشی عالی، گروه کانونی و مصاحبه نیمه‌ساختاریافته با 13 متخصص برای گردآوری داده ها استفاده شد و داده ها با روش تحلیل مضمون کدگذاری شدند. پس از تحلیل داده‌ها 9 روش ایجاد تعامل بین یادگیرنده و محتوای آموزشی در محیط‌های یادگیری الکترونیکی شناسایی گردید.
Training is a employee developmental tool. Due to the expansion of e-learning in organizations, the learner engagement is a very important issue that through learning interaction, it is possible. Learning interaction concept is a crucial component in any learning environment and also in e-learning the importance of interaction had been accepted. Despite numerous studies on the types of interactions and the effects of each of them on different variables, a small share of research is devoted to identifying methods of creating interactions especially learner-content interactions. The purpose of this study is identifying methods of creating Learner-content interactions in online learning environments because the lack of interactions in online learning environment is one of the most important problems. The methods of this research are phenomenological focus group, semi-structured interview and qualitative content analysis which have been used in order to provide a systematic review of the previous research from the website of web of science from 2009 to 2019. For validity of data we used triangulation in research methods. The results showed nine way for creating interactions between learner and content.
Abrami, P. C., Bernard, R. M., Bures, E. M., Borokhovski, E., & Tamim, R. M. (2012). Interaction in distance education and online learning: Using evidence and theory to improve practice. The Next Generation of Distance Education: Unconstrained Learning, 9781461417, 49–69. https://doi.org/10.1007/978-1-4614-1785-9_4#
Agudo-Peregrina, A. F., Hernandez-Garcia, A., & Iglesias-Pradas, S. (2012). Predicting academic performance with learning analytics in virtual learning environments: A comparative study of three interaction classifications. 2012 International Symposium on Computers in Education, SIIE 2012#.
Ally, M. (2004). Foundations of educational theory for online learning. Theory and practice of online learning, 2, 15-44#.
Anderson, T. (2003). Getting the mix right again: An updated and theoretical rationale for interaction. International Review of Research in Open and Distance Learning, 2(4)126-141#.
Awidi, I. T., Paynter, M., & Vujosevic, T. (2019). Facebook group in the learning design of a higher education course: An analysis of factors influencing positive learning experience for students. Computers and Education, 129, 106–121. #https://doi.org/10.1016/j.compedu.2018.10.018
Berge, Z. (2002). Berge2002_ActiveInteractiveReflectiveLearning.pdf.
Bernard, R. M., Abrami, P. C., Borokhovski, E., Wade, C. A., Tamim, R. M., Surkes, M. A., & Bethel, E. C. (2009). A Meta-Analysis of Three Types of Interaction Treatments in Distance Education. Review of Educational Research, 79(3), 1243–1289. https://doi.org/10.3102/0034654309333844#
Blau, I., & Shamir-Inbal, T. (2018). Digital technologies for promoting “student voice” and co-creating learning experience in an academic course. Instructional Science, 46(2), 315–336. https://doi.org/10.1007/s11251-017-9436-#
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology Virginia. Foreign Affairs, 91(5), 1689–1699. #https://doi.org/10.1017/CBO9781107415324.004
Breen, R. L. (2006). A practical guide to focus-group research. Journal of Geography in Higher Education, 30(3), 463–475. https://doi.org/10.1080/03098260600927575#
Chen, J., Xu, J., Tang, T., & Chen, R. (2017). WebIntera-classroom: an interaction-aware virtual learning environment for augmenting learning interactions. Interactive Learning Environments, 25(6), 792–807. https://doi.org/10.1080/10494820.2016.1188829#
Cheng, Y. M. (2013). Exploring the roles of interaction and flow in explaining nurses’ e-learning acceptance. Nurse Education Today, 33(1), 73–80. https://doi.org/10.1016/j.nedt.2012.02.005#
Creswell, J. W. (2011). Educational Research. Doing Qualitative Research. https://doi.org/10.1163/9789087901219_007#
Din, N., Haron, S., Ahmad, H., & Rashid, R. M. (2015). Technology Supported Cities and Effective Online Interaction for #Learning. Procedia - Social and Behavioral Sciences, 170, 206–214. https://doi.org/10.1016/j.sbspro.2015.01.030
Dzakiria, H. (2012). The Fundamental Role of Interaction in ODL Research Synopsis Research Questions The research questions were based on substantial literature review on the issue of learning interaction in. 1–9.#
Franco, J., & Provencher, B. A. (2019). Using a Multitouch Book to Enhance the Student Experience in Organic Chemistry. #Journal of Chemical Education, 96(3), 586–592. https://doi.org/10.1021/acs.jchemed.8b00703
Gorard, S. & Taylor, C. (2004). Combining methods in educational and social research. New York: open university press.#
Hirschbuhl, J. J. (2007). Designing, developing, and implementing an interactive learning system. Journal of Computing in #Higher Education, 19 (1), 100–115.
Hung, I. C., Kinshuk, & Chen, N. S. (2018). Embodied interactive video lectures for improving learning comprehension and retention. Computers and Education, 117, 116–131. https://doi.org/10.1016/j.compedu.2017.10.005#
Insung, J., Seonghee, C., & Cheolil, L. (2002). Effects of Different Types of Interaction on Learning Achievement, Satisfaction and Participation in Web-Based Instruction. Innovations in Education and Teaching International, 3297, 1–10. #https://doi.org/10.1080/1355800021012139
Iqbal, M. M., Saleem, Y., Naseer, K., & Kim, M. (2018). Multimedia based student-teacher smart interaction framework using multi-agents in eLearning. Multimedia Tools and Applications, 77(4), 5003–5026. https://doi.org/10.1007#/s11042-017-4615-z
Joksimović, S., Gašević, D., Loughin, T. M., Kovanović, V., & Hatala, M. (2015). Learning at distance: Effects of interaction traces on academic achievement. Computers and Education, 87, 204–217. https://doi.org/10.1016/j.compedu.2015.07.002#
Kanuka, H. (2011). Interaction and the online distance classroom: Do instructional methods effect the quality of interaction? Journal of Computing in Higher Education, 23(2–3), 143–156. https://doi.org/10.1007/s12528-011-9049-4#
Ke, F., Xie, K., & Xie, Y. (2016). Game-based learning engagement: A theory- and data-driven exploration. British Journal of #Educational Technology, 47(6), 1183–1201. https://doi.org/10.1111/bjet.12314
Knapp, N. F. (2018). Increasing Interaction in a Flipped Online Classroom through Video Conferencing. TechTrends, 618–624. https://doi.org/10.1007/s11528-018-0336-z#
Liaw, S. S., & Huang, H. M. (2013). Perceived satisfaction, perceived usefulness and interactive learning environments as predictors to self-regulation in e-learning environments. Computers and Education, 60(1), 14–24. https://doi.org/10.1016#/j.compedu.2012.07.015
Marks, R. B., Sibley, S. D., & Arbaugh, J. B. (2005). A structural equation model of predictors for effective online learning. In Journal of Management Education (Vol. 29). https://doi.org/10.1177/1052562904271199#
Onwuegbuzie, A. J., Dickinson, W. B., Leech, N. L., & Zoran, A. G. (2009). A Qualitative Framework for Collecting and Analyzing Data in Focus Group Research. International Journal of Qualitative Methods, 8(3), 1–21. https://doi.org/10.1177/160940690900800301#
Purarjomandlangrudi, A., Chen, D., & Nguyen, A. (2016). Investigating the drivers of student interaction and engagement in online courses: A study of state-of-the-art. Informatics in Education, 15(2), 269–286. https://doi.org/10.15388/infedu.2016.14#
Quadir, B., Yang, J. C., & Chen, N. S. (2019). The effects of interaction types on learning outcomes in a blog-based interactive learning environment. Interactive Learning Environments. https://doi.org/10.1080/10494820.2019.1652835#
Quadir, B., Yang, J. C., Zhang, J., & Gao, H. (2018). The effects of student interaction with blog-based course content on learning performance. Lecture Notes in Educational Technology, 97–106. https://doi.org/10.1007/978-981-10-8743-1_14#
Thurmond, V. A. (2003). Examination of Interaction Variables as Predictors of Students’ Satisfaction And Willingness To Enroll in Future Web-Based Courses While Controlling for Student Characteristics. 251. Retrieved from http://books.google.com.br/books?id=thZVQuvlKloC#
Thurmond, V., & Wambach, K. (2004). Understanding interactions in distance education: A review of the literature. International Journal of Instructional Technology and Distance Learning, 1(1).#
Tsay, C. H. H., Kofinas, A., & Luo, J. (2018). Enhancing student learning experience with technology-mediated gamification: An empirical study. Computers and Education, 121, 1–17. https://doi.org/10.1016/j.compedu.2018.01.009#
Uijl, S., Filius, R., & Ten Cate, O. (2017). Student Interaction in Small Private Online Courses. Medical Science Educator, 27(2), 237–242. https://doi.org/10.1007/s40670-017-0380-x#
Vlachopoulos, D., & Makri, A. (2019). Online communication and interaction in distance higher education: A framework study of good practice. International Review of Education, 65(4), 605–632. https://doi.org/10.1007/s11159-019-09792-3#
Wang, Z., Chen, L., & Anderson, T. (2014). A framework for interaction and cognitive engagement in connectivist learning contexts. International Review of Research in Open and Distance Learning, 15(2), 121–141. https://doi.org/10.19173/irrodl.v15i2.1709#
Woo, Y., & Reeves, T. C. (2007). Meaningful interaction in web-based learning: A social constructivist interpretation. Internet and Higher Education, 10(1), 15–25. https://doi.org/10.1016/j.iheduc.2006.10.005#
Zimmerman, T. D. (2012). Exploring learner to content interaction as a success factor in online courses. International Review of Research in Open and Distance Learning, 13(4), 152–165. https://doi.org/10.19173/irrodl.v13i4.1302#