نویسندگان

1 دانشجوی دکتری رشته مدیریت آموزشی، دانشگاه خوارزمی، تهران، ایران.

2 استاد دانشکده مدیریت، دانشگاه خوارزمی، تهران، ایران

3 دانشیار دانشکده مدیریت، دانشگاه خوارزمی، تهران، ایران

چکیده

پژوهش حاضر با هدف شناسایی الزام‌های اجرایی دوره‌های برخط آزاد انبوه (موک) در دانشگاه پیام ‌نور از منظر پداگولوژی صورت گرفت. در این پژوهش از روش تحقیق کیفی و رویکرد تحلیل محتوای کیفی برای تحلیل داده ­ها استفاده شد. مؤلفه‌های استفاده شده بر اساس بررسی اسناد و مدارک و ابزار مصاحبه نیمه ساختارمند شناسایی شدند. به ­منظور بررسی اسناد و مدارک و تحلیل یافته‌های مصاحبه از روش تحلیل محتوای استقرایی در سه سطح باز، محوری و گزینشی استفاده شد. برای شناسایی جامع مؤلفه‌های اصلی و زیرمؤلفه‌های موک در دانشگاه پیام ‌نور از منظر پداگولوژی، علاوه بر بررسی مطالعه‌های انجام شده در این زمینه، مصاحبه‌ای نیمه‌ساختارمند با 15 نفر از خبرگان حوزه در دوره‌های برخط آزاد انبوه (موک) صورت گرفت. نتایج نشان داد که الزام‌های اجرایی دوره‌های برخط آزاد انبوه (موک) در دانشگاه پیام‌ نور از منظر پداگولوژی شامل سه مؤلفه اصلی تشکیل تیم پداگولوژی، طراحی آموزشی و ارائه خدمات پشتیبانی پداگولوژی و 17 زیرمؤلفه است. الزام­ های آموزشی شناسایی شده (تشکیل تیم پداگولوژی، طراحی آموزشی و ارائه خدمات پشتیبانی پداگولوژی) به عنوان راهنما و دستورالعمل اجرای متناسب با اوضاع، شرایط و نیازهای آموزشی بومی کشور عمل خواهد کرد. بدیهی است که این الزام ­ها و بایست ­های آموزشی در طراحی، توسعه و اجرای اولین دوره ­های موک در دانشگاه ­پیام­ نور نقش مؤثری خواهد داشت.

کلیدواژه‌ها

عنوان مقاله [English]

Analyzing applied requirements for Massive Open Online Course (MOOC) in Payam Noor University from a Pedagogical perspective

نویسندگان [English]

  • Sakine Ashrafi 1
  • Hamidreza Arasteh 2
  • Hasanreza Zinabadi 3
  • Hossin Abbasian 3

1 Doctoral student in Educational Management, Kharazmi University, Tehran, Iran.

2 Professor, Faculty of Management, Kharazmi University, Tehran, Iran.

3 Associate Professor, Faculty of Management, Kharazmi University, Tehran, Iran.

چکیده [English]

The aim of present research was to identify applied requirements of Massive Open Online Course (MOOC) in Payam Noor University from a pedagogical perspective. In this research, qualitative research method and qualitative content analysis approach were used to analyze data. The components used were identified based on the review of documents and semi-structured interview tools. In order to review the documents and analyze the interview findings, the inductive content analysis method was used at three levels: open, axial and selective. In order to comprehensively identify the main components and sub-components of the implementation requirements of Massive Open Online Courses (MOOC) at Payame Noor University from a pedagogical perspective, in addition to reviewing the studies conducted in this field, semi-structured interviews with 15 experts in MOOC were conducted. The results showed that the implementation requirements MOOC in Payam Noor University from a pedagogical perspective include three main components: forming a pedagogy team, structural design and providing pedagogical support services and 17 sub-components. The identified educational requirements (formation of pedagogy team, educational design and provision of pedagogical support services) will act as a guide and implementation instructions appropriate to the situation, conditions and educational needs of the country. Obviously, these educational requirements will play an important role in the design, development and implementation of the first MOOC program in Payam Noor University.

کلیدواژه‌ها [English]

  • Applied requirements
  • Massive Open Online Course (MOOC)
  • Pedagogy
  • Iran
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