فصلنامه پژوهش و برنامه ریزی در آموزش عالی

شناسایی مؤلفه های شایستگی مدرسان در محیط یادگیری الکترونیکی بر مبنای رویکرد سازنده گرایی

نوع مقاله : مقاله پژوهشی

نویسندگان

دانشگاه پیام نور

چکیده

در پژوهش حاضر به­ منظور شناسایی شایستگی‌های مدرسان در محیط یادگیری الکترونیکی بر مبنای رویکرد سازنده­ گرایی از طرح‌های تحقیق آمیخته از نوع اکتشافی استفاده شد. پژوهش به دو روش کیفی از نوع سنتزپژوهی مضمونی و روش کمّی از نوع پیمایشی انجام شد. جامعه آماری شامل کلیه آثار منتشر شده در این حوزه از سال 1992 تا سال 2019 میلادی در شش پایگاه اطلاعاتی معتبر و نمونه مورد بررسی شامل 30 سند بود. در بخش کمّی تعداد 135 نفر از مدرسان الکترونیک رشته علوم ­تربیتی و روانشناسی دانشگاه پیام نور کل کشور به ­دلیل دسترسی محقق و با استفاده از جدول کرجسی و مورگان به ­عنوان نمونه آماری انتخاب شدند. بر اساس مؤلفه­ های به ­دست آمده در بخش کیفی و به ­منظور اعتبارسنجی آن، پرسشنامه 41  گویه ­ای تنظیم شد. نتایج حاصل از گردآوری داده­ ها پس از تنظیم و تلخیص با استفاده از آزمون ­های آماری به کمک نرم ­افزارهای نسخه 8/8 LISREL و SPSS 19 تجزیه و تحلیل شد. برای تأیید روایی محتوایی ابزار پژوهش از خبرگان امر و به­ منظور تعیین روایی سازه ابزار اندازه ­گیری از تحلیل عاملی تأییدی استفاده شد. پایایی ابزار با ضریب آلفای کرونباخ تأیید شد. بر اساس یافته­ های حاصل از سنتزپژوهی مؤلفه ­های شایستگی‌های سازنده­ گرایی مدرسان در محیط یادگیری الکترونیکی به ­عنوان مضمون اصلی دارای چهار مضمون راهنمای سازنده ­گرا، مربی سازنده ­گرا، طراح سازنده­ گرا و همکار
سازنده ­گرا بود. بعد راهنمای سازنده­ گرا شامل سه مؤلفه الگوسازی، ارتقای مهارت‌های تفکر انتقادی و ارتقای مهارت‌های حل مسئله، بعد مربی سازنده ­گرا شامل سه مؤلفه مربی شناختی، بازخورد دهنده و برانگیزاننده، بعد طراح سازنده­ گرا دارای سه مؤلفه مهارت طراحی محتوا، سازماندهی و استفاده از ابزارهای تعاملی و مشارکتی در طراحی و بعد همکار سازنده ­گرا دارای چهار مؤلفه مهارت پویایی کلاس، اشتراک دانش، مذاکره اجتماعی و تشکیل گروه بود. بر اساس یافته ­های کمّی شاخص‌های برازش تحلیل عاملی تأییدی مرتبه اول همسو بودن گویه ­ها با سازه نظری و تأیید تحلیل عاملی را نشان داد. همچنین تحلیل عاملی تأییدی مرتبه دوم مضامین سازمان ­دهنده نشان داد که مؤلفه های ذکر شده در تبیین واریانس سازه اصلی نقش داشتند. یافته ­های تحقیق را می ­توان در طراحی محیط­ های یادگیری الکترونیکی مبتنی بر رویکرد سازنده ­گرایی و همچنین برای بهبود برنامه ­های توسعه شغلی مدرسان  استفاده کرد.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Identifying the Competency Components of Instructors in E-learning Environment Based on a Constructivist Approach

نویسندگان [English]

  • mahbubeh aslami
  • nahid ojaghi

چکیده [English]

Current study used exploratory mixed method designs to identify the competencies of e-instructors based on the constructivism approach. A qualitative and quantitative methods were applied in this research. The qualitative method was thematic synthesis and the quantitative method was a survey method. The statistical population of the study included all works published in this field from 1992 to 2019 in 6 valid databases.  The study sample included 30 documents. In the quantitative section, due to the researcher’s access and utilizing Krejcie and Morgan table, the statistical sample consisted of 135 e-instructors in the field of educational sciences and psychology who were selected from Payame Noor University. At this stage, a 41-item questionnaire was designed based on the components obtained in the qualitative section and for the purpose of validation. The results obtained by data collection were analyzed after adjustment and summarization using statistical tests including first and second order confirmatory factor analysis using applying LISREL 8.8 and SPSS 22 software. Experts were used to confirm the content validity of the research instrument, and confirmatory factor analysis was used to determine the construct validity of the measurement instrument. Also, the reliability of the tool was confirmed by Cronbach's alpha coefficient. According to the findings of synthesis research, the components of constructivist competencies of instructors in e-learning environment as the main theme include four themes of constructivist guide, constructivist instructor, constructivist designer and constructivist collaborator. The dimension of constructivist guide consisted of three components: modeling, improving critical thinking skills and upgrading problem solving skills. The dimension of constructivismm instructor consisted of three dimensions of cognitive instructor, feedback, and motivational. The dimension of constructivism designer included three dimensions of content design skills, organizing and the use of interactive and participatory tools in designing. The dimension of constructivist colleague included four dimensions of class dynamics, knowledge sharing skill and social negotiation skill and group formation skill. Fit indices of first-order confirmatory factor analysis of the inclusive themes showed the alignment of items with the theoretical structure and confirmation of factor analysis. Also, the second-order confirmatory factor analysis of organizing themes showed that the mentioned components played a role in explaining the variance of the main structure. The research findings can be used in the design of e-learning environments based on the constructivist approach and also to improve the instructors' career development programs.

کلیدواژه‌ها [English]

  • Competence
  • Constructivism
  • Instructor
  • E-learning

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فصلنامه پژوهش و برنامه ریزی در آموزش عالی
دوره 28، شماره 4 - شماره پیاپی 106
دی 1401
صفحه 143-169