هیبریدموک و آینده یادگیری در عصر هوش مصنوعی: تحلیل و شناسایی اجزای زیست بوم یادگیری دانشجویان

نویسندگان
فاطمه شرزه‌ئی 1
مرجان معصومی فرد 2
نازیلا خطیب زنجانی 2
نصیبه پوراصغر 3
محمدرضا سرمدی 4
1 دانش‌آموخته دکتری دانشگاه پیام نور، تهران، ایران، صندوق پستی 4697-19395، تهران، ایران
2 دانشیار، گروه علوم تربیتی، دانشگاه پیام نور (PNU)، صندوق پستی 4697-19395، تهران، ایران
3 استادیار، گروه علوم تربیتی، دانشگاه پیام نور (PNU)، صندوق پستی 4697-19395، تهران، ایران
4 استاد، گروه علوم تربیتی، دانشگاه پیام نور (PNU)، صندوق پستی 4697-19395، تهران، ایران.
10.61838/KMAN.IRPHE.32.2.10
چکیده
هیبرید موک به‌عنوان یک فناوری آموزشی ترکیبی، زمینه مناسبی برای به‌کارگیری هوش مصنوعی در آموزش دانشگاهی فراهم می‌آورد. این پژوهش با هدف شناسایی مؤلفه‌های زیست‌بوم یادگیری دانشجویان در هیبرید موک‌ها و با رویکرد تحلیل محتوای کیفی استقرایی انجام شد. جامعه آماری شامل اسناد الکترونیکی و مصاحبه با خبرگان بود که با نمونه‌گیری هدفمند، ۴۱ پژوهش و ۷ خبره انتخاب و داده‌ها گردآوری شد. ابزار گردآوری داده‌ها فیش‌برداری و مصاحبه نیمه‌ساختاریافته بود. داده‌ها پس از کدگذاری با نرم‌افزار MaxQDA تحلیل شد. یافته‌ها نشان داد که شش مقوله اصلی زیست­ بوم دانشجویان شامل آماده‌سازی مخاطب، تعاملات، ارزشیابی، مدیریت دوره، مدیریت محتوا و پشتیبانی است که در تمام آنها ابزارهای هوش مصنوعی می‌توانند نقشی مؤثر داشته باشند و هیبرید موک به‌عنوان یک فناوری آموزشی ترکیبی زمینه مناسبی را برای به‌کارگیری هوش مصنوعی در آموزش دانشگاهی فراهم می‌آورد. لازم است سیاست‌های کلان آموزشی به‌گونه‌ای تدوین شود که کاربست هوش مصنوعی نه صرفاً به‌عنوان ابزار کمکی، بلکه به‌عنوان بخشی از معماری زیست‌بوم یادگیری در نظر گرفته و بستر قانونی و زیرساختی لازم برای توسعه آن فراهم شود.
کلیدواژه‌ها
هوش مصنوعی
هیبریدموک
ارتباط گرایی
زیست بوم یادگیری
دوره‌های انبوه آزاد برخط
موضوعات

عنوان مقاله English

Hybrid MOOCs and the Future of Learning in the Age of Artificial Intelligence: Analysis and Identification of the Components of Students’ Learning Ecology

نویسندگان English

فاطمه شرزه‌ئی 1
Marjan Masoomifard 2
Nazila Khatibzanjani 2
Nasibeh Pourasghar 3
Mohammad Reza Sarmadi 4
1 PhD Graduate of Payame Noor University (PNU), P.O.Box 19395-4697, Tehran, Iran
2 Associate Professor, Department of Educational Sciences, Payame Noor University (PNU), P.O.Box 19395-4697, Tehran, Iran
3 Assistant Professor, Department of Educational Sciences, Payame Noor University (PNU), P.O.Box 19395-4697, Tehran, Iran.
4 Professor, Department of Educational Sciences, Payame Noor University (PNU), P.O.Box 19395-4697, Tehran, Iran.
چکیده English

Hybrid MOOCs, as a blended educational technology, provide a suitable platform for the application of artificial intelligence in higher education. This study was conducted with the aim of identifying the components of the students’ learning ecology in Hybrid MOOCs, using an inductive qualitative content analysis approach. The research population consisted of electronic documents and expert interviews; through purposive sampling, 41 studies and 7 experts were selected, and the data were collected. The data collection instruments were note-taking and semi-structured interviews. The data were coded and analyzed using MaxQDA software. The findings indicated that the six main categories of the students’ learning ecosystem include audience preparation, interactions, evaluation, course management, content management, and support, all of which can be effectively enhanced by artificial intelligence tools. Thus, Hybrid MOOCs, as a blended educational technology, provide an appropriate foundation for integrating artificial intelligence into higher education. It is recommended that macro-level educational policies be designed in such a way that the use of artificial intelligence is considered not merely as an auxiliary tool but as an integral part of the architecture of the learning ecosystem, with the necessary legal and infrastructural frameworks developed for its expansion.

کلیدواژه‌ها English

Artificial Intelligence
Hybrid MOOC
Connectivism
Learning Ecology
Massive Open Online Courses
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  • تاریخ دریافت 27 خرداد 1404
  • تاریخ بازنگری 22 شهریور 1404
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  • تاریخ انتشار 10 تیر 1405