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واکاوی مولفه های معرفت شناسی نسل سوم آموزش از راه دور | ||
| فناوری و دانش پژوهی در تعلیم و تربیت | ||
| مقاله 2، دوره 5، شماره 2 - شماره پیاپی 16، تیر 1404، صفحه 23-37 اصل مقاله (756.41 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.30473/t-edu.2025.72974.1226 | ||
| نویسندگان | ||
| محمدرضا سرمدی* 1؛ سمیه سلمانی کله2 | ||
| 1استاد گروه علوم تربیتی، دانشگاه پیام نور، تهران، ایران. | ||
| 2مربی گروه علوم تربیتی، دانشگاه پیام نور، تهران، ایران | ||
| چکیده | ||
| پژوهش حاضر با هدف واکاوی مولفههای معرفتشناسی نسل سوم آموزش از راه دور انجام شد، این پژوهش از لحاظ جهت گیری پژوهش جزو تحقیقات بنیادی نظری است. از نظر شیوه گردآوری دادهها، با رویکرد کیفی انجام شد. بر این اساس 25 نفر از متخصصین دانشگاهی و مدیران ارشد آموزشعالی بهصورت هدفمند انتخاب و مورد مصاحبه قرار گرفتند. بهمنظور شناسایی ابعاد مولفههای اصلی مدل معرفتشناسی نسل سوم آموزش از راه دور از استراتژی تحلیل تم و روش شبکه مضامین بهکمک مصاحبه نیمه ساختار یافته استفاده شد. جامعه آماری شامل افراد خبره دانشگاهی و مدیران ارشد و میانی آموزشعالی و آگاه در حوزه فلسفه تعلیم و تربیت بهویژه بحث معرفتشناسی بود. بر این اساس 25 نفر از متخصصین دانشگاهی مورد مصاحبه قرار گرفتند. جهت اعتباردهی فرایند کدگذاری و کنترل کیفیت در بخش کیفی ابعاد معرفتشناسی از شاخص کاپای کوهن استفاده شد. جهت محاسبه شاخص کاپا از یک فرد خبره خواسته شد بدون اطلاع از کدگذاری محقق، نسبت به کدگذاری و دسته بندی مضامین اقدام نماید. سپس با استفاده از نرمافزار اس پی اس اس، مضامین ارائه شده توسط پژوهشگر با مضامین ارائه شده توسط فرد خبره مقایسه شدهاست. نتایج آماری نشان داد کدهای این دو محقق نزدیک بههم بوده که نشان دهنده توافق بالا بین این دو کدگذار و بیان کننده پایایی است. مقدار شاخص کاپا برابر با 856/0 محاسبه شده که در سطح توافق پذیری عالی قرار گرفته است. مضامین فراگیر استخراجشده معرفتشناسی نسل سوم آموزش از راه دور در 5 مقوله توانمندی فردی، توانمندی تعامل اجتماعی در سطح بینالمللی، توانمندی تدریس سازنده گرایی، پشتیبانی فضای مجازی، پشتیبانی ارزیابی و نظارت سازماندهی شد. | ||
| کلیدواژهها | ||
| معرفتشناسی؛ سازنده گرایی؛ نسل سوم؛ آموزش از راه دور | ||
| عنوان مقاله [English] | ||
| Analysis of the epistemological components of the third generation of distance education | ||
| نویسندگان [English] | ||
| Mohamadreza Sarmadi1؛ Somayeh Salmani Kalleh2 | ||
| 1Professor of Educational Sciences, Payam Noor University, Tehran, Iran | ||
| 2Assistant Professor at Payame Noor University, Tehran, Iran | ||
| چکیده [English] | ||
| The present study was conducted with the purpose of investigating the epistemological components of the third generation of distance education. In terms of research orientation, this research is fundamental theoretical research. This type of educational environment is based on the constructivist approach. Based on this, 25 academic experts and senior managers of higher education were selected and interviewed. In this approach, strategies are provided to learners to help them learn how to learn and construct meanings. Each scientific discipline fundamentally follows a specific philosophy in order to theorize. The present research is categorized as fundamental theoretical research in terms of research orientation. In terms of data collection method, it was conducted with a qualitative approach. In order to identify the dimensions of the main components of the third-generation epistemology model of distance education, a thematic analysis strategy and a network of themes have been employed with the help of semi-structured interviews. The statistical population includes academic experts and senior and middle managers in higher education who are knowledgeable in the field of educational philosophy, particularly in the discussion of epistemology. Based on this, 25 university specialists were interviewed. To validate the coding process and ensure quality in the qualitative section, the Cohen's Kappa statistic was used for the epistemological dimensions. To calculate the Kappa statistic, a knowledgeable individual was asked to code and categorize the themes without being informed of the researcher's coding. Then, using the SPSS software, the themes presented by the researcher were compared with the themes provided by the expert. The statistical results showed that the codes of these two researchers were close to each other, indicating a high level of agreement between these two coders and demonstrating reliability. The kappa coefficient was calculated to be 0.856, which falls under the category of excellent agreement. The comprehensive themes extracted from the epistemology of the third generation of distance education are categorized into 5 areas: individual competency, social interaction competency at the international level, constructive teaching competency, virtual space support, assessment and supervision support, and organizing. | ||
| کلیدواژهها [English] | ||
| Epistemology, Philosophy, Third generation, Distance education | ||
| مراجع | ||
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