شناخت عوامل اثربخش آموزش مجازی سامانه شاد (شبکه آموزشی دانش آموزان) بر عملکرد دانش‌آموزان در دوران کرونا
محورهای موضوعی : آموزش و پرورش
پرویز سبحانی
1
(دانشجوی دکتری جامعه‌شناسی فرهنگی، دانشکده علوم انسانی و اجتماعی، دانشگاه کردستان، سنندج، ایران)
یعقوب احمدی
2
(استاد گروه جامعه‌شناسی، دانشگاه پیام نور استان کردستان، سنندج، ایران)
ناهیده حسین پناهی
3
(کارشناس امور تربیتی، دانشگاه فرهنگیان استان کردستان، سنندج، ایران)
فاطمه فعله گری
4
(کارشناسی ارشد جامعه‌شناسی، دانشگاه پیام نور استان کردستان، سنندج، ایران)
کلید واژه: دوره کرونا, آموزش مجازی, سامانه شاد,
چکیده مقاله :
مقدمه و هدف: ضعف در بسترهای آموزش مجازی و بهره مندی از شبکه های آموزشی همچون شبکه ی شاد در کنار برخی از عوامل دیگر نقش موثری را در کاهش کیفیت آموزشی در دوران پاندمی کرونا به همراه داشت. لذا هدف این مطالعه شناخت وضعیت و ارزیابی عملکرد سامانه شاد بر دانش آموزان شهرستان قروه در استان کردستان است. روش شناسی پژوهش: روش این پژوهش، کیفی و برای جمع آوری داده ها از ابزار مصاحبه نیمه ساخت یافته با دانش آموزان و معلمانی استفاده شده که بیش از دو سال تجربه ی استفاده از این سامانه را داشتند. مصاحبه ها تا رسیدن به اشباع نظری ادامه یافت و طی آن با 8 معلم، 17 دانش آموز در شهر و روستاهای منطقه ی هدف مصاحبه شد. روایی پژوهش در هم فکری با متخصصات مربوطه و پایایی نیز با استفاده از روش بازآزمایی به دست آمد. یافته ها: نتایج مصاحبه ها حاکی 41 مقوله محوری ذیل 11 مقوله کلیدی به شرح ذیل بود: ضعف زیرساخت اینترنت و نداشتن گوشی هوشمند، کاهش کار گروهی و تعاملات اجتماعی، اُفت تحصیلی دانش آموزان، تغییر در نگرش آموزشی-پژوهشی، تنزل نظارت دبیران و عدم ارزشیابی دقیق دانش آموزان، کاهش اعتماد و همبستگی اجتماعی، ایجاد آسیب های جسمی-روحی-رفتاری، افزایش خلاقیت و مهارت، ضعف فرهنگ سازی مناسب در بهره مندی فضای مجازی، تقویت خوداتکایی و افزایش حس مسئولیت پذیری و نقش مکمل مانند شبکه ی شاد. بحث و نتیجه گیری: آشنایی و آگاهی و البته حضور در فضای مجازی به ویژه برای امر آموزش در جهان جهانی شده ی معاصر موضوعی حیاتی است. این حضور اما بدون ایجاد بسترهای نرم افزاری و سخت افزاری و عدم توجه به بسط پیش آگاهی ها و دانش زمینه ای دراین خصوص، بدون شک به تنزل کیفیت آموزش و تربیت دانش آموزان و دانشجویانی که مدارکی با معدل های بالا، اما بدون محتوای کیفی علمی دریافت می کنند، منجر می شود.
Introduction: Faulty virtual education platforms and the use of educational networks such as the "Shad," along with some other factors, played an effective role in reducing the quality of education during the Corona pandemic. Therefore, the purpose of this study is to know the status and evaluate the performance of this system on the students of Qorve city in Kurdistan province. Research methodology: The method of this research is qualitative. Semi-structured interviews with students and teachers who had more than two years of experience using this system were used to collect data. The interviews continued until theoretical saturation was reached, during which 8 teachers and 17 students were interviewed in the target city and villages. The validity of the research was obtained in consultation with the relevant experts and the reliability was obtained using the retest method. Findings: The results of the interviews indicated 41 core categories under 11 key categories as follows: Weakness of the internet infrastructure and lack of smartphones, decrease in team work and social interactions, educational failure of students, change in educational-research attitude, decline of teachers' supervision and lack of accurate assessment of students, decrease in trust and social solidarity, causing physical, mental and behavioral injuries, increasing creativity and skill, lack of appropriate culture in the use of virtual space, strengthening self-reliance and increasing the sense of responsibility and complementary role like the Shad network. Conclusion: Familiarity, awareness and of course enough virtual space interactions have become a vital issue especially for education in the contemporary globalized world. Such interactions will undoubtedly lead to the degradation of the quality of education and will result in training students who graduate degrees with high GPAs but without enough qualitative scientific content, if proper software and hardware platforms are not created and if the development of forecasts and background knowledge in this regard are ignored.
References
Abbasi, F., Hijazi, A., and Hakimzadeh, R. (2020) Elementary teachers' lived experience of the opportunities and challenges of teaching in the educational network of students (Shad): a phenomenological study. Scientific Quarterly Journal of Teaching and Research. 8(3),1-24. ]In Persian[
Abu Ma'ali al-Husseini, Kh. (2020). Psychological and educational consequences of coronary heart disease in students and strategies to deal with it. Quarterly Journal of Educational Psychology, Allameh Tabatabai University. 15(56), 153-166.]in Persian [.
Bedford, L. (2019). Using Social Media as a Platform for a Virtual Professional Learning Community. Online Learning, 23(3), 120-136.
Bender, L. (2020). Key Messages and Actions for COVID-19 Prevention and Control in Schools. Education UNICEF NYHQ.
Blažič, B.J. (2022). Changing the landscape of cybersecurity education in the EU: Will the new approach produce the required cybersecurity skills? Educ Inf Technol, 27, 3011–3036.
Dastani, M., Karamati, J., Pourfatemi, A., and Ekrami, A. (2016). The effect of the use of virtual social networks on the academic performance of students of Gonabad University of Medical Sciences, Yazd Center for the Study and Development of Medical Sciences Education. 2(11), 160-153. ]In Persian[
Emrah, S., & Olasile, B. A. (2020). Covid-19 pandemic and online learning: the challenges and opportunities. Interactive Learning Environments, 8(3), 54-72.
Garfin, D. R., Silver, R. C., & Holman, E. A. (2020). The novel coronavirus (COVID-2019) outbreak: Amplification of public health consequences by media exposure. Health Psychology: Official Journal of the Division of Health Psychology, American Psychological Association. Advance online publication.
haji, J., Mohammadi Mehr, M., & Muhammad azar, H. (2021). Describing the Problems of virtual Education via Shad application in Corona Pandemic: This is a phenomenological study. Information and Communication Technology in Educational Sciences, 11(3), 153-174. ]In Persian[
Khalvandi, F., Kerkini, M. (2019). Examining the possibility of holding a classroom in the virtual space with new educational technologies with the aim of dealing with emergency school holidays in Khuzestan province from the experts' point of view. 1(8), 203-230. ]In Persian[
Khojasteh, S. (2022). The Effectiveness of E-Learning Through the Shad Program on Students' Motivation for Progress and Time Management During Coronavirus Disease. Technology and Scholarship in Education, 1(2), 45-54. ]In Persian[
Kumar, V. & Nanda, P. (2018). Social Media in Higher Education: A Framework for Continuous Engagement. International Journal of Information and Communication Technology Education.
Ladouceur, A. (2001). Doug Hum Anne Ladouceur August 2001.
Mayadas, A. Bourne, F. Bacsich, P. (2009). Online Education Today [J]. Journal of Asynchronous Learning Networks, 13(2): 49-56.
Shinobu, H. & Elsayed, A. (2019). The effects of a new virtual learning platform on improving student skills in designing and producing online virtual laboratories. Knowledge Management & E-Learning, 11(3), 364- 377.
Terepyshchyi, S., & Kostenko, A. (2022). Mapping the Landscapes of Cybersecurity Education during the War in Ukraine 2022. Studia Warmińskie, 59, 125–135. https://doi.org/10.31648/sw.8331.
Thomas, M. (2010). On the Internet – by Hubert Dreyfus, British Journal of Education Technology, 41(3).
_||_
References
Abbasi, F., Hijazi, A., and Hakimzadeh, R. (2020) Elementary teachers' lived experience of the opportunities and challenges of teaching in the educational network of students (Shad): a phenomenological study. Scientific Quarterly Journal of Teaching and Research. 8(3),1-24. ]In Persian[
Abu Ma'ali al-Husseini, Kh. (2020). Psychological and educational consequences of coronary heart disease in students and strategies to deal with it. Quarterly Journal of Educational Psychology, Allameh Tabatabai University. 15(56), 153-166.]in Persian [.
Bedford, L. (2019). Using Social Media as a Platform for a Virtual Professional Learning Community. Online Learning, 23(3), 120-136.
Bender, L. (2020). Key Messages and Actions for COVID-19 Prevention and Control in Schools. Education UNICEF NYHQ.
Blažič, B.J. (2022). Changing the landscape of cybersecurity education in the EU: Will the new approach produce the required cybersecurity skills? Educ Inf Technol, 27, 3011–3036.
Dastani, M., Karamati, J., Pourfatemi, A., and Ekrami, A. (2016). The effect of the use of virtual social networks on the academic performance of students of Gonabad University of Medical Sciences, Yazd Center for the Study and Development of Medical Sciences Education. 2(11), 160-153. ]In Persian[
Emrah, S., & Olasile, B. A. (2020). Covid-19 pandemic and online learning: the challenges and opportunities. Interactive Learning Environments, 8(3), 54-72.
Garfin, D. R., Silver, R. C., & Holman, E. A. (2020). The novel coronavirus (COVID-2019) outbreak: Amplification of public health consequences by media exposure. Health Psychology: Official Journal of the Division of Health Psychology, American Psychological Association. Advance online publication.
haji, J., Mohammadi Mehr, M., & Muhammad azar, H. (2021). Describing the Problems of virtual Education via Shad application in Corona Pandemic: This is a phenomenological study. Information and Communication Technology in Educational Sciences, 11(3), 153-174. ]In Persian[
Khalvandi, F., Kerkini, M. (2019). Examining the possibility of holding a classroom in the virtual space with new educational technologies with the aim of dealing with emergency school holidays in Khuzestan province from the experts' point of view. 1(8), 203-230. ]In Persian[
Khojasteh, S. (2022). The Effectiveness of E-Learning Through the Shad Program on Students' Motivation for Progress and Time Management During Coronavirus Disease. Technology and Scholarship in Education, 1(2), 45-54. ]In Persian[
Kumar, V. & Nanda, P. (2018). Social Media in Higher Education: A Framework for Continuous Engagement. International Journal of Information and Communication Technology Education.
Ladouceur, A. (2001). Doug Hum Anne Ladouceur August 2001.
Mayadas, A. Bourne, F. Bacsich, P. (2009). Online Education Today [J]. Journal of Asynchronous Learning Networks, 13(2): 49-56.
Shinobu, H. & Elsayed, A. (2019). The effects of a new virtual learning platform on improving student skills in designing and producing online virtual laboratories. Knowledge Management & E-Learning, 11(3), 364- 377.
Terepyshchyi, S., & Kostenko, A. (2022). Mapping the Landscapes of Cybersecurity Education during the War in Ukraine 2022. Studia Warmińskie, 59, 125–135. https://doi.org/10.31648/sw.8331.
Thomas, M. (2010). On the Internet – by Hubert Dreyfus, British Journal of Education Technology, 41(3).
