طراحی و اعتباریابی الگوی داربست سازی پویای رایانه‌ای در آموزش ضمن خدمت مجازی معلمان
الموضوعات :
زینب رشیدی
1
(دانشکده روانشناسی و علوم تربیتی دانشگاه علامه طباطبایی، تهران، ایران)
محمدرضا نیلی
2
(گروه تکنولوژی آموزشی، دانشکده روانشناسی و علوم تربیتی، دانشگاه علامه طباطبایی، تهران، ایران)
اسماعیل زارعی زوارکی
3
(گروه تکنولوژی آموزشی، دانشکده روانشناسی و علوم تربیتی، دانشگاه علامه طباطبایی، تهران، ایران)
علی دلاور
4
(گروه سنجش و اندازه¬گیری، دانشکده روانشناسی و علوم تربیتی، دانشگاه علامه طباطبایی، تهران، ایران)
الکلمات المفتاحية: آموزش مجازی ضمن خدمت, داربست سازی پویا, داربست سازی رایانه‌ای, معلمان,
ملخص المقالة :
در آموزش مجازی ضمن خدمت معلمان پشتیبانی آموزشی یا داربست سازی یک جزء اساسی آموزش مؤثر محسوب می‌شود که می‌تواند به صورت داربست سازی رایانه‌ای ارائه شود. شخصی سازی داربست سازی رایانه‌ای با داربست سازی پویای رایانه‌ای محقق می‌شود. هدف این پژوهش طراحی و اعتباریابی الگوی داربست سازی پویای رایانه‌ای در آموزش ضمن خدمت مجازی معلمان می‌باشد. روش تحقیق مورد استفاده در این پژوهش، روش آمیخته با طرح متوالی اکتشافی بود. در تحقیق کیفی، روش سنتزپژوهی مورد استفاده قرار گرفت. در سنتزپژوهی، میدان پژوهش شامل اسناد و مدارک علمی معتبر پیرامون موضوع پژوهش بود که در ده پایگاه داده EBSCO، Google Scholar، Taylor & Francis، Emerald Insight، Scopus، Springer، ProQuest، ScienceDirect، Wiley، و SAGE در بازه زمانی 2015 تا 2020 مورد جستجو قرار گرفت. جستجوهای اینترنتی با کلمات کلیدی مرتبط انجام شد که 396 سند و مدرک علمی بدست آمد. در نهايت تعداد 133 نمونه که بیشترین هماهنگی و تناسب را با هدف این پژوهش داشتند به صورت هدفمند و طبق اشباع نظری داده ها انتخاب شدند. مطالعات انتخابی مورد تحلیل محتوای کیفی به شیوه استقرایی قرار گرفتند. سپس با كدگذاری باز و طبقه بندی آن‌ها، مؤلفه‌های الگو استخراج شدند و الگوی مفهومی طراحی گردید. تحقیق کمی برای اعتباربخشی الگو به کار رفت و از روش تحقیق توصیفی - تحلیلی استفاده شد. اساتید، دانشجویان و فارغ التحصیلان مقطع دکتری رشته تکنولوژی آموزشی، علوم رایانه، و سنجش و اندازه گیری، معلمانی که دوره‌های آموزش ضمن خدمت مجازی را گذرانده بودند و مدرسان و کارشناسان آموزش ضمن خدمت مجازی معلمان، جامعه آماری پژوهش با رویکرد کمی را تشکیل می‌دادند. به صورت هدفمند، 25 نفر به عنوان نمونه مورد نظر از میان آنان انتخاب شد. ابزار جمع آوری داده ها پرسشنامه محقق ساخته بود. روایی پرسشنامه توسط 3 نفر از متخصصان مورد تأیید قرار گرفت. هم چنین پایایی پرسشنامه با استفاده از روش آلفای کرونباخ 91/0 بدست آمد. برای تحلیل داده های کمی از شاخص‌های آمار توصیفی (فراوانی، میانگین و انحراف استاندارد) و در بخش آمار استنباطی از آزمون تی تک نمونه‌ای استفاده شد. یافته های اعتباریابی درونی از نظر متخصصان نشان داد که الگوی مفهومی از اعتبار درونی بالایی برخوردار می باشد. الگوی داربست سازی پویای رایانه‌ای در آموزش ضمن خدمت مجازی معلمان می‌تواند برای طراحی پشتیبانی آموزشی به صورت پویا و مبتنی بر رایانه به کار رود و منجر به یادگیری و عملکرد مستقل در آینده شود.
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