طراحی چارچوب مفهومی یادگیری غیر رسمی محیط کار مبتنی بر یادگیری تکلیف محور (TC-IWL)
الموضوعات :
حمیده لطفی
1
,
مرتضی کرمی
2
,
سعید صفایی موحد
3
,
Gregory M Francom
4
1 - دانشجوی دکتری مدیریت آموزشی، دانشگاه فردوسی مشهد
2 - استاد گروه مطالعات برنامه درسی، دانشگاه فردوسی مشهد
3 - مشاور آموزش و توسعه منابع انسانی، شرکت ملی نفت ایران.
4 - گروه سیستم های آموزشی و توسعه نیروی کار، دانشگاه ایالتی می سی سی پی، ایالات متحده آمریکا.
الکلمات المفتاحية: یادگیری غیر رسمی محیط کار, یادگیری تکلیف محور, چارچوب مفهومی, TC-IWL,
ملخص المقالة :
مطالعات نشان میدهند که 70 تا 90 درصد یادگیری در محیط کار غیر رسمی است. از سوی دیگر، یادگیری غیر رسمی ممکن است به دلیل ماهیت بدون ساختار و محدودیت‌های آن اثربخش نباشد. استفاده از مدل‌های یادگیری تکلیف محور که بر یادگیری براساس مسائل و تکالیف واقعی تمرکز دارند، می‌تواند در این زمینه مفید باشد. این مطالعه به منظور ایجاد یک چارچوب مفهومی برای طراحی یادگیری غیر رسمی محیط کار (IWL[1]) مبتنیبر یادگیری تکلیف محور (TCL[2]) انجام شد. بدین منظور دو مطالعه مقدماتی با استفاده از روش فراترکیب کیفی انجام و از نتایج آنها استفاده شد. این دو مطالعه برای شناسایی مهم‌ترین مؤلفه‌های یادگیری تکلیف محور و یادگیری غیر رسمی محیط کار انجام شد. در هر دو مطالعه، ما از رویکرد فراترکیب توصیه شده توسط ساندلوسکی و باروسو[3] (2006) استفاده کردیم. یافته‌ها نشان داد که اشتراکات فراوان چارچوبهای مفهومی یادگیری تکلیف محور و یادگیری غیر رسمی محیط کار، امکان توسعه یک چارچوب مفهومی مشترک را فراهم می‌کند. چارچوب مفهومی حاصل (TC-IWL) شامل پنج مؤلفه اصلی و 15 مولفه فرعی است: محرّک یادگیری (اصالت محرّک، محرّکهای زمینهای، محرّک شایستگی محور، تنوع و توالی محرّک)، کنش در محیط کار (درک تجربه جدید، سازگاری زمینه، تمرین تکمیلی)، حمایت و راهنمایی (مربیگری همتا، بازخورد چند منبعی، داربست مرتبه دوم، نمایش و واضحسازی)، خودراهبری (خود داربستسازی و خود ارزیابی)، و تأمل بر کنش.
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