تبیین مولفه¬های آموزش الکترونیکی و یادگیری در محیط کار
محورهای موضوعی : نوآوري و خلاقيتاعظم راستگو 1 , لیلا محمدی 2 , اصغر نخستین گلدوست 3 , نورالدین میرزائی 4 , سعید مذبوحی 5
1 - گروه علوم تربیتی، واحد اردبیل، دانشگاه آزاد اسلامی، اردبیل، ایران
2 - دانشگاه آزاد اسلامی واحد اردبیل
3 - واحد اردبیل، دانشگاه آزاد اسلامی، اردبیل، ایران.
4 - عضو هیئت علمی دانشگاه آزاد زنجان
5 - گروه مطالعات آموزش و پرورش، دانشگاه علامه طباطبایی تهران
کلید واژه: مولفه¬های آموزش الکترونیکی, مولفه¬های یادگیری, یادگیری در محیط کار, دانشگاه¬های آزاد شهر تهران.,
چکیده مقاله :
هدف از این پژوهش تبیین مولفه های آموزش الکترونیکی و یادگیری در محیط کار می باشد. روش پژوهش برحسب هدف کاربردی؛ برحسب زمان گردآوری داده‌ها مقطعی و کمّی به صورت نمونه گیری غیرتصادفی (هدفمند یا قضاوتی) می باشد. جامعه آماری این پژوهش شامل: گروه اول منابع اطلاعاتی سه گانه و گروه دوم شامل خِبرگان و متخصصین آگاه به موضوع پژوهش می باشند. نتایج نشان داد برای آموزش الکترونیکی و یادگیری در محیط کار، تعداد نُه مقوله یا تم اصلی با مولفه های فرعی دخیل می باشند: مقوله 1.سازمان و مدیریت (عوامل مدیریتی؛ مالی؛ آموزشی؛ محیطي) مقوله 2.اطلاعات و محتوا (کیفیت اطلاعات و محتوا؛ روزآمدی اطلاعات و محتوا؛ فرارسانه ای بودن اطلاعات و محتوا؛ اطلاعات نیازسنجی شده؛ دستیابی به اطلاعات و محتوا) مقوله 3.تعامل و ارتباط (تعامل فراگیر با محتوا؛ فراگیر با مدرس؛ فراگیر با فراگیر؛ فراگیر با سامانه؛ فراگیر با عوامل آموزشی) مقوله 4.ویژگی های مدرس (مهارت های فناوری مدرس؛ ارتباطی مدرس؛ آموزشی مدرس؛ اخلاق حرفه ای مدرس) مقوله 5.اثربخشی (فراگيرمحوري؛ يادگيري مستمر؛ محتوای چندرسانه اي؛ تنوع منابع آموزشی؛ تنوع روش های آموزشی؛ تنوع خدمات آموزشی) مقوله 6.کیفیت فنی (کیفیت امنیتی سامانه؛ استاندردهای فنی سامانه؛ رضایت از خدمات پشتیبانی؛ کیفیت دسترسی به سامانه)؛ مقوله 7.اهداف یادگیری (توسعه فردي؛ تحقق اهداف سازمانی؛ محرک های انگیزشی؛ محرک های اجتماعی؛ مدیریت دانش فردی؛ مدیریت دانش سازمانی) مقوله 8.الزامات یادگیری (الزامات: فناوری؛ فردی؛ محیطی؛ ارتباطی؛ دانش محوری؛ آموزشی؛ سازمانی) و مقوله 9.ابعاد یادگیری ( بُعدهای: فناوری؛ آموزشی؛ سازمانی؛ مدیریتی).
The purpose of this research is to explain the components of e-learning and learning in the workplace. research method according to applied purpose; According to the time of data collection, it is cross-sectional and quantitative in the form of non-random (targeted or judgmental) sampling. The statistical population of this research includes: the first group includes three sources of information and the second group includes journalists and experts familiar with the subject of the research. The results showed that for e-learning and learning in the workplace, there are nine main categories or themes with sub-components involved: Category 1. Organization and management (managerial, financial, educational, environmental factors) Category 2. Information and content (quality of information and content; up-to-dateness of information and content; availability of information and content; needs-based information; access to information and content). Category 3. Interaction and communication (inclusive interaction with the content; inclusive with the teacher; inclusive with the inclusive; inclusive with the system; inclusive with educational factors) Category 5. Effectiveness (inclusiveness, continuous learning, multimedia content, variety of educational resources, variety of educational methods, variety of educational services) Category 6. Technical quality (security quality of the system; technical standards of the system; satisfaction with support services; quality of access to the system); Category 7. Learning objectives (individual development; achieving organizational goals; motivational stimuli; social stimuli; individual knowledge management; organizational knowledge management) Category 8. Learning requirements (requirements: technological; individual; environmental; communication; knowledge-oriented). educational; organizational) and category 9. Dimensions of learning (dimensions: technological; educational; organizational; managerial).
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