طراحی چارچوب مفهومی یادگیری غیر رسمی محیط کار مبتنی بر یادگیری تکلیف محور (TC-IWL)
محورهای موضوعی : روش های نوین آموزش وتوسعه منابع انسانی
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.
کلید واژه: یادگیری غیر رسمی محیط کار, یادگیری تکلیف محور, چارچوب مفهومی, TC-IWL,
چکیده مقاله :
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.
The research literature indicates that 70 to 90 percent of workplace learning takes place in an informal manner. Meanwhile, informal learning may not be effective due to its unstructured nature and limitations. Using task-centered learning models that focus on learning based on real-world problems and tasks could be beneficial in this area. This study was conducted to propose a conceptual framework for designing informal workplace learning based on task-centered learning. For this purpose, two preliminary studies were conducted using the qualitative meta-synthesis method. These studies were conducted to identify the most significant components of task-centered learning and informal workplace learning. Both studies employed the meta-synthesis approach recommended by Sandelowski and Barroso (2006). The findings revealed that many commonalities of the conceptual frameworks of task-centered learning and informal workplace learning provide the possibility of developing a common conceptual framework. The resulting conceptual frameworks (TC-IWL) include five main components and 15 sub-components: Learning stimulus (stimulus authenticity, contextual stimulus, competency-oriented stimulus, stimulus sequence and stimulus variety), workplace action (understanding the new experience, context consistency, and additional practice), support and guidance (peer coaching, multi-source feedback, second-order scaffolding, demonstration, and clarifying), self-direction (self-scaffolding and self-evaluation), and reflection on action.
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