| تعداد نشریات | 31 |
| تعداد شمارهها | 427 |
| تعداد مقالات | 4,065 |
| تعداد مشاهده مقاله | 5,528,532 |
| تعداد دریافت فایل اصل مقاله | 5,713,102 |
طراحی الگوی ارزشیابی عناصر برنامه درسی در شبکه دانش آموزی شاد | ||
| تدریس پژوهی | ||
| مقاله 10، دوره 13، شماره 4 - شماره پیاپی 43، دی 1404، صفحه 175-207 اصل مقاله (1.38 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22034/trj.2026.137523.1580 | ||
| نویسندگان | ||
| علی سیفی* 1؛ محمد محمودی بورنگ1؛ محمد خسروی طناک2 | ||
| 1دانشجوی دکتری برنامه ریزی درسی، دانشکدة روانشناسی و علوم تربیتی، دانشگاه بیرجند، بیرجند، ایران. | ||
| 2دانشجوی دکتری برنامهریزی درسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه بیرجند، ایران | ||
| چکیده | ||
| پژوهش حاضر با هدف طراحی الگوی ارزشیابی عناصر برنامه درسی در شبکه دانش آموزی شاد انجام شد. پارادایم پژوهش حاضر از نوع پراگماتیک بوده است. روش پژوهش به لحاظ هدف، کاربردی؛ به لحاظ گردآوری اطلاعات، از نوع آمیخته بوده است روش پژوهش در بخش کیفی پدیدارشناسی و در بخش کمی پیمایشی بود. میدان مطالعه پژوهش کلیه معلمان، مدیران مدارس، راهبران آموزشی و پرورشی و کارشناسان آموزش ابتدایی استان خراسان جنوبی بوده اند. روش نمونهگیری در بخش کیفی به روش غیر احتمالی و هدفمند و تا سطح اشباع و در بخش کمی تصادفی طبقه ای بود. براین اساس در بخش کیفی 16 نفرکه با هدف پژوهش همخوانی بیشتری داشتند بهعنوان نمونه پژوهش انتخاب شدند. در بخش کمی جامعه آماری شامل راهبران آموزشی و سرگروه های آموزشی استان خراسان جنوبی(390 نفر) بودند که براساس فرمول کوکران 194 نفر به صورت نمونه گیری طبقهای تصادفی عنوان نمونه پزوهش انتخاب شدند. بهمنظور گردآوری دادهها در مرحله کیفی از مصاحبه نیمهساختمند و در مرحله کمی از پرسشنامه محقق ساخته استفاده شد. دادههای کیفی با استفاده از روش کلایزی مورد تجزیهوتحلیل قرار گرفت. و داده های کمی با استفاده از تحلیل عاملی مورد تجزیه و تحلیل قرار گرفت. بر اساس نتایج تحلیل دادهها الگوی ارزشیابی عناصر برنامه درسی در شبکه دانش آموزی شاد دارای 31 مولفه فرعی بود که در قالب 6 مولفه محیط کاربری، معلم، دانش آموز، محتوا آموزشی، فرایند یاددهی-یادگیری و ارزشیابی فرایند یاددهی-یادگیری تقسیم بندی شدند. | ||
| کلیدواژهها | ||
| برنامه درسی؛ عناصر برنامه درسی؛ ارزشیابی؛ شبکه دانش آموزی شاد | ||
| مراجع | ||
|
Abbasi, F., Hejazi, E., & Hakimzade, R. (2020). Lived experience of elementary school teachers about the opportunities and challenges of teaching in the educational network of students (SHAD): A phenomenological study. Research in Teaching, 8(3), 1–24. (In Persian). Ali Birghifard, ., Kargar, F., Salari, S., & Kargar, M. (2020). Educational education network (Shad). Journal of Applied Studies in Social Sciences and Sociology, 3(3), 53–66. (In Persian). Amir Morādi, ., Saee, D., & Zarghāmi Hamrāh, . (2021). Barriers and strategies of using student social network (SHAD) in the teaching and learning of students during the corona outbreak: A phenomenological study. Quarterly Journal of Educational Innovations, 20(78), 35–60. (In Persian). Anderson, R. M., Heesterbeek, H., Klinkenberg, D., & Hollingsworth, T. D. (2020). How will country-based mitigation measures influence the course of the COVID-19 epidemic? The Lancet, 395(10228), 931–934. Basilaia, G., & Kvavadze, D. (2020). Transition to online education in schools during a SARS-CoV-2 coronavirus (COVID-19) pandemic in Georgia. Pedagogical Research, 5(4). Bazargan Harandi, A. (2020). Introduction to qualitative and mixed research methods: Common approaches in behavioral sciences. Didar Publications. (In Persian). Bi Bi Halifeh Davaji, ., Moghimi, Z., & Hajilo, V. (2021). The effect of Shad network e-learning program on teachers’ efficiency and students’ learning improvement. Managing Education in Organizations, 10(3), 51–78. (In Persian). Bull, S., & Wasson, B. (2016). Competence visualisation: Making sense of data from 21st-century technologies in language learning. ReCALL, 28(2), 147–165. Coman, C., Țîru, L. G., Meseșan-Schmitz, L., Stanciu, C., & Bularca, M. C. (2020). Online teaching and learning in higher education during the coronavirus pandemic: Students’ perspective. Sustainability, 12(24), 10367. Fallah Hosseinabadi, F., Rahmani, J., & Alavipour Rafsanjani, A. (2021). Educational strategies for education in Iran during the COVID-19 period. Monthly Achievements in Humanities Studies, 4(35), 48–55. (In Persian). Farzin, H., Jamshidian Mojavar, M., Amiri, M., & Khastar, A. (2020). Evaluation of virtual education status of biology course among 11th grade female students in Bojnourd. Research in Biology Education, 2(1), 19–28. (In Persian). Fathi Vajargah, K. (2019). Basic principles and concepts of curriculum planning. Alam Ostadan Publications. (In Persian). Gabrielle, D. (2003). The effects of technology-mediated instructional strategies on motivation, performance, and self-directed learning. In EdMedia + Innovate Learning (pp. 2568–2575). Association for the Advancement of Computing in Education (AACE). Ghasemi, A. R., & Shahriari Fard, A. (2016). Identify and prioritize indicators involved in the quality of e-learning. Educational Technology, 10(3), 207–218. (In Persian). Ghorbankhani, M., & Salehi, K. (2017). Representation of the characteristics of successful virtual education teachers in the Iranian higher education system from the perspective of professors and students: A phenomenological study. Educational Technology, 11(3), 235–255. (In Persian). Narenjithani, F., Pourkarimi, J., & Hejazi, S. (2021). Identifying the components of e-learning system at University of Tehran. Technology of Education Journal, 15(2), 321–337. (In Persian). Rahbar Karbasdehi, F., & Rahbar Karbasdehi, E. (2021). Virtual education of students during coronavirus 2019 epidemic: Problems and solutions. The Journal of Medical Education and Development, 16(3), 224–225. (In Persian). Roy, A. (2015). Barriers to e-learning in SMEs—Are they still there? In E-learning: Instructional design, organizational strategy, and management. Hamid Samimi Mehr, (1400). The Role of Shad Network in Academic Achievement of Dehdasht Students, Journal of New Research in Entrepreneurship Management and Business Development, 2 (1), 874-880. (In Persian) Hermenegildo, R. S., Silva, A. M. D., Costa, J. A. F. D., Queiroz, C. E. P. R. D., Barrete, P. M. A., & Gonçalves, J. E. C. (2015). A futura estratégia de segurança interna da União Europeia (2015-2020) e o papel da Guarda Nacional Republicana. Revista de Ciências Militares, 3. Huang, C., Wang, Y., Li, X., Ren, L., Zhao, J., Hu, Y., … & Cao, B. (2020). Clinical features of patients infected with 2019 novel coronavirus in Wuhan, China. The Lancet, 395(10223), 497–506. Imani Jajarmi, H. (1399). Social consequences of the outbreak of coronavirus in Iranian society. Social Impact Assessment, Special Issue on the Consequences of Coronavirus 19, 2(1), 87–103. (In Persian). Jia, H., Wang, M., Ran, W., Yang, S. J., Liao, J., & Chiu, D. K. (2011). Design of a performance-oriented workplace e-learning system using ontology. Expert Systems with Applications, 38(4), 3372–3382. Johnson, L., Adams, S., & Cummins, M. (2012). Technology outlook for Australian tertiary education 2012–2017: An NMC Horizon Report regional analysis (pp. 1–23). The New Media Consortium. Jordan, K., David, R., Phillips, T., & Pellini, A. (2021). Education during the COVID-19: Crisis—Opportunities and constraints of using EdTech in low-income countries. Revista de Educación a Distancia (RED), 21(65). Keyvan Salehi, M., Ghasemi, M., Shalbaf, A., & Namdari, V. (2016). Analysis of cognitive themes of professors’ lived experience about the quality of virtual education courses. Journal of Applied Psychology Research, 7(1), 115–136. (In Persian). Kondori, A., & Salehi, M. (2022). Content analysis of Shad Network educational videos and experimental science books of the first elementary course based on environmental protection education. Environmental Education and Sustainable Development, 10(2), 117–133. (In Persian). Loughran, J. (2014). Professionally developing as a teacher educator. Journal of Teacher Education, 65(4), 271–283. Mohammad Hassani, S. G. A., & Naveedy, A. (2021). Iranian teachers’ lived experience of virtual teaching in the early days of the coronavirus epidemic. Information and Communication Technology in Educational Sciences, 12(1), 87–107. (In Persian). Mohammad Lohrasbi, (2020). Chemistry training with the help of virtual laboratory in the corona era. Research in Chemistry Education, 2(2), 21–35. (In Persian). Heidari, M., Alipour, A., Farzad, V., Ebrahimzadeh, I., & Zandi, B. (2013). Introducing the independent learning characteristics and skills (CSILM) model in e-learning system. Journal of Teaching Research, 1(1), 7–21. (In Persian). Naidu, S. (2006). E-learning: A guidebook of principles (2nd rev. ed.). CEMCA. (Note: نام ناشر طبق دادهی توست). Ng, W. (2015). New digital technology in education. Springer. Ng, Y. M., & Or, P. L. P. (2020). Coronavirus disease (COVID-19) prevention: Virtual classroom education for hand hygiene. Nurse Education in Practice, 45, 102782. Ngumbi, E. (2021). Challenges of e-learning in higher education and possible solutions. Education & Child Development, 1(1). Payton, S., & Hague, C. (2010). Digital literacy in practice: Case studies of primary and secondary classrooms. Futurelab. Retrieved from http://www.futurelab.org.uk/sites/default/files/Digital_Literacy_case_studies.pdf Pennington, J. (2021). Forum guide to virtual education data: A resource for education agencies. National Center for Education Statistics (NCES). Rajabi, M., & Soltani, H. (2019). Prioritization of key factors for e-learning success with AHP/CFA approach in the faculty of e-learning of Shiraz University. A New Approach in Educational Management, 10(2(38)), 237–265. (In Persian). Rogers, F. H., & Sabarwal, S. (2020). The COVID-19 pandemic: Shocks to education and policy responses. Rostami Nejad, M. A., Zarei Zavaraki, I., & Mazini, N. (2016). Web-based education design. Birjand University Press. (In Persian) Shakib, S. M. A., Bahonar, N., Bani Hashem, S. M., & Ali Shiri, B. (2021). The position of new media in the announced and executive policies of the Ministry of Education: Case study: Cyberspace. Quarterly Journal of Religion and Communication, 58(21), 179–210. (In Persian) Si, M., Su, X., Jiang, Y., Wang, W., Gu, X., Ma, L., … & Qiao, Y. (2021). Prevalence and predictors of PTSD during the containment stage of the COVID-19 epidemic among college female students in China. (Journal name not provided in your text—APA needs it.) Stemler, L. K. (1997). Educational characteristics of multimedia: A literature review. Journal of Educational Multimedia and Hypermedia, 6, 339–360. Vila, L. E., Perez, P. J., & Coll-Serrano, V. (2014). Innovation at the workplace: Do professional competencies matter? Journal of Business Research, 67(5), 752–757. Yahya Maroofi, M., Porjamshidi, M., & Moradi, H. (2016). Predicting students’ motivation through teachers’ technological literacy. Journal of Curriculum Technology, 1(2), 31–43. (In Persian) Taghizadeh Ghavam, Z., Araghieh, A., & Khorshidi, A. (2017). Identify the constructive components of virtual education in high schools of the cities of Tehran province. Information and Communication Technology in Educational Sciences, 7(3), 105–125. (In Persian) Zamani, Z., Malaekeh, H., & Haghighatian, M. (2021). The relationship between digital media literacy and political satisfaction: Citizens of Tehran. Journal of Culture & Communication Studies, 22(53), 7–30. (In Persian) Zinivand Nejad, F., & Navidi, A. (2021). Using the Shad system and teaching television during the corona outbreak: “Defects” and “Because and Why”. Educational Innovations, 20(2), 7–34. (In Persian) Hamzeh Lou, Z., & Rahimi, S. (2020). Assessing the quality of education and learning in happy cyberspace from the perspective of elementary school students in the second semester of the academic year 2020. Journal of New Advances in Psychology, Educational Sciences and Education, 3(29), 1–14. (In Persian) | ||
|
آمار تعداد مشاهده مقاله: 121 تعداد دریافت فایل اصل مقاله: 14 |
||