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یادگیری برخط عاطفهمدار: یک مرور نظاممند | ||
پژوهش های کیفی در علوم رفتاری | ||
مقاله 7، دوره 3، شماره 1 - شماره پیاپی 5، شهریور 1403، صفحه 81-96 اصل مقاله (1016.59 K) | ||
نوع مقاله: مقاله مروری | ||
شناسه دیجیتال (DOI): 10.22077/qrbs.2024.7860.1049 | ||
نویسندگان | ||
امیرعلی مازندرانی* 1؛ محمدشاهین تقدمی2 | ||
1استادیار روانشناسی، گروه علوم رفتاری، پژوهشکدۀ تحقیق و توسعة علوم انسانی «سمت» | ||
2استادیار آموزش زبان انگلیسی، گروه مطالعات زبانی، پژوهشکدۀ تحقیق و توسعة علوم انسانی «سمت» | ||
چکیده | ||
زمینه: در آموزش، یکی از ابعاد مهم، جنبة عاطفی آن است که در فضای برخط اهمیت مضاعف پیدا میکند، زیرا فاصلة ذاتی میان مدرسان و فراگیران در محیطهای برخط چالشی منحصربهفرد را به وجود میآورد. در حالی که مجموعة قابلتوجهی از پژوهشها، پویاییهای عاطفی را در محیطهای یادگیری برخط بررسی کردهاند و به تأثیرگذاری آن اذعان دارند، پیشینۀ موجود پراکنده به نظر میآید. هدف: پژوهش حاضر به دنبال آن بود تا با استفاده از روش مرور نظاممند کیفی، مطالعاتی را که در آنها اصول طراحی آموزشی در زمینة جنبههای عاطفی پیشنهاد شده است، مورد بررسی قرار دهد و با توجه به یافتهها، مجموعهای منسجم از اصول را برای تضمین اثربخشی و درگیرسازی عاطفی آموزش در بسترهای برخط ارائه دهد. روش: در این پژوهش، بر اساس دستورالعمل پیشنهادی برای مرورهای نظاممند و فراتحلیل (PRISMA) برای شناسایی، غربالگری، ارزیابیِ واجد شرایط بودن و شمول نهایی مقالات، مراحل اجرای پژوهش پیگیری شد. بدین منظور، جستجو در سه پایگاه دادة علمیِ Web of Science،SCOPUS و PsychInfo با استفاده از کلیدواژههای مرتبط در بازة زمانی 2010 تا 2024 صورت گرفت که به شناسایی 1348 مقاله انجامید. پس از اعمال معیارهای خروج، در نهایت 26 مقالة منتخب، با استفاده از روش تحلیل درونمایهای بر اساس نسخة ششمرحلهای براون و کلارک، مورد ارزیابی قرار گرفتند. یافتهها: در نهایت، تحلیل صورتگرفته به شناسایی چهار درونمایة اصلی انجامید: (1) محیط صمیمانه: ایجاد احساس نزدیکی، آشنایی و پیوند عاطفی بین فراگیران و محیط یادگیری برخط؛ (2) محتوای درگیرکننده: اجتناب از یادگیری غیرفعال از طریق بهکارگیری عناصری که فراگیران را از نظر فکری و عاطفی درگیر نگه میدارند؛ (3) طراحی خلاقانه: استفاده از عناصری مانند بازیوارهسازی و رابط کاربریِ گیرا برای ایجاد تجربة یادگیری جذابتر؛ (4) جلوههای انسانیشده: ایجاد احساس ارتباط انسانی و پرورش احساس مثبت از طریق به کارگیری عناصر همذاتپندارانه و غیررسمی. نتیجهگیری: یافتههای این پژوهش با ارائة یک دیدگاه جامع و منسجم از ملاحظات مربوط به بُعد عاطفیِ یادگیری برخط، به دانش نظری موجود میافزاید. علاوه بر این، درونمایههای شناساییشده را میتوان به عنوان مبنایی برای اتخاذ راهبردهایی در نظر گرفت که مدرسان و طراحان آموزشی از آنها در طراحی دورههای آموزشی برخط بهره گیرند. | ||
کلیدواژهها | ||
آموزش برخط؛ یادگیری عاطفهمدار؛ درگیرکنندگیِ عاطفی؛ اصول طراحی آموزشی؛ مرور نظاممند؛ تحلیل درونمایهای | ||
مراجع | ||
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