بررسی میزان رضایت مندی دانش آموزان از آموزش های مجازی از دیدگاه آموزگاران مدارس ابتدایی استان اصفهان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دکترای تخصصی برنامه ریزی آموزش از راه دور- مدرس دانشگاه آزاد اسلامی واحد اصفهان( خوراسگان)

2 دانشجوی کارشناسی ارشد برنامه ریزی درسی- دانشگاه آزاد اسلامی واحد اصفهان(خوراسگان)

چکیده

مقدمه: آموزش آنلاین (مجازی) اضطراری در سراسر جهان به دلیل بیماری همه گیر کروناویروس 2019 (COVID-19) پذیرفته شده است. تحقیقات قبلی در مورد یادگیری آنلاین عمدتاً بر درک والدین، معلمان و دانش‌آموزان در آموزش عالی متمرکز بود، در حالی که دیدگاه‌های مربوط به آموزش مجازی آموزگاران مدارس ابتدایی به ندرت مورد بررسی قرار گرفته است.
روش تحقیق: این مطالعه به بررسی رضایت دانش آموزان از آموزش مجازی در طول COVID-19 از دیدگاه آموزگاران مدارس ابتدایی استان اصفهان پرداخته است. یک حجم نمونه مناسب به میزان 614 آموزگار مدارس ابتدایی استان اصفهان، در یک نظرسنجی آنلاین ناشناس را از تاریخ مرداد تا شهریور 1401 تکمیل کردند. روش بررسی ازطریق آمار توصیفی به انجام رسیده است. ایزار این پژوهش پرسشنامه ی محقق ساخته با 20 گویه بوده است که براساس مطالعات مشابه تهیه شده و روایی آن با نظر خبرگان تایید گردیده است.
نتایج: نتایج نشان داد که بیشتر پاسخ دهندگان میزان استقبال دانش آموزان از سیستم شاد و آموزش مجازی (آنلاین) را درحد متوسط (39%) برآورد نموده اند. پس از آن، به ترتیب بیشترین برآوردها به گزینه های خیلی زیاد (26%)، زیاد (17%)، خیلی کم (12%) و کم (6%) تعلق داشته اند

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Investigating the level of students' satisfaction with virtual education from the perspective of elementary school teachers in Isfahan province

نویسندگان [English]

  • Mustafa Kalani 1
  • Zahra Naghavi 2
1 Specialized Ph.D. in Distance Education Planning- Lecturer - Isfahan Islamic Azad University-Khorasgan Branch
2 Master's student in Curriculum Planning - Islamic Azad University of Isfahan - Khorasgan branch
چکیده [English]

Introduction: Emergency online (virtual) education has been adopted around the world due to the 2019 coronavirus (COVID-19) pandemic. Previous research on online learning has mainly focused on the perceptions of parents, teachers and students in higher education, while the views of primary school teachers on virtual learning have rarely been explored.

Research method: This study investigated students' satisfaction with virtual education during COVID-19 from the perspective of elementary school teachers in Isfahan province. A suitable sample size of 614 elementary school teachers in Isfahan province completed an anonymous online survey from August to September 1401. The research method has been done through descriptive statistics. The object of this research was a researcher-made questionnaire with 20 items, which was prepared based on similar studies and its validity was confirmed by the opinion of experts.

Results: The results showed that most of the respondents estimated the level of students' acceptance of the happy system and virtual education (online) at an average level (39%). After that, the highest estimates belong to very high (26%), high (17%), very low (12%) and low (6%) options, respectively.

کلیدواژه‌ها [English]

  • Satisfaction
  • virtual education
  • teachers
  • students
  • primary schools
[2] Aboagye E, Yawson JA, Appiah KN. COVID-19 and E-learning: the challenges of students in tertiary institutions. Soc. Educ. Res. 2021; 2:1-8.
[3] Wodon Q. COVID-19 Crisis, Impacts on Catholic Schools, and Potential Responses| Part 1: Developed Countries with Focus on the United States. J. Catholic Educ. 2020; 23: 13-50.
[4] Agormedah EK, Henaku EA, Ayite DM. K, Ansah, EA. Online learning in higher education during COVID-19 pandemic: A case of ghana. J. Educ. Technol. Online Learn. 2020; 3: 183-210.
[5] Owusu-Fordjour C, Koomson C, Hanson D. The impact of Covid-19 on learning-the perspective of the Ghanaian student. Eur. J. Educ. Stud. 2020;  7:88-101.
[6] Irawan AW, Dwisona D, Lestari M. Psychological impacts of students on online learning during the pandemic COVID-19. KONSELI, 2020; 7: 53-60.
[7] Harjule P, Rahman A, Agarwal B. A cross-sectional study of anxiety, stress, perception and mental health towards online learning of school children in India during COVID-19. J. Interdis. Mathe. 2021; 24: 411-424.
[8] Shamir-Inbal T, Blau I. Facilitating Emergency Remote K-12 Teaching in Computing-Enhanced Virtual Learning Environments During COVID-19 Pandemic-Blessing or Curse? J. Educ. Comput. Res. 2021; 59: 1243-1271.
[9] Gallagher HA, Cottingham B. Improving the Quality of Distance and Blended Learning. Brief No. 8. EdResearch for Recovery Project 9. 2020.
[10] Griffith A. Parental burnout and child maltreatment during the COVID-19 pandemic. J. Fam Violence. 2020; 23: 1-7.
[11] Sheehan KJ, Pila S, Lauricella AR, Wartella EA. Parent-child interaction and children’s learning from a coding application. Comput. Educ. 2019; 140:103601.
[12] Fidan M. Happy Home: Happiness at Home as a Lifelong Education Environment. Intern. J. Lifelong Educ. Leadership,  2021; 7: 63-70.
[13] ValÅs H. Students with learning disabilities and low-achieving students: Peer acceptance, loneliness, self-esteem, and depression. Soc. Psychol. Educ. 1999; 3: 173-192.
[14] Peigneux P, Laureys S, Delbeuck X, Maquet P. Sleeping brain, learning brain. The role of sleep for memory systems. Neuroreport, 2001;  12:A111–A124.
[15] Steiner P. The Impact of the Self-Awareness Process on Learning and Leading. Boston, MA: New England Board of Higher Education. 2014.
[16] Zeegers P. Student learning in higher education: A path analysis of academic achievement in science. High. Educ. Res. Develop, 2004; 23:35-56.
[17] Sorin R, Iloste R. Moving schools: Antecedents, impact on students and interventions. Aus. J. Educ. 2006;  50: 227-241.
[18] Oliver R, McLoughlin C. Using networking tools to support online learning, In  F. Lockwood, A. Gooley (Eds.), Innovation in open and distance learning, London, Kogan, 2002; 148-159
[19] Mills R. Therole of study ceners in open and distance education: A glimpse of  the future, In R. Mills & A. Tait(Eds.), Supporting the learning in open and distance learning, London, pitman, 2006; 73-87
[20] Bruffe KA. Collaborative learning. Baltimore, Johns Hopkins University press. 2008.
[21] Adnan M, Anwar K. Online Learning amid the COVID-19 Pandemic: Students’ Perspectives. Online Submission, 2020; 2: 45-51.
[22] Bradbury NA. Attention span during lectures: 8 seconds, 10 minutes, or more? Adv. Physiol. Educ. 2016; 40:509-513.
[23] Wilson BG. Designing e-learning environments for flexible activity and instruction. Educ. Technol. Res. Develop, 2004; 52:77-84.
[24] Baber H. Determinants of students’ perceived learning outcome and satisfaction in online learning during the pandemic of COVID-19. J. Educ. E- Learn. Res, 2020; 7: 285-292.