شاخص‌های محیط‌های‌ یاددهی و یادگیری مطلوب برای دروس رشته‌های علوم انسانی دانشگاه‌ها و میزان توجه به آنها

پژوهش حاضر با هدف شناسایی شاخص های محیط های یاددهی و یادگیری مطلوب برای دروس رشته های علوم انسانی دانشگاه ها و میزان توجه به آنها انجام شد. در پژوهش حاضر، از طرح ترکیبی اکتشافی متوالی از نوع ابزارسازی استفاده شد. در بخش کیفی، از روش مطالعه موردی کیفی و در بخش کمّی، از روش توصیفی – پیمایشی بهره گرفته شده است. در بخش کیفی با 20 نفر از متخصصان و اعضای هیات‌ علمی دانشگاه های کشور که در حوزۀ محیط های یاددهی و یادگیری اهل نظر هستند، مصاحبۀ نیمه ساختاریافته به عمل آمد. جامعه آماری بخش کمّی دانشجویان کارشناسی دانشگاه ها بودند که به روش خوشه ای چندمرحله ای، تعداد 360 نفر به عنوان نمونه انتخاب شدند. داده های پژوهش در بخش کمّی از طریق پرسش نامه محقق ساخته مستخرج از بخش کیفی جمع آوری شد. برای تعیین روایی سوال‌های مصاحبه و پرسش نامه از روایی صوری و محتوایی و برای برآورد پایایی پرسش نامه از ضریب آلفای کرونباخ استفاده شد. برای تحلیل داده های پژوهش در بخش کیفی از روش های ساختاری و تفسیری و در بخش کمّی از آمار توصیفی و استنباطی بهره گرفته شد. نتایج پژوهش نشان داد نه شاخص از منظر مصاحبه‌شوندگان مهم‌ترین شاخص های محیط های یادگیری بودند و می توان از شاخص های شناسایی شده برای ارزشیابی و بازنگری محیط های یاددهی و یادگیری دروس رشته های علوم انسانی دانشگاه ها استفاده نمود. یافته های کمّی نشان داد میانگین توجه به شاخص های محیط های یاددهی و یادگیری در دروس رشته های علوم انسانی دانشگاه ها نامطلوب بوده و نیاز به توجه بیشتری دارد.

A study on the Indices of Optimal Teaching and Learning Environment Relevant to the Humanities Courses at Universities and the Extent of Attention Paid to Them

IntroductionAim: Higher education system is the most valuable resource for facilitating social progress and development and the teaching and learning environment is one of the most important determinants of an effective education system because any teaching and learning process takes place in a learning environment. The learning environment can be defined in terms of the physical, social, and psychological context in which learners learn and socialize. The present study is aimed at identifying indices of optimal teaching and learning environment relevant to the Humanities Courses at different universities and the extent to which these indices are paid attention to. Method Exploratory mixedmethods approach to research was used for conducting the present study. The qualitative phase was done through the use of case study method. Semistructured interviews with 20 recognized and qualified university experts and faculty members with experience of teaching and learning and designing curriculum were conducted. Furthermore, 360 university students, selected using multistage cluster sampling method, took part in the quantitative phase of the study which was conducted through the use of descriptive survey method. In this phase, a questionnaire, developed based on the qualitative phase results, was distributed among participants. Concerning validity, face and content validity of the questionnaire was assessed and confirmed. Cronbach’s coefficient alpha was also used to assess reliability of the developed questionnaire. Then, descriptive and inferential statistics were used for analyzing the obtained data. Concerning ethical issues, the needs to protect confidentiality of participants’ personal information and to assure if they are willing to participate in the study were met in doing the present study. FindingsBased on the obtained results, the nine identified indices for evaluation and revision of teaching and learning environments were selection of an educational location based on the course content, proportion of the learning environment to the number of students, suitability of the instructional environment in terms of temperature, light, ventilation and color, possibility of forming small groups in the environment, optimal distance of the environment from crowded places, simulation of the educational environment to the real environment of labor market, the use of favorable, pleasant, and stimulating instructional environment, appropriateness of the environment to the IslamicIranian culture, creation of a sense of belonging to the environment and ensuring security of students in the environment. The quantitative results also indicated that the level of attention paid to the indices of teaching and learning environments seem to be less than optimal.  Discussion and ConclusionIn consequence, it can be argued that the identified indices can be used to assess and revise the content of courses in different humanities majors. In order to promote the quality of the curriculums, then, particular attention needs to be paid to students and to the development of the content for university curriculum and educational planning based on students’ perspectives and recommendations. Finally, the instructional environment should be learnercentered and follows the principles of social constructivism because learners can accelerate their learning process in a learning oriented and active environment. The overall results of this study also indicated that having knowledge of theoretical issues is not enough in today’s complex world, but rather individuals must learn in an instructional environment which provides them with enough opportunities for practicing and experiencing. Therefore, experts believe that students should be present in labor market and be able to spend part of their time gaining experience. This will enable them to solve their professional problems after graduation and help them achieve their desired goals at the right time and based on their capabilities. Overall, a richer and more flexible instructional environment results in a better quality of education and a more successful learning process.