تبیین خلق محتوای الکترونیکی توسط معلمان در شبکه‌های اجتماعی مجازی

هدف پژوهش حاضر، تبیین خلق محتوای الکترونیکی توسط معلمان در شبکه های اجتماعی بود. این پژوهش از نوع پژوهش های کیفی بود که در آن از روش پدیدارشناسی استفاده شده است. در این پژوهش ابتدا با 30 نفر از معلمان فعال در شبکه های اجتماعی مصاحبه نیمه ساختاریافته صورت گرفت که همگی به طور مشترک مدیریت کانال ها و ابر گروه های مختلف در شبکه های اجتماعی را بر عهده داشتند و با استفاده از روش نمونه گیری هدفمند ملاک محور انتخاب شدند. سپس با تشکیل دو جلسه گروه کانونی، معلمانی که گروه های فعال در زمینه خلق محتوا داشتند، پس از بحث و بررسی به تعداد 10 نفر انتخاب شدند و مصاحبه با این افراد شروع شد. تحلیل داده ها با استفاده از شیوه تحلیل مضمون و در قالب مضامین فراگیر، سازمان دهنده و مضامین پایه نمایش داده شد. یافته های پژوهش نشان می دهد که معلمان در شبکه های اجتماعی مجازی چهار نوع محتوا خلق می کنند: محتواهای مکتوب، بصری، تعاملی و دیجیتالی. همچنین انگیزه معلمان برای خلق محتوا در شبکه های مجازی شامل مواردی همچون مهارت آموزی، برقراری ارتباط و رفع نیاز کاربران، و خودابرازی هدف دار است. از طرفی دیگر نتایج پژوهش نشان داد که برای خلق محتوای الکترونیکی در شبکه های اجتماعی مجازی، معلمان به مهارت های فکری، هنری، و رایانه ای نیاز دارند.

Explaining the creation of electronic content by teachers on virtual social networks

AbstractThe purpose of this study was to explain the creation of electronic content by teachers in social networks. Phenomenological method used in this qualitative research. In this study, conducted a semistructured interview with 30 teachers active in social networks who all jointly managed different channels and super groups in social networks using the method of Purposebased sampling was selected. Then, with two focus group sessions, teachers with active content creation groups selected, after 10 discussions, and interviews started. Data analysis presented using content analysis method in the form of universal themes, organizers and basic themes. Research findings show that teachers create four types of content in virtual social networks: written, visual, interactive, and digital content. Teachers’ motivation for creating content in virtual networks also includes skills such as training, communicating and meeting user needs, and targeted selfimprovement. On the other hand, the results showed that teachers needed intellectual, artistic, and computer skills to create electronic content in virtual social networks.AbstractThe purpose of this study was to explain the creation of electronic content by teachers in social networks. Phenomenological method used in this qualitative research. In this study, conducted a semistructured interview with 30 teachers active in social networks who all jointly managed different channels and super groups in social networks using the method of Purposebased sampling was selected. Then, with two focus group sessions, teachers with active content creation groups selected, after 10 discussions, and interviews started. Data analysis presented using content analysis method in the form of universal themes, organizers and basic themes. Research findings show that teachers create four types of content in virtual social networks: written, visual, interactive, and digital content. Teachers’ motivation for creating content in virtual networks also includes skills such as training, communicating and meeting user needs, and targeted selfimprovement. On the other hand, the results showed that teachers needed intellectual, artistic, and computer skills to create electronic content in virtual social networks.AbstractThe purpose of this study was to explain the creation of electronic content by teachers in social networks. Phenomenological method used in this qualitative research. In this study, conducted a semistructured interview with 30 teachers active in social networks who all jointly managed different channels and super groups in social networks using the method of Purposebased sampling was selected. Then, with two focus group sessions, teachers with active content creation groups selected, after 10 discussions, and interviews started. Data analysis presented using content analysis method in the form of universal themes, organizers and basic themes. Research findings show that teachers create four types of content in virtual social networks: written, visual, interactive, and digital content. Teachers’ motivation for creating content in virtual networks also includes skills such as training, communicating and meeting user needs, and targeted selfimprovement. On the other hand, the results showed that teachers needed intellectual, artistic, and computer skills to create electronic content in virtual social networks.AbstractThe purpose of this study was to explain the creation of electronic content by teachers in social networks. Phenomenological method used in this qualitative research. In this study, conducted a semistructured interview with 30 teachers active in social networks who all jointly managed different channels and super groups in social networks using the method of Purposebased sampling was selected. Then, with two focus group sessions, teachers with active content creation groups selected, after 10 discussions, and interviews started. Data analysis presented using content analysis method in the form of universal themes, organizers and basic themes. Research findings show that teachers create four types of content in virtual social networks: written, visual, interactive, and digital content. Teachers’ motivation for creating content in virtual networks also includes skills such as training, communicating and meeting user needs, and targeted selfimprovement. On the other hand, the results showed that teachers needed intellectual, artistic, and computer skills to create electronic content in virtual social networks.AbstractThe purpose of this study was to explain the creation of electronic content by teachers in social networks. Phenomenological method used in this qualitative research. In this study, conducted a semistructured interview with 30 teachers active in social networks who all jointly managed different channels and super groups in social networks using the method of Purposebased sampling was selected. Then, with two focus group sessions, teachers with active content creation groups selected, after 10 discussions, and interviews started. Data analysis presented using content analysis method in the form of universal themes, organizers and basic themes. Research findings show that teachers create four types of content in virtual social networks: written, visual, interactive, and digital content. Teachers’ motivation for creating content in virtual networks also includes skills such as training, communicating and meeting user needs, and targeted selfimprovement. On the other hand, the results showed that teachers needed intellectual, artistic, and computer skills to create electronic content in virtual social networks.AbstractThe purpose of this study was to explain the creation of electronic content by teachers in social networks. Phenomenological method used in this qualitative research. In this study, conducted a semistructured interview with 30 teachers active in social networks who all jointly managed different channels and super groups in social networks using the method of Purposebased sampling was selected. Then, with two focus group sessions, teachers with active content creation groups selected, after 10 discussions, and interviews started. Data analysis presented using content analysis method in the form of universal themes, organizers and basic themes. Research findings show that teachers create four types of content in virtual social networks: written, visual, interactive, and digital content. Teachers’ motivation for creating content in virtual networks also includes skills such as training, communicating and meeting user needs, and targeted selfimprovement. On the other hand, the results showed that teachers needed intellectual, artistic, and computer skills to create electronic content in virtual social networks.AbstractThe purpose of this study was to explain the creation of electronic content by teachers in social networks. Phenomenological method used in this qualitative research. In this study, conducted a semistructured interview with 30 teachers active in social networks who all jointly managed different channels and super groups in social networks using the method of Purposebased sampling was selected.