واکاوی تعاملات عناصر آموزشی در اجتماعات یادگیری حضوری، الکترونیکی و ترکیبی: پدیدارشناسی کیفی

این مطالعه با هدف واکاوی تجارب زیسته مربیان زبان انگلیسی از تعاملات عناصر آموزشی در سه اجتماع یادگیری حضوری، الکترونیکی و ترکیبی به‌صورت کیفی و با روش پدیدارشناسانه توصیفی صورت گرفت. به منظور جمع آوری داده ها، 15 نفر از مربیان زبان انگلیسی فولادشهر که هر سه نوع آموزش را تجربه کرده بودند به روش هدفمند و بر اساس قائده اشباع نظرات گزینش و مورد مصاحبه عمیق نیمه ساختار یافته حضوری قرار گرفتند. مصاحبه ها تا حد اشباع داده ها ادامه یافت و روایی کدهای مستخرج از مصاحبه از طریق وارسی مشارکت کنندگان و نظر خبرگان تایید گردید. به‌منظور تایید صحت و اعتماد پذیری داده های پژوهش، از روش مطالعه مکرر، مقایسه مستمر داده‌ها، تجزیه‌وتحلیل توسط همکار، خلاصه‌سازی و دسته‌بندی اطلاعات استفاده شد. تجزیه‌وتحلیل و بازنگری داده‌های کیفی بر اساس مدل کلایزی هفت مرحله ای و با استفاده از نرم افزارmax-qda 2020  انجام گرفت. نتایج گویای آن بود که از 160 گزاره مفهومی اولیه، بیشترین مضامین تعامل به ترتیب مربوط به آموزش ترکیبی، حضوری  و الکترونیکی است. در اجتماع یادگیری حضوری  تعاملات یادگیرنده با یاددهنده، یادگیرنده و محتوای نوشتاری؛ در آموزش الکترونیکی تعامل یادگیرنده با یاددهنده و محتوا، یاددهنده-محتوا و در آموزش ترکیبی تعامل همه‌جانبه و دوری از نواقص سایر اجتماعات یادگیری، از مضامین ابراز شده بود. فقدان تعامل محتوا-محتوا در آموزش حضوری  و کاهش تعامل یاد دهندگان با یکدیگر و یادگیرندگان با همکلاسی هایشان در آموزش الکترونیکی از دغدغه های مصاحبه شوندگان عنوان گردید.

analyzing the interactions of educational elements in face-to-face, electronic and blended learning communities: qualitative phenomenology

in recent years, significant and extensive changes have occurred in the field of education. the paradigm of teaching to learning is changing. in this paradigm shift, instead of emphasizing direct, static and single-media education, the center of gravity of educational processes has changed to dynamic, multimedia and non-simultaneous education, and its operational impact on the emergence and development of the species different types of learning community such as e-learning and blended learning have been revealed. in fact, even before the global pandemic emergency, the use of digital technologies and electronic education was expanding. but with the beginning of the outbreak of covid-19, the importance of the development and application of electronic and blended education became more evident and its universal and mandatory use became challenging for some developing countries. in fact, it may be possible to continue the education process without physical presence, but the idea of ​​learning without interaction is absurd, and the complex and long-term process of learning with the aim of acquiring or improving information, skills, competences or behaviors requires extensive hidden and open communication between elements. it is educational. the most important of these elements from anderson’s point of view are teacher, learner and content, and their complex relationships in the context of education create six types of interaction: learner with learner, learner with learner, learner with content, learner with content, learner with learner and content with content.the creation of a global urgency to use electronic education has led many researches to this field, and the issue of interaction in this type of education has been investigated more than other learning communities; but considering the importance of educational interactions and its role in various learning environments, it is necessary to explore these interactions in traditional, electronic and blended education in comparison with each other, in order to have a more accurate understanding of the quality of each interaction in different types. to have a more reasonable and deliberate use of education, any of the traditional, electronic and blended learning environments in educational centers, schools and universities. this logic prompted the researcher to conduct a qualitative phenomenological research to analyze the life experience of english language teachers regarding the interactions of educational elements in three experienced traditional, combined and electronic education and to answer these questions: english language teachers’ life experience of the interactions of elements how has education been in the traditional, electronic and blended learning community? what interactions happened in each of the communities and what are the concerns about the interaction of educational elements for english teachers? this qualitative research is applied in terms of purpose and was conducted with klaizeri descriptive phenomenological analysis method.