بررسی رابطه بین چارچوب اجتماع کاوشگری با تجربه آموزشی محیط‌‌های یادگیری الکترونیکی

در رویکرد اجتماع کاوشگری یادگیری موثر، به‌ویژه یادگیری مرتبه بالاتر به توسعه یک اجتماع بستگی دارد؛ این در حالی است که برخی محققین خلاف این موضوع را مطرح می‌‌کنند. لذا در این راستا پژوهش حاضر با هدف بررسی رابطه چارچوب اجتماع کاوشگری با تجربه آموزشی در محیط‌‌های یادگیری الکترونیکی، با روش فراتحلیل انجام گرفت. جامعه آماری پژوهش شامل کلیه پژوهش‌‌های خارجی و داخلی با روش همبستگی و علی است که به بررسی ارتباط چارچوب اجتماع کاوشگری با تجربه آموزشی در محیط های یادگیری الکترونیکی پرداخته‌‌اند. بر اساس ملاک ورودی و خروجی 23 پژوهش به‌عنوان نمونه پژوهش شناسایی و در نرم‌‌افزار cma2 تحلیل شد. با توجه به آزمون کوکران q (q= 460/545) و سطح اطمینان 0/95 سطح معنادار از میزان خطا (0/05) کوچک‌تر است؛ بر همین مبنا می‌‌توان گفت فرضیه پژوهش مورد تایید است و میان اندازه اثرهای به دست آمده تفاوت معناداری وجود دارد و این به معنای ناهمگونی اندازه اثرهای به دست آمده است؛ بر همین اساس باید از مدل اثرات تصادفی (نه ثابت) برای تفسیر اندازه اثر ترکیبی استفاده کرد. اندازه اثر تصادفی (ترکیبی) رابطه چارچوب اجتماع کاوشگری با تجربه آموزشی برابر با 0.524 بوده و با 0/95 اطمینان می‌‌توان گفت در بازه 0/423 تا 0/613 قرار دارد. تفسیر اندازه اثر با توجه به معیار کوهن به‌صورت اندازه اثر زیاد می‌‌باشد؛ همچنین با توجه به (sig= 0.000 و z= 38.219) اندازه اثر تصادفی به دست آمده، معنی‌‌دار است؛ بنابراین یافته های پژوهش نشان دادند که چارچوب اجتماع کاوشگری با بهبود تجربه آموزشی محیط‌‌های یادگیری الکترونیکی رابطه معنی داری دارد.

the examination of the relationship between the community of inquiry framework and instructional experience in the e-learning environment

in the community of inquiry framework, effective learning particularly a higher level of learning depended on developing a community; however, some of the professionals asserted against the matter. so, the present study is aimed to examine the relationship between the community of inquiry framework and instructional experience in an e-learning environment through a meta-analysis method. the statistical population was all international and national studies that examined the relationship between the community of inquiry framework and instructional experience in an e-learning environment through casual and correlative methods. they are chosen 23 studies as samples based on inclusive and exclusive criteria and were analyzed by cma2 software. based on cochran’s c test and confidence interval and significant level (p<0.05), it can be said that the assumptions are approved and there are significant differences among effect sizes and it means variance in effect size. so, it has to use a mixed effect model to interpret the mixed effect size. the mixed effect size in the relationship between the community of inquiry framework and the instructional experience was 0.524 and with 0.95 confidence level, it can be ranged from 0.423 to 0.613. the interpretation of mixed size about cohen’s criteria is high. also, the mixed effect size is significant based on z=38.219 and sig=0.000. so, the findings showed there is a significant relationship between the community of inquiry framework and instructional experience in an e-learning environment.detailed abstractintroduction: the community of inquiry (coi) is a general and cohesive structure from an interactive instructional experience its main function is managing and revising dynamics to thinking and collaborative learning (arbaugh et al, 2008 akyol et al, 2010; diaz et al, 2010; garrison et al, 2010; shea bidjerano, 2009). the framework provided a designing process and presented a meaningful and deep learning experience through three associated elements- social, teaching, and cognitive presence. the three presences made a “being there” and “identification” through purposive relationship and distributing the instructional and learning responsibilities. although the presence is important, it is necessary to guide how it developed in the online environment to improve the instructor’s or instructional designers’ instructional experiences (swan et al, 2009). the community of inquiry framework is a valid and highlighted theory that has directed many online and blended studies and is the conceptual backbone to distance instruction and mixed research (halverson et al, 2012).the creation of the community of inquiry in online and blended learning environments included certain advantages. the main advantage is that the framework focuses on active and innovative interaction instructional to thinking and collaborative learning. the mentioned findings (richardson et al, 2012), (fiock, 2020), (ice, 2009) (garrison, 2008), (olesova et al. 2011), (oyarzun et al, 2018), (ice. 2009) are aligned with findings. in addition to items that expressed on importance of a community of inquiry, it has been critiqued for about 20 years. (rourke kanuka, 2009) criticized that learners couldn’t achieve meaningful learning in a community of inquiry. (zehra et al, 2009) explained that coi is a processing framework that informs the teaching method instead of learning outcomes. the other critique is that the coi framework required additional components to be meaningful. the other studies suggested an additional presence, but it isn’t agreed in general. the additional components are learner presence, affective presence, and self-determined. about the theoretical foundation, the coi is very important in improving the instructional experience in e-learning environment and many researchers examined it.