سامانه پشتیبانی خدمات اطلاعات

  اخبار و اعلانات

 آمار

تعداد نشریات161
تعداد شماره‌ها6,532
تعداد مقالات70,500
تعداد مشاهده مقاله124,089,425
تعداد دریافت فایل اصل مقاله97,192,787
بشیری, مهدی, دیبائی, صبا, یاری قلی, بهبود, فرجی, رسول, شبانی, سپیده. (1402). واکاوی تجارب زیستۀ استادان علوم ورزشی از چالش‌ها و رهاوردهای آموزش مجازی در دورۀ همه‌گیری کووید19. , 15(3), 174-150. doi: 10.22059/jsm.2021.330955.2818
مهدی بشیری; صبا دیبائی; بهبود یاری قلی; رسول فرجی; سپیده شبانی. "واکاوی تجارب زیستۀ استادان علوم ورزشی از چالش‌ها و رهاوردهای آموزش مجازی در دورۀ همه‌گیری کووید19". , 15, 3, 1402, 174-150. doi: 10.22059/jsm.2021.330955.2818
بشیری, مهدی, دیبائی, صبا, یاری قلی, بهبود, فرجی, رسول, شبانی, سپیده. (1402). 'واکاوی تجارب زیستۀ استادان علوم ورزشی از چالش‌ها و رهاوردهای آموزش مجازی در دورۀ همه‌گیری کووید19', , 15(3), pp. 174-150. doi: 10.22059/jsm.2021.330955.2818
بشیری, مهدی, دیبائی, صبا, یاری قلی, بهبود, فرجی, رسول, شبانی, سپیده. واکاوی تجارب زیستۀ استادان علوم ورزشی از چالش‌ها و رهاوردهای آموزش مجازی در دورۀ همه‌گیری کووید19. , 1402; 15(3): 174-150. doi: 10.22059/jsm.2021.330955.2818

واکاوی تجارب زیستۀ استادان علوم ورزشی از چالش‌ها و رهاوردهای آموزش مجازی در دورۀ همه‌گیری کووید19

نشریه مدیریت ورزشی
مقاله 9، دوره 15، شماره 3، آبان 1402، صفحه 174-150    اصل مقاله (1.2 M)
نوع مقاله: مقاله پژوهشی
شناسه دیجیتال (DOI): 10.22059/jsm.2021.330955.2818
نویسندگان
مهدی بشیری* 1؛ صبا دیبائی1؛ بهبود یاری قلی2؛ رسول فرجی3؛ سپیده شبانی4
1گروه علوم ورزشی، دانشکدۀ علوم تربیتی و روانشناسی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران
2گروه علوم تربیتی، دانشکدۀ علوم تربیتی و روانشناسی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران
3گروه علوم ورزشی، دانشکدۀ علوم تربیتی و روانشناسی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران
4مدیریت ورزشی، دبیر آموزش و پرورش استان آذربایجان شرقی، تبریز،ایران
چکیده
مقدمه: با توجه به استفادۀ گسترده از آموزش مجازی در دانشگاه‌های کشور، ضرورت ادامۀ آموزش در قالب آموزش الکترونیک در بحران کرونا، به‌عنوان روش جایگزین آموزش حضوری و همچنین بهره‌گیری از تجارب و دیدگاه استادان در راستای بهبود کیفیت و کمیت آموزش الکترونیک در آینده، سبب شد تا مطالعه‌ای با عنوان واکاوی تجارب استادان علوم ورزشی از چالش‌ها و رهاوردهای آموزش مجازی در دورۀ همه‌گیری کرونا طراحی و اجرا شود.
روش پژوهش: پژوهش حاضر با رویکرد کیفی و طرح پدیدارشناسانۀ توصیفی صورت گرفت. مشارکت‌کنندگان در پژوهش، استادان علوم ورزشی دانشگاه شهید مدنی آذربایجان بودند که به روش نمونه‌گیری هدفمند ملاک‌مدار انتخاب شدند. فرایند مشارکت در پژوهش، تا زمان اشباع داده‌ها ادامه پیدا کرد. به‌منظور گردآوری داده‌ها از مصاحبۀ نیمه‌ساختاریافتۀ عمیق و برای تحلیل محتوای داده‌های کیفی از روش کلایزی استفاده شد.
یافته‌ها: بر اساس تحلیل تجارب مشارکت‌کنندگان، پنج تم اصلی (ناکارامدی تدریس دروس عملی، نبود بسترهای مورد نیاز آموزش مجازی، ضرورت توجه به ملاحظات حین تدریس، کیفیت ارزشیابی و رهاوردهای آموزش مجازی) و 26 مضمون مشخص شد.
نتیجه‌گیری: با توجه به یافته‌ها مشخص شد تدریس آنلاین دروس عملی، از مطلوبیت کافی برخوردار نیست، ازاین‌رو پیشنهاد می‌شود از شیوه‌های جایگزین و مکمل منطبق با اهداف آموزشی فراگیران در این دروس با رعایت پروتکل‌های بهداشتی استفاده شود. همچنین با توجه به ضعف بسیار در سامانه‌های آموزش مجازی، بهتر است زیرساخت‌ها تقویت شده و از سامانه‌های مناسب‌تری استفاده شود.
کلیدواژه‌ها
ادراک استادان؛ آموزش مجازی؛ تحلیل محتوا؛ علوم ورزشی؛ کووید 19
عنوان مقاله [English]
Analyzing the Lived Experiences of Sports Science Professors from the Challenges and Achievements of Virtual Education during Covid-19 Pandemic
نویسندگان [English]
Mahdi Bashiri1؛ Saba Dibaei1؛ Behboud Yarigholi2؛ Rasoul Faraji3؛ Sepideh Shabani4
1Department of Sports Management, Azarbaijan Shahid Madani University, Tabriz, Iran
2Department of Educational Sciences, Azarbaijan Shahid Madani University, Tabriz, Iran
3- Department of Sports Management, Azarbaijan Shahid Madani University, Tabriz, Iran
4Department of Education of East Azarbaijan, Tabriz, Iran
چکیده [English]
Introduction: Given the widespread use of virtual education in the universities, the need to maintain education in the form of e-learning during the COVID-19 pandemic as an alternative to in-person education, as well as the use of the experiences and perspectives of professors to improve the quality and quantity of e-learning in the future, has led to a study entitled "exploring the experiences of sports science professors with the challenges and achievements of virtual education during the coronavirus pandemic".
Methods: The study was descriptive phenomenological research with qualitative approach. Participants in the study were professors of sports science at Azarbaijan Shahid Madani University who were selected through a convenience sampling method. The participants’ contribution was preceded until the data collection was completed. In order to collect data, in-depth semi-structured interview was used and to analyze qualitative data Colaizzi's method was used.
Results: Based on the analysis of participants' experiences, 5 main categories (inefficiency of teaching practical courses, lack of necessary virtual teaching infrastructure, the need to pay attention to teaching considerations, quality of evaluation and e-learning outcomes) and 26 sub-categories were identified.
Conclusion: According to the findings, it was found that e-learning of practical courses was not desirable; therefore, it is recommended that more sufficient alternative and complementary methods complying with the educational goals be applied alongside consideration of health care protocols.
کلیدواژه‌ها [English]
Covid 19, Online learning, Professors Perception, Qualitative Content Analysis, Sport Sciences
مراجع
Abbasi, F., Hejazi, E., Hakimzade, R. (2020). Lived Experience of Elementary School Teachers about The Opportunities and Challenges of Teaching in the Educational Network of Students (SHAD): A Phenomenological Study. Research in Teaching, 8(3), 1-24. [in Persian]

Alam, R., Alipour, M., Hosseini Nia, SA. (2020) Investigating the importance and necessity of paying attention to the challenges of teaching and learning in cyberspace during the corona in the educational system. New Research in Humanities, 4(32): 247-259 [in Persian]

Almaiah, M.A., and Alamri, M.M. (2018). Proposing a new technical quality requirement for mobile learning applications. Journal of Theoretical and Applied Information Technology, 96(19): 6955-6968.

Arslan, G., & Allen, K. A. (2020). Complete Mental Health in Elementary School Children: Understanding Youth School Functioning and Adjustment. Current Psychology, 23 (1): 1-10.

Bashardoust N, Ghadiri D, Haghani S.O., Bagheri S.S, Mirfarhadi N. (2020). Effective criterion on theoretical and practical Teaching from Guilan Dental Students’ Viewpoint. Research in Medical Education, 12 (2) :31-38 [in Persian]

Basilaia, G. (2020). Replacing the classic learning form at universities as an immediate response to the COVID-19 virus infection in Georgia. International Journal for Research in Applied Science and Engineering Technology, 8(3): 101–108.

Bender, L. (2020). Key Messages and Actions for COVID-19 Prevention and Control in Schools. Education UNICEF NYHQ.

Chahkandi, F. (2021). Online Pandemic: Challenges of EFL Faculty in the Design and Implementation of Online Teaching Amid the Covid-19 Outbreak. Foreign Language Research Journal, 10(4), 706-721. [in Persian]

Danaeifard, H., Alvani, S.M., Azar, A. (2015). Qualitative research methodology in management: a comprehensive approach. Saffar Publications. Third edition. [in Persian]

Daum, D. N., & Buschner, C. (2012). The status of high school online physical education in the United States. Journal of Teaching in Physical Education, 31(1): 86-100.

Dirgartin, A. K., Mockel, T., Nieding, G. & Ohler, P. (2017). The Impact of Media Literacy on Childrens Learning from Films and Hypermedia. Journal of Applied Developmental Psychology, 48, 33-41.

Emami Sigaroodi A, Dehghan Nayeri N, Rahnavard Z, Nori Saeed A. (2012). Qualitative research methodology: phenomenology. Journal of Holistic Nursing Midwifery, 22 (2): 56-63. [in Persian]

Fauzi, I., & Khusuma, I. (2020). Teachers’ Elementary School in Online Learning of COVID-19 Pandemic Condition. Journal Iqra’: Kajian Ilmu Pendidikan, 5(1), 7-58.

Golden, C. (2020). Remote teaching: the glass half-full. Educause Review. https://er.educause.edu/blogs/2020/3/remoteteaching-the-glass-half-full.

Ghafourifard M. (2020). The promotion of Virtual Education in Iran: The Potential which Turned into reality by Coronavirus. Iranian Journal of Medical Education, 20 (4): 33-34 [in Persian]

Ghorbankhani, M., Salehi, K. (2017). Representation Challenges of Virtual Training in Iran's Higher Education System: A Study of Phenomenological Approach. Information and Communication Technology in Educational Sciences, 7(2(26)), 123-148. [in Persian]

Haji, J., Mohammadi Mehr, M., Muhammad Azar, H. (2021). Describing the Problems of virtual Education via Shad application in Corona Pandemic: This is a phenomenological study. Information and Communication Technology in Educational Sciences, 11(43), 153-174. [in Persian]

Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review, (March 27).

Jafari, E., Homayooni Bakhshayesh, N., Alamolhoda, J. (2021). The lived experiences of students from educational justice in virtual education. Technology of Education Journal, 15(3): 223-238. [in Persian]

Jafari H, Keshmiri F, Darreh Shiri S, Abghari S K, Baghian N. (2020). Explaining the Views and Experiences of E-teacher and E-learners about Virtual Education in Yazd Shahid Sadoughi University of Medical Sciences. Journal of Medical Education and Development, 15(2) :116-128 [in Persian]

Jeong, H. C., & So, W. Y. (2020). Difficulties of Online Physical Education Classes in Middle and High School and an Efficient Operation Plan to Address Them. International Journal of Environmental Research and Public Health, 17(19), 7279.

Jung. I, Choi. S, Lim. C, & Leem, J. (2002). Effects of Different Types of Interaction on Learning Achievement, Satisfaction and participation in webbased instruction. Innovations in Education and Teaching International, 39 (2), 153-162

Karimi, M. (2021). Phenomenological analysis of the lived experiences of professors and students of virtual education in the Iranian higher education system. Information and Communication Technology in Educational Sciences, 11(44), 153-174. [in Persian]

Kia, AA. (2009). Take a look at e-learning. Journal of Social Sciences, 24: 82- 89. [in Persian]

Kiani, M.S. (2021). Survey of physical education students' satisfaction with holding practical courses online during the COVID-19. Journal of Humanities Insights, 5(2): 12-18.

Lakbala, P. (2016). Barriers in implementing E-learning in Hormozgan University of Medical Sciences. Global Journal of Health Science, 8(7), 83-92.

Maggio, L. A., Daley, B. J., Pratt, D, D., & Torre, D. M. (2018). Honoring Thyself in the Transition to Onlinee Teaching. Academic Medicline, 93 (8), 1129-1134.

Mayadas, A. F., Bourne, J., & Bacsich, P.(2009). Online education today. Science, 323 (5910), 85-89.

Mohammadi M, Keshavarzi F, Naseri Jahromi R, Hesampoor Z, Mirghafari F, Ebrahimi, Sh. (2020). Analyzing the Parents' Experiences of First course Elementary School Students from the Challenges of Virtual Education with Social Networks in the Time of Coronavirus Outbreak. Educational Researches Journal, 7 (40) :74-101 [in Persian]

Moradi R., Mohamadi Mehr M., Nojoomi F., Khazaie M. (2016). The use of design patterns in the design and production of electronic content in e-learning environment. Journal of Educational Studies (NAMA), 4(7): 41-52. [in Persian]

Mottaqinia MR, Veiskarmi HA. (2015). Web-based education for students with special needs: concept, issues and design. Exceptional Education, 6(128): 46-61. [in Persian]

Najafi, H. (2020). Comparison of the effects of blended and traditional teaching methods in learning. Research in Medical Education, 11(2), 54-63. [in Persian]

NikooNezhad, S., Zamani, B. (2014). Comparison between Interaction and Social Presence of Students Enrolled in Actual and Virtual Programs in Terms of Demographic Factors and Academic Achievement. Journal of Applied Sociology, 25(3): 119-134. [in Persian]

Owusu-Fordjour, C., Koomson, C.K., and Hanson, D. (2020). The impact of covid-19 on learning-the perspective of the Ghanaian student. European Journal of Education Studies, 7(13): 88–101.

Purcell-Robertson, R.M.; Purcell, D.F. (2000). Interactive distance learning. In Distance Learning Technologies: Issues, Trends and Opportunities; Lau, L., Ed.; Idea Group: Hershey, PA, USA;  16–21.

Quacquarelli, QS. (2020). The impact of the coronavirus on global higher education (Matin. A, Trans) In Collection of International Reports on Higher Education. Coronavirus Crisis, Tehran. Iran: Institute for Social and Cultural Studies (Original work published 2020).

Rashidi, M.M., Asili, Gh. (2002). Online education, new technological achievement for quality improvement. Third Conference of Quality Managers, 15-17 July, 131-153. [in Persian]

Rezaei, A.M. (2020). Student learning evaluation during the Corona: Challenges and Strategies. Educational Psychology, 16(55), 179-214. [in Persian]

Sajed, A., and Amgain, K. (2020). Corona virus disease (COVID-19) Outbreak and the strategy for prevention. Europasian Journal of Medical Sciences, 2(1): 1-3.

Salimi, S., Fardin, MA. (2020). The Role of Corona Virus in Virtual Education, with an Emphasis on Opportunities and Challenges. Research in School and Virtual Learning, 8(2), 49-60. [in Persian]

Sargazi, N., Abarvan, M.J., Askari, M., Khoshkhah, R. (2020). Corona and the Challenges of Education in Iran. Second Conference on Psychology, Educational Sciences, Social Sciences and Counseling. Pandua, Italy. [in Persian]

Shawai, Y.G., and Almaiah, M. A. (2018). Malay language mobile learning system (MLMLS) using NFC technology. International Journal of Education and Management Engineering, 8(2): 1

Shahbeigi, F., and Nazari, S. (2012). Virtual education: Benefits and limitations. Journal of Medical Education & Development, 6(1): 47-54. [in Persian]

Traphagan, T., Kucsera, J. V., & Kishi, K. (2010). Impact of class lecture webcasting on attendance and learning. Educational technology research and development, 58(1), 19-37.

Verkuyl, M., & Hughes, M. (2019). Virtual Gaming Simulation in Bridging Nursing Education: A mixed methods study. Clinical Simulation in Nursing, 29 (C): 9-14.

Vahdani, M., Rezasoltani, N., Jafari, M. (2021). Designing of a pedagogical model to implementation the goals of the physical education curriculum of schools during the Covid-19 pandemic. Research on Educational Sport, 9(22), 14-46. [in Persian]

Wright, T. (2019). Phenomenology, pedagogy, and poetry in the lives of women raising children in poverty: An approach for educational researchers. Journal of Curriculum and Pedagogy, 16(3): 1-14.

Yu, J., and Jee, Y. (2021). Analysis of Online Classes in Physical Education during the COVID-19 Pandemic. Education Science, 11, 3.

Yang, C. (2020). Exploring the Possibilities of Online Learning Experiences. Unpublished doctoral dissertation, Teachers College: Columbia University.

Yazdanparast, A., Lashgari Kalat, H. & Marvi, N.  (2022). A Survey of Medical Students' Opinions on the Quality of Virtual Education Courses Held in Bushehr University of Medical Sciences during the COVID-19 Pandemic. Medical Education Bulletin, 3(2)387-396.

Zareai, E. (2013). Measuring the Level of Interaction in E-Curriculum of Khajeh Nasir Toosi University of Technology. Quarterly of Educational Measurement, 3(11), 151-169.  [in Persian]

آمار
تعداد مشاهده مقاله: 641
تعداد دریافت فایل اصل مقاله: 201


سامانه مدیریت نشریات علمی. قدرت گرفته از سیناوب