مدل تبیینی هیجانات تحصیلی دانشجویان دوره‌های آموزش الکترونیکی (در دوران کرونا) مطالعه موردی: دانشجویان دانشگاه پیام‌نور استان خوزستان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 استادیار گروه علوم تربیتی، دانشگاه پیام نور، تهران، ایران.

2 استادیارگروه زبان و ادبیات خارجی، دانشگاه پیام نور، تهران، ایران.

3 استادیارگروه ادبیات و زبان های خارجی، دانشگاه پیام نور، تهران، ایران.

چکیده

هدف پژوهش حاضر، ارائه الگوی تبیین کننده از هیجانات تحصیلی دانشجویان دوره‌های آموزش الکترونیکی (دوران کرونا) بود. بدین‌منظور از رویکرد کیفی و روش داده‌بنیاد از نوع سیستماتیک اشتراس و کوربین استفاده شد. جامعه آماری، دانشجویان دانشگاه پیام‌نور استان خوزستان و مشارکت‌کنندگان 43 نفر بودند که با استفاده از روش نمونه‌گیری هدفمند و در دسترس انتخاب شدند. ابزار و روش جمع آوری اطلاعات مصاحبه نیمه ساختاریافته بود. به‌منظور تجزیه و تحلیل داده‌ها از روش کدگذاری باز، محوری و منتخب و برای تأمین روایی و پایایی از معیارهای گوبا و لینکلن استفاده شد. یافته‌ها نشان دهنده 52 کد محوری و 23 کد منتخب بود که در قالب یک الگوی تبیینی از هیجانات تحصیلی دانشجویان سازماندهی شدند. بدین شرح که مقولات محوری شامل بازنمایی هیجانات تحصیلی مثبت و منفی دانشجویان در موقعیت‌های مختلف یاددهی– یادگیری (نسبت به دوره، در فرایند کلاس، در زمان آزمون‌ها، در تعاملات با مدرس و در تعاملات با همتایان) بود. به‌علاوه هفت عامل علی (مسائل دوره، مسائل فناوری سامانه آموزشی، مسائل اقتصادی، مسائل سلامت جسمی، مسائل اجتماعی، مسائل یادگیرنده و مسائل استاد) و چهار راهبرد (خودتنظیمی، دریافت حمایت اجتماعی از مدرسان و همتایان، حفظ سلامت جسمی، مذهبی) و دو عامل زمینه‌ای محیطی (وضعیت زیر ساخت‌های فناوری اینترنت در کشور و در محل سکونت دانشجو و تورم اقتصادی کشور) و دو عامل مداخله‌گر (استفاده از شبکه‌های اجتماعی و فضای منزل برای آموزش و یادگیری) و سه پیامد (تحصیلی شناختی، فکری و روانی) شناسایی شد. در نتیجه یافته‌ها نشان داد، الگوی هیجانات تحصیلی دانشجویان دوره‌های آموزش الکترونیکی یک الگوی تعاملی و چند عاملی است.

کلیدواژه‌ها


عنوان مقاله [English]

Explanatory Model of Academic Emotions of Students of E-Learning Courses (during the Corona Era) Case Study: Students of Payam Noor University of Khuzestan Province

نویسندگان [English]

  • Khadijeh noorani 1
  • shahla roshani 2
  • Mohammad Reza moradi 3
1 Assistant Professor, Department of Educational Sciences, Payame Noor University, Tehran, Iran.
2 Assistant Professor, Department of Foreign Language and Literature. Payame Noor University. Tehran, Iran.
3 Assistant Professor, Department of Foreign Language and Literature. Payame Noor University. Tehran, Iran.
چکیده [English]

The purpose of the current research was to provide an explanatory model of the academic emotions of students of electronic education courses (Corona era). For this purpose, the qualitative approach and the grounded theory method of the systematic type of Strauss and Corbin were used. The statistical population was the students of Payam Noor University of Khuzestan province, and 43 participants who were selected using the purposive and convenience sampling methods. The tool and method of data collection were semi-structured interviews. In order to analyze the data, open, axial, and selective coding methods were used, and Guba and Lincoln's criteria were used to ensure validity and reliability. The findings showed 52 central codes and 23 selected codes, which were organized in the form of an explanatory model of students' academic emotions. In this way, the core categories included the representation of students' positive and negative academic emotions in different teaching-learning situations (relative to the course, in the class process, during tests, in interactions with the teacher, and in interactions with peers) in addition to seven causal factors (issues related to course, educational system technology issues, economic issues, physical health issues, social issues, issues related to the learner and teacher) and four strategies (self-regulation, receiving educational, emotional, and social support from teachers and peers, maintaining physical and religious health) and two environmental background factors (state of internet technology infrastructure in the country and in the student's place of residence and economic inflation of the country) and two intervening factors (use of social networks and home space for teaching and learning) and three outcomes (educational, cognitive, intellectual) were identified. As a result of the findings, the pattern of academic emotions of students in e-learning courses is an interactive and multifactorial pattern.

کلیدواژه‌ها [English]

  • Academic Emotions
  • Virtual Students
  • E-learning
  • Foundational Data Method
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  • تاریخ دریافت: 07 مهر 1403
  • تاریخ بازنگری: 08 دی 1403
  • تاریخ پذیرش: 24 بهمن 1403
  • تاریخ اولین انتشار: 24 بهمن 1403
  • تاریخ انتشار: 01 دی 1404