آسیب‌شناسی تدریس برخط از دیدگاه اعضای هیات علمی کشاورزی: مطالعۀ گروه کانونی

نوع مقاله : مقاله پژوهشی

نویسنده

گروه علوم طبیعی، پژوهشکده دانشنامه‌نگاری، پژوهشگاه علوم انسانی و مطالعات فرهنگی، تهران، ایران.

10.22059/ijaedr.2026.401741.669385

چکیده

تدریس برخط به کلاس‌هایی اشاره دارد که در آنها تمامی فعالیت‌های یادگیری به صورت برخط و بدون نیاز به جلسات حضوری برگزار می‌شود. هدف اصلی این پژوهش، آسیب‌شناسی تدریس برخط از دیدگاه اعضای هیات علمی کشاورزی دانشگاه اراک بود.   پژوهش حاضر از نوع کیفی  است و با به‌کارگیری روش گروه کانونی اجرا شده است . جامعه‌ی آماری  پژوهش اعضای هیئت علمی دانشکده کشاورزی دانشگاه اراک بودند که از میان آن‌ها 20 عضو هیئت علمی با روش نمونه‌گیری هدف‌مند انتخاب شدند. روایی پژوهش را تشریح دقیق فرآیندها و اعتباریابی مشارکت‌کنندگان تأمین کرد و پایایی آن نیز با معیار توافق بین کدگذاران سنجیده شد . یافته‌های پژوهش به شناسایی 17 مفهوم  به‌عنوان  نقاط قوت، 16 مفهوم به‌عنوان  نقاط ضعف، 6 مفهوم  به‌عنوان فرصت و 6 مفهوم  به‌عنوان تهدید  منجر شد. نقاط قوت تدریس برخط در سه مقولۀ اصلی مدیریت آموزش مجازی، آموزش در شرایط بحران و ابزارها و فناوری‌های آموزشی و نقاط ضعف آن در چهار مقولۀ اصلی ضعف آموزش عملی، ضعف ارزیابی آموخته‌های دانشجویان، ضعف امکانات و ضعف ارتباطات دسته‌بندی شدند. همچنین فرصت‌های تدریس برخط در سه مقولۀ ارتباط از دور، دسترسی به آموزش و صرفه‌جوئی مالی و تهدیدهای آن در دو مقولۀ تهدیدهای فناوری و تهدیدهای آموزشی طبقه‌بندی شدند. این پژوهش دلالت‌های کاربردی برای دانشگاه‌ها و استادانی دارد که ناگزیر به برگزاری تدریس از دور در شرایط بحرانی هستند. یافته‌ها می‌تواند به طراحی برنامه‌های آموزشی مقاوم‌تر، تدوین راهبردهای پشتیبانی مؤثر و بهبود کیفیت آموزش در محیط‌های برخط کمک کند.

کلیدواژه‌ها


Extended Abstract

Introduction

Throughout history, distance education has been used to facilitate access to education for students who, for various reasons, could not access it on an equal basis with others. After the corona virus crisis, emergency distance education emerged, and professors were forced to suddenly close face-to-face classes and teach online. The main goal of this research was to investigate the challenges of emergency online agricultural teaching from the perspective of the agricultural faculty members at Arak University. Online teaching is fundamentally different from face-to-face teaching, and according to most distance learning theories, the role of the teacher changes from simply transmitting concepts and materials to students to guiding, enlightening, facilitating, and actively participating in education. This requires a different role and position for them.

 

Materials and Methods

This research is based on an interpretive paradigm and a qualitative approach. The researcher sought to identify a range of different perspectives on online teaching and gain a proper understanding of the subject from the participants' viewpoints. Therefore, the focus group method was utilized. The research population consisted of members of the agricultural faculty of Arak University, with 20 faculty members selected using purposive sampling. The criteria for selection were teaching experience of over seven years, teaching at least two online courses during the Corona period, and willingness to participate in the study. Data collection was conducted through in-depth interviews with professors. The interviews included questions about the participants' backgrounds, current activities and specific inquiries about the strengths, weaknesses, opportunities, and threats of online teaching. A continuous comparative analysis method was employed in this study. Initially, a list of codes was prepared, and new data was compared with existing codes. Similar data was assigned the same code, and this process continued until main sentences and concepts were extracted. Finally, similar codes were grouped into patterns, which were then categorized under four main themes: strengths, weaknesses, opportunities, and threats.

 

Results

The results of the study revealed four main themes: strengths, weaknesses, opportunities, and threats, which consisted of a total of 45 concepts. Of these concepts, 17 were related to strengths, 16 were related to weaknesses, 6 were related to opportunities, and 6 were related to threats of online teaching. After conductiong a thorough analysis, the strengths of online teaching were categoriezed into three main areas: virtual education management, education during crises, and tools and technologies. The weaknesses were also divided into four main categories: practical education, student learning assessment, facilities, and communication. In addition, opportunities for online teaching were grouped into three categories: remote communication, access to education, and cost savings. On the other hand, threats were classified into two categories: technological threats and educational threats.

 

Discussion

According to research findings, Arak University must continually monitor changes in the internal and external environment and be prepared to adjust to critical situations. It is also essential for university administrators to consistently analyze the external and internal environment to stay aware of societal trends and changes, enabling them to take appropriate measures in unforeseen and unexpected situations, especially in online teaching. To prepare for potential disruptions to traditional teaching techniques, it is crucial to increase internet speed, and provide the necessary infrastructure and facilities for online teaching. Additionally, educators should familiarize themselves with emerging technologies such as virtual reality, augmented reality, and mixed reality, utilizing their capabilities to address the limitations of practical agricultural training.

Author Contributions

“Not applicable”

Data Availability Statement

“Not applicable”

 

Acknowledgements

The author would like to thank all participants of the present study.

 

Ethical considerations

The author avoided data fabrication, falsification, plagiarism, and misconduct.

Conflict of interest

The author declares no conflict of interest.

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