دوفصلنامه مطالعات برنامه درسی آموزش عالی

دوفصلنامه مطالعات برنامه درسی آموزش عالی

اثربخشی دوره‌های موک مبتنی بر اصول مبنایی آموزش بر یادگیری و خودکارآمدی تدریس دانشگاهی

نوع مقاله : مقاله پژوهشی

نویسندگان
1 استادیار گروه روش ها و برنامه ریزی درسی، دانشگاه تهران، تهران، ایران
2 استاد گروه علوم تربیتی، دانشگاه تربیت مدرس، تهران، ایران.
3 استادیار گروه علوم تربیتی، دانشگاه فرهنگیان، تهران، ایران
10.22034/hecs.2024.467277.1936
چکیده
توجه چندانی در مطالعات انجام شده در مورد موک بر طراحی آموزشی نشده است و نتایج پژوهش‌ها در خصوص ضعف طراحی آموزشی ایجاب می‌کند تا به مساله اصول طراحی آموزشی در موک توجه ویژه‌ای بشود. لذا هدف این پژوهش تعیین اثربخشی دوره‌های آنلاین آزاد انبوه مبتنی بر اصول مبنایی آموزش مریل بر یادگیری و خودکارآمدی بود. در این پژوهش از شبه­آزمایشی با طرح پیش­آزمون-پس­آزمون با گروه کنترل استفاده شد. تمامی ثبت­نام کنندگان در دوره موک به عنوان جامعه آماری این پژوهش بود که با استفاده از روش نمونه­گیری در دسترس، تعداد 200 نفر از شرکت­کنندگان در دوره (هر دوره 100 نفر)، نمونه این پژوهش بودند؛ فرایند اجرا بدین ترتیب بود که ابتدا پیش­آزمون یادگیری (محقق ساخته) و خودکارآمدی تدریس (اسچانن و همکاران، 2001) انجام شد؛ سپس موکی با عنوان «مهارت­های تدریس» مبتنی بر اصول مبنایی آموزش مریل برای گروه آزمایش و به روش متداول برای گروه کنترل، اجرا شد و در نهایت پس­آزمون یادگیری و خودکارآمدی تدریس از دوره اجرا گردید؛ نتایج کواریانس نشان داد که استفاده از اصول مبنایی آموزش مریل در موک بر میزان یادگیری (001/0p<) و خودکارآمدی تدریس(001/0p<) تاثیر مثبت و معنی­داری دارد. بنابراین پیشنهاد می­شود که در طراحی آموزشی موکها، به اصول مبنایی آموزش مریل که باعث ارتقای یادگیری و خودکارآمدی تدریس در موک می­شود، توجه بشود.
کلیدواژه‌ها
موضوعات

Badali, M., Hatami, J., Banihashem, S. K., Rahimi, E., Noroozi, O., & Eslami, Z. (2022). The role of motivation in MOOCs’ retention rates: a systematic literature review. Research and Practice in Technology Enhanced Learning, 17(1), 5.
Badali, M., Hatami, J., Fardanesh, H., & Noroozi, O. (2018). Evaluating Instructional Design Quality of Iranian MOOCs Based on Merrill’s and Margaryan’s Principles. Interdisciplinary Journal of Virtual Learning in Medical Sciences9(4).
Badali, M. (2013). Investigating the effect of educational design based on the First principles of instruction on students' learning and recall in the biology course. Master's Thesis of Educational Technology, Alameh Tabatabai University, Tehran. (in Persian)
Badali, M., Hatami, J., Farrokhnia, M., & Noroozi, O. (2022). The effects of using Merrill’s first principles of instruction on learning and satisfaction in MOOC. Innovations in Education and Teaching International59(2), 216-225.
Beaven, T., Hauck, M., Comas-Quinn, A., Lewis, T., & de los Arcos, B. (2014). MOOCs: Striking the right balance between facilitation and self-determination. MERLOT Journal of Online Learning and Teaching, 10(1), 31-43.
Bouchard, P. (2009). Pedagogy without a teacher: What are the limits? International Journal of Self-Directed Learning, 6(2), 13-22.
Breslow, L., Pritchard, D. E., DeBoer, J., Stump, G. S., Ho, A. D., & Seaton, D. T. (2013). Studying learning in the worldwide classroom: Research into edX's first MOOC. Research & Practice in Assessment, 8.
Chanchalor, S., & Chomphutong, P. (2004). Teaching model focus utilizing a student-centered strategy for vocational students. World Trans Engin Tech Educ, 3(1), 75-8.
Chong, S. W., Khan, M. A., & Reinders, H. (2024). A critical review of design features of LMOOCs. Computer Assisted Language Learning, 37(3), 389-409.
Clark, R. C., & Mayer, R. E. (2023). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. john Wiley & sons.
Clark, R. E., & Choi, S. (2007). The questionable benefits of pedagogical agents: Response to Veletsianos. Journal of Educational Computing Research36(4), 379-381.
Daniel, J. (2012). Making sense of MOOCs: Musings in a maze of myth, paradox and possibility. Retrieved on 29 January 2014, from http://jime.open.ac.uk/2012/18.
De Waard, I., Abajian, S., Gallagher, M. S., Hogue, R., Keskin, N., Koutropoulos, A., & Rodriguez, O. C. (2011). Using mLearning and MOOCs to understand chaos, emergence, and complexity in education. The International Review of Research in Open and Distributed Learning12(7), 94-115.
Ding, L., Zhao, Z., & Wang, L. (2022). Does online teaching strategy matter: exploring the effect of online teaching strategies on students’ ambidextrous innovation capacities based on the online teaching situation in China. Journal of Research on Technology in Education,2, 1-24
Dolighan, T., & Owen, M. (2021). Teacher efficacy for online teaching during the COVID-19 pandemic. Brock Education Journal30(1), 95-95.
Egloffstein, M., Koegler, K., & Ifenthaler, D. (2019). Instructional Quality of Business MOOCs: Indicators and Initial Findings. Online Learning23(4), 85-105.
Fidalgo-Blanco, Á., Sein-Echaluce, M. L., & García-Peñalvo, F. J. (2016). From massive access to cooperation: lessons learned and proven results of a hybrid xMOOC/cMOOC pedagogical approach to MOOCs. International journal of educational technology in higher education13(1), 24.
Gaebel, M. (January, 2013). MOOCs: Massive Open Online Courses. European University Association (EUA) Occasional Papers series. Retrieved on 30 January 2014, from http://www.eua.be/Libraries/Publication/EUA_Occasional_papers_MOOCs.sflb.ashx.
Gardner, J(2011). Testing the Efficacy of Merrill’s First Principles of Instruction in Improving Student Performance in Introductory Biology Courses. All Graduate Theses and Dissertations. Utah State University.
Hamid, S. N. M., Lee, T. T., Taha, H., Rahim, N. A., & Sharif, A. M. (2021). E-content module for Chemistry Massive Open Online Course (MOOC): Development and students’ perceptions. JOTSE: Journal of Technology and Science Education11(1), 67-92.
Hendriks, R. A., de Jong, P. G., Admiraal, W. F., & Reinders, M. E. (2020). Instructional design quality in medical massive open online courses for integration into campus education. Medical Teacher42(2), 156-163.
Heo, J., & Han, S. (2021). The mediating effect of literacy of LMS between self-evaluation online teaching effectiveness and selfdirected learning readiness. Education and Information Technologies, 26(5), 6097-6108.
Hew, K. F., & Cheung, W. S. (2014). Students’ and instructors’ use of massive open online courses (MOOCs): Motivations and challenges. Educational Research Review, 12, 45-58.
Huang, H., Jew, L., & Qi, D. (2023). Take a MOOC and then drop: A systematic review of MOOC engagement pattern and dropout factor. Heliyon9(4).
Jalilehvand, M. (2016). Study the Impact of Merrill’s First Principles of Instruction on Students’ Creativity. Mediterranean Journal of Social Sciences, 7(2), 313.
Julia, K., & Marco, K. (2021). Educational scalability in MOOCs: Analysing instructional designs to find best practices. Computers & Education161, 104054.
Karimianpour, Gh., Bagheri, M J., Moeini Kia, M. (2019). The role of teaching self-efficacy and job enthusiasm in predicting resistance to change in teachers. Tarbiati Research Journal, 15 (62), 61-70.
Kamal, T., & Illiyan, A. (2021). School teachers’ perception and challenges towards online teaching during COVID-19 pandemic in India: an econometric analysis. Asian Association of Open Universities Journal, 16(3), 311-325.
Lawshe, C. H. (1975). A quantitative approach to content validity. Personnel Psychology, 28(4), 563–575. https://doi.org/10.1111/j.1744-6570.1975.tb01393.x
Lynn, M. R. (1986). Determination and quantification of content validity. Nursing Research, 35(6), 382–386. https://doi.org/10.1097/00006199-198611000-00017
Mc Neil JD. Contemporary Curriculum. In Thought and Action. Hoboken, NJ: John Wiley & Sons, 2014:336
Merrill, M. D. (2002). First principles of instruction. Educational Technology Research and Development, 50(3), 43-59.
Merrill, M. D. (2013), First principles of instruction, San Francisco: Pfeiffer.
Michael, D., Goutas, T., Tsigilis, N., Michaelidou, V., Gregoriadis, A., Charalambous, V., & Vrasidas, C. (2023). Effects of the universal positive behavioral interventions and supports on collective teacher efficacy. Psychology in the Schools60(9), 3188-3205.
Mishra, N. R. (2023). Constructivist approach to learning: An analysis of pedagogical models of social constructivist learning theory. Journal of research and development6(01), 22-29.
Nielsen Archibald, T. (2010). The effect of the integration of social annotation technology, first principles of instruction, and a team-based learning on students reading comprehension, critical thinking, and meta-cognitive skills. A Dissertation submitted to the Department of Educational Psychology and Learning Systems in partial fulfillment of the requirements for the degree of Doctor of Philosophy.
Nurhuda, A., Al Khoiron, M. F., Azami, Y. S. I., & Ni’mah, S. J. (2023). Constructivism Learning Theory in Education: Characteristics, Steps and Learning Models. Research in Education and Rehabilitation6(2), 234-242.
OBHE. (2013). the maturing of the MOOC. BIS Research Paper No. 130. Observatory on Borderless Higher Education. Retrieved 29 January 2014, from http://www.obhe.ac.uk/documents/download?id¼933.
Oh, E. G., Chang, Y., & Park, S. W. (2020). Design review of MOOCs: Application of e-learning design principles. Journal of Computing in Higher Education32, 455-475.
Papadakis, S. (2023). MOOCs 2012-2022: An overview. Advances in Mobile Learning Educational Research3(1), 682-693. https://doi.org/10.25082/AMLER.2023.01.017
Pappano, L. (2012). The Year of the MOOC. The New York Times, 2(12), 2012
Seraji Nudezh, J. (2018). The educational design of the seven computer skills based on the theory of constructivism and its effectiveness on the work efficiency of primary teachers, National Conference of Professional Researches in Psychology and Consulting with the Approach of New Achievements in Sciences Education and behavior "from the teacher's point of view", Minab. (in Persian).
Suen, H. K. (2014). Peer assessment for massive open online courses (MOOCs). The International Review of Research in Open and Distributed Learning, 15(3).
Welsh, D.H.B., & Dragusin, M. (2013). The new generation of massive open online course (MOOCs) and entrepreneurship education. Small business institute journal. Vol. 9, No.1.
Yuan, L., Powell, S., & CETIS, J. (2013). MOOCs and open education: Implications for higher education.
Yusoff, M. S. B. (2019). ABC of content validation and content validity index calculation. Education in Medicine Journal, 11(2), 49–54. https://doi.org/10.21315/eimj2019.11.2.6
Zinovieva, I. S., Artemchuk, V. O., Iatsyshyn, A. V., Romanenko, Y. O., Popov, O. O., Kovach, V. O., ... & Iatsyshyn, A. V. (2021, June). The use of MOOCs as additional tools for teaching NoSQL in blended and distance learning mode. In Journal of physics: Conference series (Vol. 1946, No. 1, p. 012011). IOP Publishing.