مطالعه پدیدارشناختی انگیزه یادگیری در آموزش الکترونیکی از دیدگاه نظریه خود-تعیین‌گری

نوع مقاله : مقاله پژوهشی

نویسندگان

1 استادیار، گروه علوم تربیتی، دانشکده ادبیات و علوم انسانی، دانشگاه ارومیه، ارومیه، ایران

2 استادیار، گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه تبریز، تبریز، ایران

3 استادیار، گروه مدیریت بازرگانی، دانشگاه پیام نور، تهران، ایران

چکیده

هدف انگیزه یادگیری در دوره­های آموزشی الکترونیکی یکی از محورهای مهم در مطالعات اخیر می‌باشد. پژوهش حاضر نیز با هدف بررسی پدیدارشناختی تجارب برآورده کننده نیازهای روان­شناختی انگیزشی یک برنامه آموزشی الکترونیکی انجام شده است.
روش: جهت انجام پژوهش از رویکرد کیفی و از روش پدیدارشناختی استفاده شده است. جامعه پژوهشی دانشجویان رشته علوم تربیتی دانشگاه تبریز در سال تحصیلی 1401-1400 بودند. از بین دانشجویان مذکور، 16 نفر از دانشجویان مقطع کارشناسی رشته علوم تربیتی دانشگاه تبریز به‌عنوان مشارکت‌کنندگان این پژوهش انتخاب شدند و با روش مصاحبه گروه کانونی تجارب زیسته این دانشجویان مورد بررسی قرار گرفت. جهت بررسی این تجارب زیسته از چارچوب نظری خود-تعیین­گری استفاده گردید. همچنین برای تجزیه‌وتحلیل داده­ها از روش سه مرحله‌ای اسمیت (تولید داده‌ها، تجزیه‌وتحلیل داده‌ها و تلفیق موردها) استفاده شد.
یافته‌ها: نتایج حاصل از تحلیل داده­ها نشان می­دهد که راهبردهای انگیزشی آموزش الکترونیکی درس "اصول تولید فیلم‌های آموزشی" بر اساس نظریه خود-تعیین‌گری در بخش خودمختاری، شامل تنوع در منابع درسی، انعطاف در فعالیت­های آموزشی و یادگیری فعالیت­های کاربردی، هستند. همچنین سطح دشواری متناسب، الزامات کلاسی و آزادی در بحث و فعالیت‌ها، معیارها و شاخص­های کلاسی واضح و راهنمایی مناسب به‌عنوان موارد انگیزشی بخش شایستگی، توسط دانشجویان در این مطالعه درک و تجربه شده است. به‌کارگیری شبکه­های اجتماعی، فعالیت­های گروهی، بازخورد همکلاسی­ها و حضور اجتماعی-تدریسی استاد نیز سه راهبرد انگیزشی در بخش ارتباط بودند و دانشجویان این راهبردها را برای بهبود جنبه ارتباط مهم تلقی کردند.
نتیجه‌گیری: برای ایجاد انگیزه بیشتر و درگیری یادگیرندگان در محیط­های یادگیری الکترونیکی نیاز است مؤلفه‌های شناسایی شده در طراحی این‌گونه محیط­ها به کار گرفته شده و یادگیری فراگیران را عمیق­تر و پایدارتر سازند.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Phenomenological Study of Learning Motivation in E-learning from the Perspective of Self-Determination Theory

نویسندگان [English]

  • Hojjat dehghanzadeh 1
  • Hossein Dehghanzadeh 2
  • Behroz Eskandarpour 3
1 Assistant Professor, Department of Educational Sciences, Faculty of Literature and Humanities, Urmia University, Urmia, Iran
2 Assistant Professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, University of Tabriz, Tabriz, Iran
3 professor, Department of Business Management, Payame Noor , University, Tehran, Iran
چکیده [English]

Objective: Learning motivation in electronic educational courses is a critical focus in recent studies. The current research was conducted with the aim of phenomenologically examining the experiences that meet the motivational psychological needs of an electronic educational program.
Methods: A qualitative approach and phenomenological method were used to conduct the research. The study's participants were drawn from the Educational Sciences students at Tabriz University during the academic year 400-401. Among these students, 16 undergraduates were selected to participate in this research, and their lived experiences were investigated using the focus group interview method. The theoretical framework of self-determination was used to examine these lived experiences. Additionally, Smith's three-step method (data generation, data analysis, and case integration) was utilized for data analysis.
Results: The data analysis revealed that the motivational strategies of the e-learning course "Principles of Production of Educational Films," from the perspective of self-determination theory, include diversity in curriculum resources, flexibility in educational and learning activities, and practical activities in the autonomy section. Additionally, an appropriate level of difficulty, class requirements, freedom in discussions and activities, clear class criteria and indicators, and proper guidance were identified as motivational elements of the competency section as experienced by the students in this study. The use of social networks, group activities, classmates' feedback, and the teacher's socio-teaching presence were also identified as three motivational strategies in the communication section, which students considered important for enhancing communication.
Conclusions: To foster greater motivation and involvement of learners in electronic learning environments, it is necessary to incorporate the identified components into the design of such environments to deepen and stabilize learners' learning.

کلیدواژه‌ها [English]

  • E-learning
  • Learning Motivation
  • Self-Determination
  • Phenomenology

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راهبردهای شناختی در یادگیری
دوره 12، شماره 22 - شماره پیاپی 22
بهار و تابستان 1403
مرداد 1403
صفحه 167-186

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