شناسایی عوامل تأثیرگذار بر روش تدریس معکوس در نظام آموزش عالی بر اساس رویکرد فراترکیب

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی‌دکتری برنامه‌ریزی‌درسی، دانشگاه تهران، دانشکده علوم تربیتی‌‌وروانشناسی، تهران، ایران

2 دانشیار گروه علوم‌تربیتی، دانشگاه تهران، دانشکده علوم‌تربیتی‌‌وروانشناسی، تهران، ایران

چکیده

هدف پژوهش حاضر، شناسایی عوامل تأثیرگذار بر روش تدریس معکوس در نظام آموزش عالی است. پژوهش حاضر از لحاظ نوع داده، کیفی و روش آن فراترکیب است. جامعه آماری شامل همه‌ی مقالات علمی معتبر مرتبط با موضوع در بازه‌ی زمانی ده سال اخیر (۲۰۲۱-۲۰۱۱) می‌باشد که در پایگاه‌های تخصصی و علمی داخل و خارج کشور ثبت شده‌اند که از میان آن‌ها پس از چند مرحله غربالگری با شاخص‌های بررسی عنوان، چکیده و محتوای پژوهش و معیار مهارت‌های ارزیابی حیاتی (CASP)، ۶۰ منبع به صورت هدفمند انتخاب گردید. برای تجزیه و تحلیل کیفی منابع از روش هفت مرحله‌ای سندلوسکی و باروسو (۲۰۰۶) استفاده گردید. داده‌ها از طریق فرم چک‌لیست محقق‌ساخته و روش تحلیل محتوای مضمون (TCA) و کدگذاری تحلیل شدند. به منظور بررسی روایی پژوهش از معیار خود بازبینی محقق و برای بررسی پایایی پژوهش از ضریب توافق ارزیاب‌ها استفاده گردید. مطابق با یافته‌های پژوهش، ۴ عامل، ۱۴ مضمون و ۲۸ کد نهایی، شناسایی و استخراج گردید. عوامل تأثیرگذار بر آموزش معکوس شامل ساختاری، آموزشی، میان فردی و فردی می‌باشند. نتایج پژوهش نشان داد که تغییر روش‌ تدریس از سنتی به معکوس، موجب ایجاد تصور بهتری از فضای دانشگاه به عنوان یک مکان علمی همگام با پیشرفت‌های فناورانه می‌شود. هم‌چنین حمایت مدیران از این تغییر، موجب توسعه‌ی حرفه‌ای مدرسان و به تبع آن برنامه‌ریزی و طراحی و اجرای دقیق‌تر تدریس خواهد شد. تدریسی که تعامل، مسئولیت‌پذیری، اعتماد به نفس، خودکارآمدی و رضایت بیش‌تر دانشجویان را به دنبال خواهد داشت و در نهایت پیشنهاداتی در این زمینه ارائه گردید.

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