نوع مقاله : مقاله پژوهشی

نویسندگان

• مجید فرهیان ¹
• فرشاد پرهام نیا ²
• میلاد شیخ بانویی ³

¹ عضو هیأت علمی، گروه آموزش زبان انگلیسی، واحد کرمانشاه، دانشگاه آزاد اسلامی، کرمانشاه، ایران

² عضو هیأت علمی، گروه علم اطلاعات و دانش‌شناسی، واحد کرمانشاه، دانشگاه آزاد اسلامی، کرمانشاه، ایران

³ دانش‌آموخته کارشناسی ارشد رشته آموزش زبان انگلیسی دانشگاه آزاد اسلامی واحد کرمانشاه

چکیده

هدف: با توجه به فراگیر شدن بیماری کووید- 19 و بهره گیری مراکز آموزشی  از آموزش مجازی، هدف این پژوهش، بررسی کیفیت آموزش مجازی و مطالعه راهکارهای تقویت اشتراک دانش در آموزش مجازی بود.
روش: جامعه آماری بخش کمّی، شامل 95 نفر از اساتید و افراد شرکت کننده در بخش کیفی تعداد 13 نفر از اساتید در رشته آموزش زبان انگلیسی در نیمسال اول سال تحصیلی 99-1400 بود. گردآوری داده‌ها به دو صورت انجام گرفت. در بخش کمّی از پرسشنامه کارآمدی دوره‌های یادگیری الکترونیکی و در بخش کیفی از مصاحبه نیمه ساختاریافته استفاده شد. تحلیل داده‌های بخش کمّی با استفاده از آزمون t- تک گروهی و نرم افزار SPSS انجام شد.
یافته ها: یافته‌های پژوهش حاکی از آن بود که اساتید سطح کیفیت آموزش مجازی در دوران کووید- 19 را مطلوب گزارش کردند. نتایج یافته‌های کیفی نیز نشان داد که روش های ارتقای اشتراک دانشجویان در آموزش از راه دور راهکارهای آموزشی، راهکارهای ارتباطی، راهکارهای تقویت همکاری بین دانشجویان است.
نتیجه گیری: از آنجایی که یادگیری و آموزش انواع تعامل و در نتیجه اشتراک ‌دانش در نظام‌های یادگیری مجازی اهمیت خاصی دارد، باید علاوه بر توجه به تقویت زیرساخت‌های آموزش مجازی، آموزش اساتید و دانشجویان در جهت استفاده بهینه از آن، به آموزش اساتید در خصوص مواردی همچون افزایش ارتقای سطح تعامل با دانشجویان، افزایش همکاری بین دانشجویان و انتخاب شیوه مناسب جهت درگیر کردن دانشجویان بیشتر توجه شود.

کلیدواژه‌ها

• آموزش مجازی
• آموزش برخط
• کیفیت آموزش
• اشتراک دانش
• کووید-19

عنوان مقاله [English]

Teachers' Perspectives on the Quality of Online TEFL Courses in the Wake of COVID-19: Promoting knowledge sharing

نویسندگان [English]

• Majid Farahian ¹
• Farshad Parhamnia ²
• Milad Sheikhbanooie ³

¹ Faculty member, Department of ELT, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran

² Faculty member, Department of Knowledge and Information Science, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran

³ Department of ELT, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran

چکیده [English]

Purpose: The present study sought to evaluate the quality of virtual education in teaching English as a foreign language (TEFL) courses at the wake of COVID-19. In addition, ways to knowledge sharing in the courses was investigated.
Method: The statistical population of the quantitative section consisted of 95 TEFL professors and the qualitative section consisted of 13 TEFL professors in the first semester of the 2020-21 academic year. Data collection was carried out in two phases. First, in the quantitative section, the e-learning quality assessment questionnaire was given to the participants. In the qualitative phase, semi-structured interviews were conducted. Quantitative data analysis was performed using one-group t-test using SPSS software.
Findings: Based on the findings, the professors reported that the quality of e-learning was at acceptable level. The results of qualitative findings also showed that strategies to improve student participation in distance education are educational strategies, communication strategies, strategies to strengthen cooperation between students.
Conclusion: Since learning and teaching different types of interaction in virtual learning systems is of particular importance, special attention should also be given to promoting the level of interaction with students, increasing cooperation between students, choosing the appropriate method to engage students in the course.
 
Teachers' Perspectives on the Quality of Online TEFL Courses in the Wake of COVID-19: Promoting knowledge sharing
Introduction: As the most important centers of science production and the place of activity of students, and researchers, universities play a key role in scientific advancement and the place to give direction to intellectual, religious, and cultural movements. In Iran, with the spread of the COVID-19 epidemic and the closure of face-to-face educational centers in 2020, a deeper look at virtual education seems necessary. One of the virtual education systems is the integrated electronic unit system of the Islamic Azad University (Vadana), which was launched in order to unify and improve the quality level of offline and online education of the Islamic Azad University. Currently, the point that can be considered is students’ evaluation, its challenges and solutions in the context of virtual courses. Meanwhile, the conducted researches have presented contradictory results regarding the quality of virtual courses. In addition, due to the importance of virtual education in Iran's educational environment, no research has been done regarding the online system of Islamic Azad University, especially in relation to the field of English as a foreign language (EFL). On top of that, one of the issues that has not been addressed is the need to share knowledge in the field of EFL with regard to the performance of the online system of Islamic Azad University in the era of COVID-19.
Materials and methods: In terms of purpose, the current research is a descriptive-survey study. The statistical population of the research included 220 faculty members of EFL. The sample size was equal to 95 people. A questionnaire was used as a data collection tool. The questionnaire used in this research was the efficiency of e-learning courses scale developed by Rastegarpour and Gorjizadeh (2012). Research data were analyzed using SPSS software and one- sample t-test.
In order to determine the volume and size of the sample in the qualitative section, there were 13 professors who were selected using a purposive method. The data collection tool was a semi-structured interview method.
Results and discussion: Demographic characteristics showed that out of the total of 95 respondents, 74 people (77.8 percent) were males and 21 people (22.1 percent) were females.
A: Quantitative stage
The first question of the research is whether distance education courses are of good quality according to professors. One sample t-test was used to answer this question. The results of this test, the actual average value obtained according to the scales including accessibility (m=3.64 and t=9.634); support (m=3.41 and t=6.493); tests and questions (m=3.17 and t=2.228); Exercises and assignments (m=3.28 and t=3.410); information sources (m=3.50 and t=7.249); electronic content (m=3.48 and t=5.897); User interface (m=4.09 and t=16.327) and lesson presentation component (m=3.69 and t=10.818) and according to the significance level obtained from these scales which is less than 0.05 , showed a significant difference between the real average and the assumed average (3) of all scales.
B: Qualitative stage
At this stage, the opinions of the professors regarding the ways to improve students' knowledge sharing in distance education were discussed. The results of this analysis showed three dimensions of educational strategies (continuous communication between professors and student, promoting active learning, and providing feedback to students' activities to perform activities); Communication strategies (including communication with students through different channels such as social networks, face-to-face communication with the professors and specifying a specific time in the week) and strategies to strengthen cooperation between students (creating a deadline in class for students to communicate, allowing students to communicate on the network social and increasing cooperation among students) were categorized.
The findings of this study were somewhat consistent with the findings of Rastegarpour and Gorjizadeh (2012). They reported that the users of the virtual education system have good access to the system, the system is well supported, it has good tests and evaluations, it does not have proper exercises and assignments, it has proper resources, it does not use proper electronic content, and it does not have a proper user interface. The findings of Akbariburang et al. (2012), in line with the present study, indicate that the master's degree students of several public universities had a positive view of the quality of e-learning in their universities. The findings of these researchers regarding the opinions of the professors indicated that the dimensions of the course content, organization of educational materials, flexibility of the course, workload have a favorable condition, and teaching-learning activities, web page design, feedback provided during the course, and assistance to students have had relatively moderate effectiveness.
Contrary to the aforementioned research, the findings of the present research are not in line with the findings of Rahmani (2005), Qaidi (2006), and Saad Mohammadi et al. (2015) because they pointed out that virtual education does not have the necessary quality.
Conclusion: In virtual classes, it is not easy to know if students are paying full attention to the lessons and if creative learning is happening in the classes. Therefore, it seems to be of particular importance to improve the level of knowledge sharing in virtual courses.
The results showed the teachers' relative satisfaction with the efficiency of e-learning courses. Moreover, the results of qualitative findings showed that the level of knowledge sharing can be improved in the three dimensions of educational solutions, communication solutions, and solutions to strengthen cooperation between students. The educational strategies that the interviewees mentioned as the most important factors in promoting knowledge sharing on three levels refer to the importance and attention of professors to continuous communication between them and students, promoting active learning and providing feedback to students' activities.
Communication strategies were also reported as the second category of effective factors in students' knowledge sharing in distance education, which, according to the interviewees, although the university system did not oblige professors to comply with them, they can lead to the promotion of knowledge sharing.
The strategies to strengthen cooperation between students were reported in the third category of factors contributing to knowledge sharing, which include communication with students through different channels such as social networks, face-to-face communication with the instructor, specifying a specific time in the week for students to have contact with their instructors, and as to the dimensions of the strategies to strengthen cooperation creating a deadline in class for students to communicate, allowing students to communicate on social networks and increasing cooperation among students should be mentioned.

کلیدواژه‌ها [English]

• Virtual education
• Online education
• Education quality
• Knowledge sharing
• COVID-19