شناسایی چالش های ارزیابی تضمین کیفیت یادگیری الکترونیکی در نظام آموزش عالی ایران

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشگاه تهران

2 دانشگاه ازاد اسلامی واحد اردبیل

10.22098/ael.2025.17655.1590

چکیده

مقدمه و هدف: یادگیری الکترونیکی، به‌عنوان یکی از مهم‌ترین دستاوردهای تحول دیجیتال، ظرفیتی بی‌بدیل برای رفع محدودیت‌های آموزش حضوری و گسترش یادگیری عدالت آموزشی در نظام آموزش عالی فراهم آورده است. بااین‌حال، پایداری و اثربخشی این الگو به‌شدت وابسته به استقرار سازوکارهای معتبر ارزیابی و تضمین کیفیت یادگیری الکترونیکی است. پژوهش حاضر با هدف شناسایی نظام‌مند چالش‌های موجود در این حوزه و ارائه تصویری دقیق از عوامل مؤثر بر کیفیت یادگیری الکترونیکی در نظام آموزش عالی ایران انجام گرفت.
روش‌شناسی: این مطالعه با رویکرد کیفی و با بهره‌گیری از تحلیل محتوا با رویکرد تحلیل تماتیک صورت گرفت. مشارکت‌کنندگان شامل ۲۰ نفر از مدیران، اعضای هیئت‌علمی و خبرگان حوزه مدیریت آموزشی و برنامه‌ریزی آموزش عالی دانشگاه تهران بودند که با روش نمونه‌گیری نظری و تکمیل آن از طریق فن گلوله‌برفی انتخاب شدند. داده‌های حاصل از مصاحبه‌های عمیق نیمه‌ساختاریافته طی فرآیند کدگذاری باز، محوری و انتخابی تحلیل گردید.
یافته‌ها: نتایج تحلیل داده‌ها به شناسایی ۴3 کد اولیه، ۸ کد ثانویه و ۳ مقوله اصلی منجر شد. این مقوله‌ها شامل چالش‌های آموزشی که خود شامل ضعف در شایستگی‌های تدریس، محتوای آموزشی و فرایند سنجش و ارزیابی می‌شود، «فنی و ساختاری» (ناشی از کاستی‌های زیرساخت‌های فناورانه و کمبود مهارت‌های فنی در کاربران) و «سازمانی و مدیریتی» (مرتبط با نارسایی‌ها در سیاست‌گذاری، برنامه‌ریزی، مدیریت و رهبری) هستند. این سه مقوله در مجموع موانع کلیدی در مسیر ارزیابی و تضمین کیفیت یادگیری الکترونیکی را ترسیم می‌کنند.
نتیجه‌گیری: یافته‌ها نشان می‌دهند که چالش‌های ارزیابی و تضمین کیفیت یادگیری الکترونیکی ابعاد گوناگون مدیریتی، سازمانی و آموزشی دارند. توجه به این موانع و برنامه‌ریزی جامع برای رفع آن‌ها، برای ارتقای کیفی آموزش عالی در بستر الکترونیکی و افزایش اعتماد عمومی به این شیوه آموزشی، ضرورتی انکارناپذیر است

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Identifying Challenges in Quality Assurance Assessment of E-Learning in Iran’s Higher Education System

نویسندگان [English]

  • Ebrahim Taherinamhil 1
  • rahmatollah Allahyari 1
  • mahya allahyari 1
  • zahr rostami barandagh 2
1 Tehran
2 Islamic Azad University, Ardabil Branch
چکیده [English]

Introduction and Aim: E-learning, as one of the most significant achievements of digital transformation, offers an unparalleled capacity to overcome the limitations of face-to-face education and foster educational equity within the higher education system. However, the sustainability and effectiveness of this model are profoundly dependent on the establishment of robust mechanisms for “e-learning quality assurance assessment.” This study aimed to systematically identify the existing challenges in this domain and provide a precise overview of the factors influencing the quality of e-learning within Iran’s higher education system.
Methodology: This qualitative study employed content analysis with a thematic analysis approach. Participants comprised 20 managers, faculty members, and experts in educational management and higher education planning from the University of Tehran, selected through theoretical sampling complemented by the snowball technique. Data derived from semi-structured in-depth interviews were analyzed using open, axial, and selective coding processes.
Findings: The data analysis yielded the identification of 43 initial codes, 8 secondary codes, and 3 main categories. These categories encompass “educational” challenges (which include weaknesses in instructional competencies, educational content, and assessment processes, “technical and structural” challenges (arising from deficiencies in technological infrastructure and a lack of technical skills among users), and “organizational and managerial” challenges (related to shortcomings in policymaking, planning, management, and leadership). Collectively, these three categories delineate the key impediments to e-learning quality assurance assessment.
Conclusion: The findings indicate that the challenges in e-learning quality assurance assessment possess diverse managerial, organizational, and educational dimensions. Addressing these obstacles and developing comprehensive plans for their resolution is an undeniable necessity for enhancing the quality of higher education in the e-learning context and bolstering public trust in this educational modality.

کلیدواژه‌ها [English]

  • Quality assurance
  • e-learning
  • higher education
  • assessment challenges

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رهبری آموزشی کاربردی
دوره 7، شماره 2
تیر 1405
صفحه 60-76

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سابقه مقاله

  • تاریخ دریافت: 22 خرداد 1404
  • تاریخ بازنگری: 02 دی 1404
  • تاریخ پذیرش: 02 دی 1404

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