یادگیری برخط عاطفه‌مدار: یک مرور نظام‌مند

نوع مقاله : مقاله مروری

نویسندگان

1 استادیار روان‌شناسی، گروه علوم رفتاری، پژوهشکدۀ تحقیق و توسعة علوم انسانی «سمت»

2 استادیار آموزش زبان انگلیسی، گروه مطالعات زبانی، پژوهشکدۀ تحقیق و توسعة علوم انسانی «سمت»

چکیده

زمینه: در آموزش، یکی از ابعاد مهم، جنبة عاطفی آن است که در فضای برخط اهمیت مضاعف پیدا می‌کند، زیرا فاصلة ذاتی میان مدرسان و فراگیران در محیط‌های برخط چالشی منحصربه‌فرد را به وجود می‌آورد. در حالی که مجموعة قابل‌توجهی از پژوهش‌ها، پویایی‌های عاطفی را در محیط‌های یادگیری برخط بررسی کرده‌اند و به تأثیرگذاری آن اذعان دارند، پیشینۀ موجود پراکنده به نظر می‌آید.
هدف: پژوهش حاضر به دنبال آن بود تا با استفاده از روش مرور نظام‌مند کیفی، مطالعاتی را که در آن‌ها اصول طراحی آموزشی در زمینة جنبه‌های عاطفی پیشنهاد شده است، مورد بررسی قرار دهد و با توجه به یافته‌ها، مجموعه‌ای منسجم از اصول را برای تضمین اثربخشی و درگیرسازی عاطفی آموزش در بسترهای برخط ارائه دهد.
روش: در این پژوهش، بر اساس دستورالعمل پیشنهادی برای مرورهای نظام‌مند و فراتحلیل (PRISMA) برای شناسایی، غربالگری، ارزیابیِ واجد شرایط بودن و شمول نهایی مقالات، مراحل اجرای پژوهش پیگیری شد. بدین منظور، جستجو در سه پایگاه دادة علمیِ Web of Science،SCOPUS  و PsychInfo با استفاده از کلیدواژه‌های مرتبط در بازة زمانی 2010 تا 2024 صورت گرفت که به شناسایی 1348 مقاله انجامید. پس از اعمال معیارهای خروج، در نهایت 26 مقالة منتخب، با استفاده از روش تحلیل درون‌مایه‌ای بر اساس نسخة شش‌مرحله‌ای براون و کلارک، مورد ارزیابی قرار گرفتند.
یافته‌ها: در نهایت، تحلیل صورت‌گرفته به شناسایی چهار درون‌مایة اصلی انجامید: (1) محیط صمیمانه: ایجاد احساس نزدیکی، آشنایی و پیوند عاطفی بین فراگیران و محیط یادگیری برخط؛ (2) محتوای درگیرکننده: اجتناب از یادگیری غیرفعال از طریق به‌کارگیری عناصری که فراگیران را از نظر فکری و عاطفی درگیر نگه می‌دارند؛ (3) طراحی خلاقانه: استفاده از عناصری مانند بازی‌واره‌سازی و رابط کاربریِ گیرا برای ایجاد تجربة یادگیری جذاب‌تر؛ (4) جلوه‌های انسانی‌شده: ایجاد احساس ارتباط انسانی و پرورش احساس مثبت از طریق به کارگیری عناصر هم‌ذات‌پندارانه و غیررسمی.
نتیجه‌گیری: یافته‌های این پژوهش با ارائة یک دیدگاه جامع و منسجم از ملاحظات مربوط به بُعد عاطفیِ یادگیری برخط، به دانش نظری موجود می‌افزاید. علاوه بر این، درون‌مایه‌های شناسایی‌شده را می‌توان به عنوان مبنایی برای اتخاذ راهبردهایی در نظر گرفت که مدرسان و طراحان آموزشی از آن‌ها در طراحی دوره‌های آموزشی برخط بهره گیرند.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Affection-Driven Online Learning: A Systematic Review

نویسندگان [English]

  • Amir Ali Mazandarani 1
  • Mohammad Shahin Taghaddomi 2
1 Assistant Professor of Psychology, Department of Behavioral Sciences, Institute for Research and Development in the Humanities (SAMT), Tehran, Iran
2 Assistant Professor of TEFL, Department of Language Studies. The Institute for Research and Development in the Humanities (SAMT), Tehran, Iran
چکیده [English]

Background: In education, one of the indispensable dimensions is its affective aspect that has gained more importance in online learning environments where the inherent separation and distance between instructors and learners creates unique challenges. While a significant number of studies have examined the emotional dynamics in online learning environments and acknowledged its effectiveness, the existing literature seems relatively scattered.
Aim: The current study, employing the qualitative systematic review method, attempted to examine the studies in which the affective-driven principles of educational design were proposed and, accordingly, provide a coherent set of principles to ensure the effectiveness and affective engagement of education in online platforms.
Method: This study followed The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guideline for identification, screening, evaluation of eligibility, and final inclusion of the articles. For this purpose, a thorough search was made in three scientific databases, Web of Science, SCOPUS, and PsychInfo, using the relevant keywords from 2010 to 2024 that led to identification of 1348 cases. The application of the exlusion criteria at different phases reduced the dataset to 26 cases. The selected articles, then, were evaluated using Braun and Clarke's six-step version of the thematic analysis method.
Results: Finally, the analysis led to the identification of four main themes: (1) intimate environment: creating a feeling of closeness, familiarity and emotional connection between learners and the online learning environment; (2) engaging content: avoiding passive learning by employing elements that keep learners intellectually and emotionally engaged; (3) creative design: using elements such as gamification and engaging interface to create a more appealing learning experience; (4) Humanized features: creating a sense of humanized relation and fostering a positive feeling through the use of informal and relatable features.
Conclusions: The findings of this study add to the existing theoretical knowledge by providing a comprehensive and coherent view of considerations related to the affective dimension of online learning. In addition, the identified themes can be considered as a basis for adopting strategies that instructors and educational designers could use in designing online courses.

کلیدواژه‌ها [English]

  • online learning
  • affection-driven learning
  • affective engagement
  • instructional design principles
  • systematic review
  • thematc analysis

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پژوهش های کیفی در علوم رفتاری
دوره 3، شماره 1 - شماره پیاپی 5
تابستان 1403
شهریور 1403
صفحه 81-96

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  • تاریخ دریافت: 16 آبان 1402
  • تاریخ بازنگری: 19 اردیبهشت 1403
  • تاریخ پذیرش: 21 تیر 1403

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