شناسایی ابعاد، مولفه ها و شاخص های توسعه ای یادگیری فراگیر محور و جامع کارکنان
محورهای موضوعی :سمیه خداپرست 1 , کلثوم نامی 2 , مختار ذاکری 3
1 - دانشجوی دکتری مدیریت آموزشی ،دانشگاه آزاد اسلامی واحد بندرعباس ، بندرعباس، ایران
2 - گروه علوم تربیتی ، واحد بندر عباس ، دانشگاه آزاد اسلامی ، بندر عباس ، ایران * نویسنده مسئول
3 - گروه علوم تربیتی ، دانشگاه فرهنگیان ، تهران ، ایران.
کلید واژه: یادگیری فراگیر , یادگیری فراگیر محور, یادگیری جامع,
چکیده مقاله :
پژوهش حاضر با هدف شناسایی ابعاد، مولفه ها و شاخص های توسعه ای یادگیری فراگیر محور و جامع کارکنان انجام پذیرفت که از حیث هدف کاربردی و با استفاده از روش کیفی انجام پذیرفته است.در این راستا شناسایی ابعاد، مولفه ها و شاخص های توسعه ای یادگیری فراگیر محور و جامع کارکنان جهت بهبود وظایف محوله کارکنان، اقدامی مثبت و راهبری می باشدکه ازیک سوجهت رضایتمندی فردی و از سویی دیگر نقشی به سزا در توسعه و بهبود سازمان دارد . مشارکتکنندگان در بخش کیفی از خبرگان و متخصصان و صاحبنظران حوزه مدیریت و مدیران آموزشی براساس روش هدفمند انتخاب و تا رسیدن به اشباع نظری ادامه یافت. با استفاده از تکنیک تحلیل مضمون و بر مبنای مصاحبه نیمه ساختاریافته با 22 نفر از خبرگان به ارائه مدل کیفی پرداخته شده است. نتایج حاصل از کدگذاری باز و محوری، به استخراج 9 بُعد( 1. مکانیزمهای مدیریتی 2. پویایی محیط 3. پتانسیل آموزش 4. عامل های فردی 5. عامل های سازمانی 6. سازمان پاسخگو 7. انتقال یادگیری 8. بسترهای فرهنگی و 9. فرهنگ انتقال یادگیری ) که از 25 مولفه و 131 مفهوم منجر شد. یافتههای این مطالعه میتواند ضمن ارائه بینش عمیق به تصمیمگیران ارشد و مدیران شرکت ها و سازمانها، زمینهساز یادگیری فراگیر محور و جامع کارکنان در بهره وری سازمان و شرکت ها نقش موثری داشته باشد .
The present study was conducted with the purpose of identifying the dimensions, components, and developmental indicators of learner-based and comprehensive employee learning. This study was practical in terms of purpose and using a qualitative method. In this regard, identifying the dimensions, components, and developmental indicators of learner-based and comprehensive employee learning to improve the assigned tasks of employees could be considered as a positive and guiding action that, on the one hand, creates an individual satisfaction aspect and, on the other hand, plays a significant role in the development and improvement of the organization. Participants in the qualitative part were selected from experienced practitioners, specialists, and experts in the field of management and educational managers based on a purposeful method which was continued until theoretical saturation was reached. Then a qualitative model was presented by using the content analysis technique and based on semi-structured interviews with 22 experts in the field. The results of open and axial coding led to the extraction of 9 dimensions (including: 1. management mechanisms, 2. environmental dynamics, 3. training potential 4. individual factors, 5. organizational factors, 6. responsive organization, 7. learning transfer, 8. cultural contexts, and 9. learning transfer culture) which consisted of 25 components and 131 concepts. The findings of this study can provide deep insight for senior decision makers and managers of companies and organizations, and could play an effective role in facilitating learner-based and comprehensive employee learning toward the productivity of organizations and companies.
1. Jonassen DH. Objectivism versus constructivism: Do we need a new philosophical paradigm? Etr & D-Educ Tech Res. 2021;39:5-14.
2. Kim MK, Kim SM, Khera O, Getman J. The experience of three flipped classrooms in an urban university: An exploration of design principles. Internet High Educ. 2014;22:37-50.
3. Goodsell AS. Collaborative learning: A sourcebook for higher education. PA: National Center on Postsecondary Teaching, Learning, and Assessment, University Park; 2012.
4. Sohrabi B, Iraj H. Implementing flipped classroom using digital media: A comparison of two demographically different groups perceptions. Comput Human Behav. 2016;60:514-24.
5. Foot H, Howe C. The psychoeducational basis of peer-assisted learning. Peer-assisted learning2018. p. 27-43.
6. Verleger MA. Analysis of an informed peer review matching algorithm and its impact on student work on model-eliciting activities: Purdue University; 2019.
7. Brands D, Guinness P. The art of teaching in an inclusive approach. first edition ed. Tehran2006.
8. Jensen JL, Kummer TA, Godoy PDdM. Improvements from a flipped classroom may simply be the fruits of active learning. CBE—Life Sciences Education. 2015;14(1):ar5.
9. Cruz-Neira C, Sandin DJ, DeFanti TA, Kenyon RV, Hart JC. The CAVE: Audio visual experience automatic virtual environment. Communications of the ACM. 2012;35(6):64-73. doi:10.1145/129888.92. S2CID 19283900.
10. Kaviani H, Liaqat Dar MJ, Zamani BI, Abedini Y. Learning Process In The Flipped Classroom: Representation Of The Curriculum Experienced In Higher Education. Two chapters of Higher Education Curriculum Studies. 2016;8(15):179-2014.
11. Slavin RE, Davis N. Educational psychology: Theory and practice. Educational Psychology (Online). 2016.
12. Mulders M, Buchner J, Kerres M. A framework for the use of immersive virtual reality in learning environments. Int j emerg. 2020;15(24):208-24. https://doi.org/10.3991/ijet.v15i24.16615.
13. Sherman WR, Craig AB. Understanding virtual reality: Interface, application, and design: Morgan Kaufmann; 2018.
14. Burdea GC, Coiffet P. Virtual reality technology. Presence: Teleoperators and Virtual Environments. 2013;12(6):663–4. doi:10.1162/105474603322955950. S2CID 60307652.
15. Kazi NH. Factors Influencing the Effectiveness of Inclusive Education: A Multifaceted Approach. Int J Educ. 2023(83):43–54.
16. Urton K, Wilbert J, Krull J, Hennemann T. Factors explaining teachers’ intention to implement inclusive practices in the classroom: Indications based on the theory of planned behaviour. Teach Educ. 2023;132:104225.
17. Arias CR, Calago CNS, Calungsod HFB, Delica MA, Fullo ME, Cabanilla Jr AB. Challenges and Implementation of Inclusive Education in Selected Asian Countries: A Meta-Synthesis. IJRES. 2023;9(2):512-34. https://doi.org/10.46328/ijres.3089.
18. Ravet J, Mtika P. Educational inclusion in resource-constrained contexts: a study of rural primary schools in Cambodia. Int J Incl Educ. 2021:1-22. https://doi.org/10.1080/13603116.2021.1916104.
19. Dengel A, Mägdefrau J, editors. Immersive learning predicted: Presence, prior knowledge, and school performance influence learning outcomes in immersive educational virtual environments. 2020 6th international conference of the immersive learning research network (iLRN); 2020: IEEE.
20. Delshab V, Pyun DY, Kerwin S, Cegarra-Navarro J-G. The impact of unlearning context on organizational performance through knowledge management: A case of community sport clubs in Iran. Sport Manage Rev. 2020;24(1):156-78.
21. Boyatzis RE, Grant A, Passarelli A, Taylor S, editors. Desired Outcomes in Coaching: Coaching for"" Sticky"" Intentional Change. Academy of Management Proceedings; 2019: Academy of Management Briarcliff Manor, NY 10510.
22. Ghobadian M, Baghian Kole Merzi MJ, Foladvand S, Rahimi R, Haqqani M. Identifying factors affecting the success of inclusive education programs. Except Child. 2022;22(3):57-76. (In Persian).
23. Hisarki M. Presenting A Strategic Model For Organizational Learning Using Future Research Tools In Order To Create Common Visions In Tehran Municipality. J Hum Cap. 2021;1(2):73-82. (In Persian).
24. Shirani NE, Abdullahi B, Jafarina S, Abbasian H. Designing the organizational learning environment of Alborz Gas Company. Human Resource Management Quarterly in the Oil Industry. 2021;12(37(21)):23-42. (In Persian).
25. Rounaghi MH. Presentation Of Organizational Delearning Evaluation Model. Organizational Resource Management Researches. 2021;11(1).
26. Farhadyar A, Farhadyar F, Dosti Safari M, Eskandrian M. Investigating the effect of organizational learning and job characteristics on employee performance according to the mediating role of organizational commitment in Iran Gas Engineering and Development Company. J Manag Account Res. 2021;7(1):17-32. (In Persian).