چکیده:
هدف این پژوهش، تحلیل ادراک دانش آموزان رشته فتوگرافیک در خصوص نقاط ضعف و قوت ناشی از اجرای برنامه آموزش غیرحضوری در مـدارس در پاندمی کرونا است. سعی شد تا با استفاده از رویکرد تفسیرگرایانه به بازسازی معنایی ادراک دانش آموزان از نقاط قوت و ضعف آموزش غیرحضوری پرداخته و نشان داده شودکه ایـن مشـارکت کننـدگان، چـه ارزیـابی از نقاط ضـعف و قـوت آن دارند. به منظور گردآوری داده ها از مصاحبه کیفی نیمه ساختارمند استفاده وبا استفاده از نمونه گیری هدفمند، پس از انجام 15 مصاحبه با دانش آموزان رشته فتوگرافیک در شهر مشهد در سال 1400 اشباع داده ها حاصل شد. تحلیل عمیق دیدگاههای دانش آموزان، موجب شناسایی و دسته بندی دو نقطه قوت « دریافت آموزش در منزل و عدم نیاز به رفت و آمد به مدرسه » و « عدم افت معدل بدلیل تقلب کردن»، و هفت نقطـه ضعف نظیر « افزایش احساس تنبلی»، « ضعف اعصاب»، « افزایش احساس بی حوصلگی» ، « عادت به تقلب کردن و نخواندن دروس برای امتحان به امید تقلب و کمک گرفتن از همکلاسی ها»، « عدم یادگیری صحیح دروس عملی مانند درس عکاسی»، « دوری از دوستان و همکلاسی ها» و «افت در یادگیری» گردید. یافته ها نشان داد که دانش آموزان مصاحبه شونده، پیامدهای متفاوتی را از اثرات اجرای برنامه آموزش غیرحضوری مدارس در دوران شیوع کرونا، تجربه کرده اند و در مجموع با چالش های مضاعفی در فرایند یادگیری خود روبرو هستند که در مقاله حاضر به برخی از آن ها پرداخته شده است.
The purpose of this study is to analyze the perceptions of photography students about the strengths and weaknesses resulting from the implementation of distance learning program in schools in the Corona pandemic. An attempt was made to use a interpretive approach to semantically reconstruct students' perceptions of the strengths and weaknesses of distance learning and to show how these participants evaluate their strengths and weaknesses. In order to collect data, semi-structured qualitative interviews were used and using purposive sampling, after conducting 15 interviews with students in the field of photography in Mashhad in 1400, data saturation was obtained. An in-depth analysis of students' perspectives identifies and categorizes the two strengths of "receiving education at home and not needing to travel to school" and "no drop in grade due to cheating", and seven weaknesses such as "increasing feelings of laziness". "Weakness of nerves", "Increased feeling of boredom", "Habit of cheating and not reading exam lessons in the hope of cheating and getting help from classmates", "Lack of proper learning of practical lessons such as photography", "Avoiding friends and classmates" And "decline in learning." The findings showed that the interviewed students experienced different consequences from the effects of the implementation of the school distance education program during the corona outbreak, and in general, they face additional challenges in their learning process, some of which are presented in the present article. Been paid.The purpose of this study is to analyze the perceptions of photography students about the strengths and weaknesses resulting from the implementation of distance learning program in schools in the Corona pandemic. An attempt was made to use a interpretive approach to semantically reconstruct students' perceptions of the strengths and weaknesses of distance learning and to show how these participants evaluate their strengths and weaknesses. In order to collect data, semi-structured qualitative interviews were used and using purposive sampling, after conducting 15 interviews with students in the field of photography in Mashhad in 1400, data saturation was obtained. An in-depth analysis of students' perspectives identifies and categorizes the two strengths of "receiving education at home and not needing to travel to school" and "no drop in grade due to cheating", and seven weaknesses such as "increasing feelings of laziness". "Weakness of nerves", "Increased feeling of boredom", "Habit of cheating and not reading exam lessons in the hope of cheating and getting help from classmates", "Lack of proper learning of practical lessons such as photography", "Avoiding friends and classmates" And "decline in learning." The findings showed that the interviewed students experienced different consequences from the effects of the implementation of the school distance education program during the corona outbreak, and in general, they face additional challenges in their learning process, some of which are presented in the present article. Been paid.The purpose of this study is to analyze the perceptions of photography students about the strengths and weaknesses resulting from the implementation of distance learning program in schools in the Corona pandemic. An attempt was made to use a interpretive approach to semantically reconstruct students' perceptions of the strengths and weaknesses of distance learning and to show how these participants evaluate their strengths and weaknesses. In order to collect data, semi-structured qualitative interviews were used and using purposive sampling, after conducting 15 interviews with students in the field of photography in Mashhad in 1400, data saturation was obtained. An in-depth analysis of students' perspectives identifies and categorizes the two strengths of "receiving education at home and not needing to travel to school" and "no drop in grade due to cheating", and seven weaknesses such as "increasing feelings of laziness". "Weakness of nerves", "Increased feeling of boredom", "Habit of cheating and not reading exam lessons in the hope of cheating and getting help from classmates", "Lack of proper learning of practical lessons such as photography", "Avoiding friends and classmates" And "decline in learning." The findings showed that the interviewed students experienced different consequences from the effects of the implementation of the school distance education program during the corona outbreak, and in general, they face additional challenges in their learning process, some of which are presented in the present article. Been paid.The purpose of this study is to analyze the perceptions of photography students about the strengths and weaknesses resulting from the implementation of distance learning program in schools in the Corona pandemic. An attempt was made to use a interpretive approach to semantically reconstruct students' perceptions of the strengths and weaknesses of distance learning and to show how these participants evaluate their strengths and weaknesses. In order to collect data, semi-structured qualitative interviews were used and using purposive sampling, after conducting 15 interviews with students in the field of photography in Mashhad in 1400, data saturation was obtained. An in-depth analysis of students' perspectives identifies and categorizes the two strengths of "receiving education at home and not needing to travel to school" and "no drop in grade due to cheating", and seven weaknesses such as "increasing feelings of laziness". "Weakness of nerves", "Increased feeling of boredom", "Habit of cheating and not reading exam lessons in the hope of cheating and getting help from classmates", "Lack of proper learning of practical lessons such as photography", "Avoiding friends and classmates" And "decline in learning." The findings showed that the interviewed students experienced different consequences from the effects of the implementation of the school distance education program during the corona outbreak, and in general, they face additional challenges in their learning process, some of which are presented in the present article. Been paid.The purpose of this study is to analyze the perceptions of photography students about the strengths and weaknesses resulting from the implementation of distance learning program in schools in the Corona pandemic. An attempt was made to use a interpretive approach to semantically reconstruct students' perceptions of the strengths and weaknesses of distance learning and to show how these participants evaluate their strengths and weaknesses. In order to collect data, semi-structured qualitative interviews were used and using purposive sampling, after conducting 15 interviews with students in the field of photography in Mashhad in 1400, data saturation was obtained. An in-depth analysis of students' perspectives identifies and categorizes the two strengths of "receiving education at home and not needing to travel to school" and "no drop in grade due to cheating", and seven weaknesses such as "increasing feelings of laziness". "Weakness of nerves", "Increased feeling of boredom", "Habit of cheating and not reading exam lessons in the hope of cheating and getting help from classmates", "Lack of proper learning of practical lessons such as
خلاصه ماشینی:
جدول ١: مزاياي اقتصادي، آموزشي، فرهنگي، زماني آموزش مجازي مزاياي اقتصادي مزاياي آموزشي مزاياي فرهنگي مزاياي زماني -کاهش هزينه هاي -توجه به نياز مخاطبين - جهانيبودن -بروز رساني اطلاعات با رفت وآمد -سهولت دسترسي به يادگيريالکترونيکيبه دليل سرعت بالا -کاهش هزينه هاي توليد منابع مختلف استفاده ازاينترنت -دردسترس بودن لوازم تحرير و متعاقب آن -امکان ثبت و ضبط آمـــوزش الکترونيکي به حفظ محيط زيست فعاليـت و برنامه ها -امکان ساخت اجتماع طور ٢٤ساعته -پيگيري مستمر توسط افراد در محيط وب پيشرفت تحصيلي -ارائــه و آماده سازي مدل هاي مختلف آموزشي -خدمات تحصيلي و مشاوره اي براي دانشجويان -افــزايش نيــروي انســاني مجــرب همگــام بــا فنــاوري اطلاعــات و ارتباطات از سوي ديگر، مروري بر يافته هاي منتشرشـده ، از وجـود نقاط ضـعف ، بـروز آثـار و پيامدهاي نامطلوب براي دانش آموزان ، معلمان و به طورکلي نظام آموزشي حکايت دارد که برخي ناشـي از ماهيـت آموزش به صورت غيرحضوري، برخي ناشي از نحوه اجرا و عدم تناسب اين برنامه با وضعيت موجود اغلب مدارس کشور، و برخي نيز مربوط به زيرساخت هاي موجود در کشور نظير کيفيت و سرعت و دردسترس بودن اينترنت با سرعت مناسب است .