چکیده:
The culture of learning is a new concept that has entered educational literature in recent decades. Given this concept, all curriculum elements, teacher and learner educational behaviors that interact with each other in a learning environment, are influenced by the cultural context of that environment. With the development of ICT and the emergence of information societies, skills such as independent and lifelong learning, self-motivated learning, self-direction, and acquiring problem-solving, planning, and decision-making skills in complex situations have gained more priority and are considered important goals of education at various levels. On the other hand, the culture of learning in Iran, in terms of learner passivity, weak interaction between learners, teacher-centeredness, lack of learner self-motivation, and acceptance of information without analysis and criticism, is inconsistent with the educational goals of an information society. Accordingly, the main goal of the present article is to provide an operational plan for the gradual reform of the culture of learning towards the desired components of the information society by the teacher through a virtual learning environment. This article is organized into four sections to answer the main question posed. In the first section, the culture of learning is discussed, and in the second section, the characteristics of the virtual learning environment are discussed. In the third section, the gradual reform of the culture of learning through the virtual environment is presented, and in the fourth section, based on the previous sections, the operational steps for the gradual reform of the culture of learning by the teacher in the virtual learning environment are discussed.
خلاصه ماشینی:
yduR & snikwaH o} In Iran, the characteristics of learning culture in the virtual environment provide the necessary ground for discussing ways to change the learning culture in Iranian students through the use of virtual learning environments.
Given the characteristics of the learning culture in Iran mentioned in the previous section, how can the learning culture be directed toward the requirements of the information society (learner-centeredness, expansion of interaction and participation, criticism, self-assessment, and inquiry) by using different forms of integrating virtual environment facilities with the curriculum?
In the virtual learning environment{o4o}, the teacher's role includes planning and scheduling online sessions, lecturing skills and providing a general framework for instructional content, preparing tools and equipment, designing and managing the teaching process, facilitating and transferring instructional content, initiating discussions, mediating and guiding discussions, reviewing learners' activities and providing rapid feedback, introducing more learning resources, and evaluating the learning process.
Similarly, learners in the virtual environment must be familiar with tasks such as computer literacy, skill in using internet tools, problem-solving skills, critical thinking, questioning skills, employing study and learning methods, metacognitive skills, self-direction, and virtual communication skills (Seraji and Attaran, 1390:5281 and Ess & Sudoks{o5o}, 2005).
In this stage, by presenting the general framework and important concepts of the lesson through synchronous communication or in-person classes, the teacher gradually delegates part of the control of the learning process to the learners.
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