| تعداد نشریات | 127 |
| تعداد شمارهها | 7,119 |
| تعداد مقالات | 76,512 |
| تعداد مشاهده مقاله | 152,925,933 |
| تعداد دریافت فایل اصل مقاله | 115,072,695 |
آسیبشناسی تدریس برخط از دیدگاه اعضای هیات علمی کشاورزی: مطالعۀ گروه کانونی | ||
| تحقیقات اقتصاد و توسعه کشاورزی ایران | ||
| دوره 56، شماره 4، دی 1404، صفحه 271-293 اصل مقاله (1.21 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22059/ijaedr.2026.401741.669385 | ||
| نویسنده | ||
| مسعود رضایی* | ||
| گروه علوم طبیعی، پژوهشکده دانشنامهنگاری، پژوهشگاه علوم انسانی و مطالعات فرهنگی، تهران، ایران. | ||
| چکیده | ||
| تدریس برخط به کلاسهایی اشاره دارد که در آنها تمامی فعالیتهای یادگیری به صورت برخط و بدون نیاز به جلسات حضوری برگزار میشود. هدف اصلی این پژوهش، آسیبشناسی تدریس برخط از دیدگاه اعضای هیات علمی کشاورزی دانشگاه اراک بود. پژوهش حاضر از نوع کیفی است و با بهکارگیری روش گروه کانونی اجرا شده است . جامعهی آماری پژوهش اعضای هیئت علمی دانشکده کشاورزی دانشگاه اراک بودند که از میان آنها 20 عضو هیئت علمی با روش نمونهگیری هدفمند انتخاب شدند. روایی پژوهش را تشریح دقیق فرآیندها و اعتباریابی مشارکتکنندگان تأمین کرد و پایایی آن نیز با معیار توافق بین کدگذاران سنجیده شد . یافتههای پژوهش به شناسایی 17 مفهوم بهعنوان نقاط قوت، 16 مفهوم بهعنوان نقاط ضعف، 6 مفهوم بهعنوان فرصت و 6 مفهوم بهعنوان تهدید منجر شد. نقاط قوت تدریس برخط در سه مقولۀ اصلی مدیریت آموزش مجازی، آموزش در شرایط بحران و ابزارها و فناوریهای آموزشی و نقاط ضعف آن در چهار مقولۀ اصلی ضعف آموزش عملی، ضعف ارزیابی آموختههای دانشجویان، ضعف امکانات و ضعف ارتباطات دستهبندی شدند. همچنین فرصتهای تدریس برخط در سه مقولۀ ارتباط از دور، دسترسی به آموزش و صرفهجوئی مالی و تهدیدهای آن در دو مقولۀ تهدیدهای فناوری و تهدیدهای آموزشی طبقهبندی شدند. این پژوهش دلالتهای کاربردی برای دانشگاهها و استادانی دارد که ناگزیر به برگزاری تدریس از دور در شرایط بحرانی هستند. یافتهها میتواند به طراحی برنامههای آموزشی مقاومتر، تدوین راهبردهای پشتیبانی مؤثر و بهبود کیفیت آموزش در محیطهای برخط کمک کند. | ||
| کلیدواژهها | ||
| آموزش کشاورزی؛ تحلیل سوات؛ تدریس برخط | ||
| مراجع | ||
|
REFERENCES Adnan, M. & Anwar, K. (2020). Online learning amid the COVID-19 pandemic: Students’ perspectives. Journal of Pedagogical Sociology and Psychology, 2(1), 45-51. https://doi.org/10.33902/JPSP.%202020261309 Ahmed, V., Anane, C., Alzaatreh, A. and Saboor, S. (2023). Faculty perception of online education: considerations for the post-pandemic world. Frontiers in Education, 8, 1-16. https://doi.org/10.3389/feduc.2023.1258980 AlHashimi, S., Alamarat. Y. & Zaki, Y. (2022). Students’ perceptions of online assessment, feedback practices, and challenges. International Journal of Evaluation and Research in Education, 11(4), 1939-1949. https://doi.org/10.11591/ijere.v11i4.22753 AlRawashdeh, A.Z., Mohammed, E.Y., Al Arab, A.R., Alara, M. and Al-Rawashdeh, B. (2021). Advantages and disadvantages of using e-learning in university education: analyzing students’ perspectives. Electronic Journal of E-Learning, 19, 107–117. https://doi.org/10.34190/ejel.19.3.2168 Ali, G., Buruga, B.A. and Habibu, T. (2019). SWOT analysis of blended learning in public universities of Uganda: a case study of Muni University. Multidisciplinary Scientific Journal, 2, 410-429. https://doi.org/10.3390/j2040027 Alqahtani, J.S., Mendes, R.G., Triches, M.I., de Oliveira Sato, T., Sreedharan, J.K., Aldhahir, A.M., Alqarni, A.A., Purnama Raya, R., Alkhathami, M., Jebakumar, A.Z., AlAyadi, A.Y., Alsulayyim, A.S., Alqahtani, A.S., Alghamdi, S.M., AlDraiwiesh, I.A., Alnasser, M., Siraj, R.A., Naser, A.Y., Alwafi, H., AlRabeeah, S.M., AlAhmari, M.D., Kamila, A., Bintalib, H., Alzahrani, E.M. and Oyelade T. (2023). Perspectives, practices, and challenges of online teaching during COVID-19 pandemic: A multinational survey. Heliyon, 9(8), 1-9. https://doi.org/10.1016/j.heliyon.2023.e19102 Ameri, F., Dastani, M., Gholami, A. and Heidari, M. (2023). Challenges faced by university teachers in virtual education during Coronavirus disease 2019 (COVID-19) pandemic: a systematic review. Strides Development Medical Education, 20(1), 20-28. https://doi.org/10.18502/acta.v60i8.10836 Area, M. & Adell, J. (2021). Digital technologies and educational change: A critical approach. Rev Iberoam. Sob. Calid. Efic. Cambio Educ, 19, 83–96. Aristovnik, A., Keržiˇ, D., Ravšelj, D., Tomaževiˇc, N. and Umek, L. (2020). Impacts of the COVID-19 pandemic on life of higher education students: a global perspective. Sustainability, 12, 1-34. https://doi.org/10.3390/su12208438 Aroonsrimarako, S., Laiphrakpam, M., Chathipho, P., Saengsai, P. and Prasri, S. (2023). Online learning challenges in Thailand and strategies to overcome the challenges from the students’ perspectives. Education and Information Technologies, 28, 8153–8170. https://doi.org/10.1007/s10639-022-11530-6 Asomah, R.K., Agyei, D.D. and Assamah, G. (2022). A SWOT analysis of e-learning integration in university of Cape Coast. European Journal of Education and Pedagogy, 3(4), 1-8. https://doi.org/10.24018/ejedu.2022.3.4.373 Atiqah, S.N., Hanafiah, M.H., Ismail, H. and Kandappan, B. (2024). Preparing instructors to transition to online distance learning: A pandemic panacea? International Journal of Technology and Educational Innovation, 10(1), 5-28. https://doi.org/10.24310/ijtei.101.2024.16820 Baczek, M., Zaganczyk-Baczek, M., Szpringer, M., Jaroszynski, A. and Wozakowska-Kaplon, B. (2020). Students’ perception of online learning during the Covid-19 pandemic: a survey study of polish medical students. 100(7), 1-6. https://doi.org/10.1097/MD.0000000000024821 Bair, D.E. & Bair, M.A. (2011). Paradoxes of online teaching. International Journal for the Scholarship of Teaching and Learning, 5(2), 1-15. https://doi.org/10.20429/ijsotl.2011.050210 Barbour, R.S. (2014). Analyzing focus group. In: The SAGE Handbook of Qualitative Data Analysis. Edited by Uwe Flick. London: SAGE Publications Ltd. Bazargan, A. (2018). An introduction to qualitative and mixed methods research. Tehran: Didavar. (In Persian) Bindu, D. & Subin, K. S. (2023). Integrating experiential learning into online education: challenges and opportunities. Webology, 20(2), 69-76. Butler, W., Maraj, A. and Qarkaxhija, J. (2020). Online learning challenges and opportunities in higher education institutions in developing countries. Thesis, 9(2), 281-299. Cable, J. & Cheung, C. (2017). Eight principles of effective online teaching: A decade-long lesson learned in project management education. PM World Journal, VI(VII), 1-16. Camacho-Zuñiga, C., Peña-Becerril, M., Cuevas-Cancino, M. and Avilés-Rabanales, E.G. (2023). Gains from the transition from face-to-face to digital/ online modality to improve education in emergency. Frontiers in Education, 8, 1-12. https://doi.org/10.3389/feduc.2023.1197396 Chen, Y.J., Smith, Y.M. and Stidham, A.W. (2024). Faculty online teaching effectiveness scale: instrument development and content validation. Evaluation and Program Planning, 106, 1-29. https://doi.org/10.1016/j.evalprogplan.2024.102474 Coleman, B., Bunch, J. & Roberts, T. G. (2024). Experiential learning in agricultural education: A philosophical discussion. Journal of Agricultural Education, 65(1), 283–302. https://doi.org/10.5032/jae.v65i1.2479 Costley, J. (2020). Using cognitive strategies overcomes cognitive load in online learning environments. Interactive Technology and Smart Education, 17(2), 215-228. https://doi.org/10.1108/ITSE-09-2019-0053 Cristofaro, M., Giardino, P.L. and Leoni, L. (2021). Strengths, weaknesses, opportunities, and threats of online teaching during the COVID-19 pandemic: results of a Delphi survey. International Journal of Information and Operations Management Education, 7(2), 93-112. DeCoito, I. & Estaiteyeh, M. (2022). Online teaching during the COVID-19 pandemic: exploring science/STEM teachers’ curriculum and assessment practices in Canada. Disciplinary and Interdisciplinary Science Education Research, 4(8), 1-18. https://doi.org/10.1186/s43031-022-00048-z Dennen, V.P. & Jones, M.K. (2023). The Role of the Online Instructor. In: Handbook of Open, Distance and Digital Education. Edited by Zawacki-Richter, O. and Jung, I. Singapore: Springer. 1073-1088. Dhawan, S. (2020). Online learning: a panacea in the time of covid-19 crisis. Journal of Educational Technology, 49(1), 5-22. https://doi.org/10.1177/0047239520934018 Diarsini, M.S., Artini, L.P., Padmadewi, N.N., Ratminingsih, N.M., Utami, L.G.A.L.P. and Marsakawati, N.P.E. (2022). Challenges and opportunities of online assessment implementation during Covid-19 pandemic in Indonesia based on recent studies. European Journal of Education and Pedagogy, 3(6), 82-88. Dong, Y., Xu, C., Chai, C.S. and Zhai, X. (2019). Exploring the structural relationship among teachers' technostress, technological pedagogical content knowledge, computer self -efficacy and school support. The Asia-Pacific Education Researcher, 29(2), 147-157. Downes, S. (2023). Newer Theories for Digital Learning Spaces. In: Handbook of Open, Distance and Digital Education. Edited by Zawacki-Richter, O. and Jung, I. Singapore: Springer. 129-146. Duan, N., Gao, Z., Liu, X. and Qian, Z. (2022). The SWOT analysis of online medical teaching in the context of "Internet Plus" during epidemic prevention and control. Research Square, 1-10. https://doi.org/10.21203/rs.3.rs-1645044/v1 Dumford, A.D. and Miller, A.L. (2018). Online learning in higher education: exploring advantages and disadvantages for engagement. Journal of Computer Higher Education, 30, 452–465. Evans, T. & Jakupec, V. (2023). Classic Theories of Distance Education: Context and Interpretations. In: Handbook of Open, Distance and Digital Education. Edited by Zawacki-Richter, O. and Jung, I. Singapore: Springer. 109-127. Ferri, F., Grifoni, P. and Guzzo, T. (2020). Online learning and emergency remote teaching: opportunities and challenges in emergency situations. Societies, 10(4), 1-18. https://doi.org/10.3390/soc10040086 Fuchs, K. (2022). The difference between emergency remote teaching and e-learning. Frontiers in Education, 7, 1-3. Gnanasanjevi, G., Balasubramaniam, P., Sriram, N., Lakshmi, S., Gangai, S.R. & Suresh, J. (2025). Impact of open and distance learning on agricultural education: A systematic review and bibliometric analysis. Plant Science Today. https:/doi.org/10.14719/pst.7505 Goodarzparvar, P. (2021). SWOT analysis to evaluate the integration of online education with a participatory approach in the field of art. Journal of Art Faculty, Shahid Chamran University of Ahvaz, 9(22), 25-34. Green, J. & Thorogood, N. (2004). Qualitative Methods for Health Research. London: SAGE Publications Ltd. Gundumogula, M. (2020). Importance of focus groups in qualitative research. International Journal of Humanities and Social Science, 8(11), 299-302. https://dx.doi.org/10.24940/theijhss/2020/v8/i11/HS2011-082 Gupta, R.M. & Sharma, P. (2020). SWOT analysis of online teaching during lock down: blended teaching the way forward. Indian Journal of Extension Education, 56(4), 19-25. Gurevych, R., Silveistr, A., Мokliuk, M., Shaposhnikova, I., Gordiichuk, G. and Saiapina, S. (2021). Using Augmented Reality Technology in Higher Education Institutions. Postmodern Openings, 12(2), 109-132. https://doi.org/10.18662/po/12.2/299 Hayes, S.W., Priestley, J.L., Ishmakhametov, N. and Ray, H.E. (2020). I’m not working from home, I’m living at work: perceived stress and work-related burnout before and during COVID-19. https://doi.org/10.31234/osf.io/vnkwa Herguner, G., Sun, S.B., Herguner Son, S. and Donmez, A. (2020). The effect of online learning attitudes of university students on their online learning readiness. The Turkish Online Journal of Educational Technology, 19(4), 102-110. Hodges, C., Moore, S., Lockee, B., Trust, T. and Bond, A. (2020). The difference between emergency remote teaching and online learning. https://er.educ ause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online learning Hu-Au, E. & Lee, J.J. (2017). Virtual reality in education: a tool for learning in the experience age. International Journal of Innovation in Education, 4(4), 215-226. https://doi.org/10.1504/IJIIE.2017.10012691 Hussein, E., Daoud, S., Alrabaiah, H. and Badawi, R. (2020). Exploring undergraduate students’ attitudes towards emergency online learning during COVID-19: A case from the UAE. Children and Youth Services Review, 119, 1-7. https://doi.org/10.1016/j.childyouth.2020.105699 Jack, A. & Smyth, J. (2020). Coronavirus: universities face a harsh lesson. https://www.ft.com/content/0ae1c300-7fee-11ea-82f6-150830b3b99a Jasmina, A., Alla, B., Yulia, T., Grosseck, G. and Zivkov, A.M. (2022). The quality of online higher education teaching during the Covid-19 pandemic. International Journal of Cognitive Research in Science, Engineering and Education, 10(1), 47-55. https://doi.org/10.23947/2334-8496-2022-10-1-47-55 John, N., Joeckel, S., Epstein, D. and Dogruel, L. (2022). Privacy and distance learning in turbulent times: A comparison of German and Israeli schools during the beginning of the COVID-19 pandemic Learning. Media and Technology, 2022, 1-14. https://psycnet.apa.org/doi/10.1080/17439884.2022.2089682 Joshi, O., Chapagain, B., Kharel, G., Poudyal, N.C., Murray, B.D. and Mehmood, S.R. (2020). Benefits and challenges of online instruction in agriculture and natural resource education. Interactive learning environments. 30(8), 1402-1413. https://doi.org/10.1080/10494820.2020.1725896 Juraković, L., Tatković, S. and Radulović, P. (2022). Students’ attitudes towards online teaching and communication during the Coronavirus pandemic. Journal of Learning for Development, 9(2), 253–266. https://doi.org/10.56059/jl4d.v9i2.619 Kala, P., Kiran, B., Rani, R.J. and James, J. (2023). A cross-sectional survey of SWOT analysis on online teaching methodology during COVID-19 pandemic among undergraduate students at a tertiary care teaching hospital. Journal of Clinical and Diagnostic Research, 17(10), 6-9. https://doi.org/10.7860/jcdr/2023/64387.18579 Kebritchi, M., Lipschuetz, A. and Santiague, L. (2017). Issues and challenges for teaching successful online courses in higher education: a literature review. Journal of Educational Technology System, 46(1), 4-29. https://doi.org/10.1177/0047239516661713 Kelsey, K.D., Lindner, J.R. and Dooley, K.E. (2002). Agricultural education at a distance: let’s hear from the students. Journal of Agricultural Education, 43(4), 24-32. Kharaishvili, E. & Lobzhanidze, N. (2022, October). Youth attitudes towards distance learning: challenges and opportunities for sustainable education: case of Georgia. In Proceedings of the 5th International Scientific Congress Society of Ambient Intelligence, Lisbon, Portugal. Khurram, S. (2020). Pandemagogy and online teaching: a case for public internet. New Sociology: Journal of Critical Praxis, 2(2), 1-9. https://doi.org/10.25071/2563-3694.83 Koehler, M. & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60–70. Kolecki, R., Pregowska, A., Dąbrowa, J., Skuciński, J., Pulanecki, T., Walecki, P., Walecki, P., van Dam, P.M., Dudek, D., Richter, P.; et al. (2022). Assessment of the utility of mixed reality in medical education. Translational Research in Anatomy, 28, 1-9. https://doi.org/10.1016/j.tria.2022.100214 Krueger, R.A. & Casey, M.A. (2015). Focus groups: a practical guide for applied research. 5th edition, Washington DC: SAGE Publications. Liamputtong, P. (2011). Focus group methodology: principles and practice. London: SAGE Publications Ltd. Maas, M.J. & Hughes, J.M. (2020). Virtual, augmented and mixed reality in K–12 educations: A review of the literature. Technology Pedagogical Education, 29, 231–249. https://doi.org/10.1080/1475939X.2020.1737210 Magd, H. & Jonathan, H. (2023). Limitations and challenges of online teaching at higher education institutions in Oman. International Journal of Information and Education Technology, 13, 831–837. https://doi.org/10.18178/ijiet.2023.13.5.1875 Marinoni, G., Van’t Land, H. and Jensen, T. (2020). The impact of Covid-19 on higher education around the world. Paris: International Association of Universities (IAU). Marlena, N., Dwijayanti, R., Patrikha, F.D. and Saino. (2022). Online learning infrastructure: does it strengthen the effect of service quality on student satisfaction? Jurnal Iqra’: Kajian Ilmu Pendidikan, 7(2), 61-75. https://doi.org/10.25217/ji.v7i2.2032 Maspul, K.A. (2024). Revolutionizing online higher education: a theoretical approach. Insights: Journal of Primary Education Research, 1(2), 44–52. https://doi.org/10.59923/insights.v1i2.162 Mbongo, E.N., Hako, A.N. and Munangatire, T. (2021). Benefits and challenges of online teaching during the COVID-19 pandemic at Rundu Campus of the University of Namibia. European Journal of Educational Sciences, 8(4), 53-64. https://doi.org/10.19044/ejes.v8no4a53 Muilenburg, L.Y. & Berge, Z.L. (2005). Student barriers to online learning: a factor analytic study. Distance Education, 26(1), 29-48. https://doi.org/10.1080/01587910500081269 Mukhtar, K., Javed, K., Arooj, M. & Sethi, A. (2020). Advantages, limitations and recommendations for online learning during Covid-19 pandemic era. Pakistan Journal of Medical Sciences, 36, 1-5. https://doi.org/1012669/pjms.36.covid19-s4.2785 Mushtaha, E., Dabous, S.A., Alsyouf, I., Ahmed, A. and Abdraboh, N.R. (2022). The challenges and opportunities of online learning and teaching at engineering and theoretical colleges during the pandemic. Ain Shams Engineering Journal, 13(6), 1-13. https://doi.org/10.1016/j.asej.2022.101770 Okyere, E., Salusalu, M., Goundar, R. and Marfoh, K. (2023). Online teaching during COVID-19 pandemic in Fiji: challenges, facilitators and improvement strategies. Qualitative Research Journal, 23(1), 62-82. https://doi.org/10.1108/QRJ-03-2022-0041 Olaniyan, A.O., Fakuade, O.V., Ruth, K. and Balyejusa, G. (2024). Distance learning and challenges of technologies by students in Uganda. International Journal of Current Science Research and Review, 7(10), 7971-7979. https://doi.org/10.47191/ijcsrr/V7-i10-57 Picciano, A.G. (2017). Theories and frameworks for online education: seeking an integrated model. Online Learning Journal, 21(3), 166-190. https://doi.org/10.24059/olj.v21i3.1225 Picciano, A.G. (2018). Online education: foundations, planning, and pedagogy. London: Routledge. Pires, C. (2023). A SWOT analysis of pharmacy students' perspectives on e-learning based on a narrative review. Pharmacy, 11(3), 1-15. https://doi.org/10.3390/pharmacy11030089 Porwal, P.D. (2023). SWOT analysis for online learning. Idealistic Journal of Advanced Research in Progressive Spectrums, 2(4), 14-18. Prestera, G.E. & Moller, L.A. (2001, April). Facilitating asynchronous distance learning: Exploiting opportunities for knowledge building in asynchronous distance learning environments. A paper presented in the Annual Mid-South Instructional Technology Conference, Murfreesboro, TN. Razzaghi Borkhani, F., Azizi Khalkheli, T. & Mirtorabi, M. (2022). Strengths, Weaknesses, Opportunities and Threats of Virtual Education during the Corona Pandemic (Case study: Sari Agricultural Sciences and Natural Resources University). Iranian Journal of Agricultural Economics and Development Research, 53(3), 805-823. (In Persian) Rochina Chisag, A.G. & Cortezo Tabuena, A. (2022). Online learning as an alternative learning modality in Ecuador’s education institutions amidst crises and outbreaks: a SWOT analysis. Journal of Learning for Development, 9(3), 475-491. https://doi.org/10.56059/jl4d.v9i3.665 Safonov, M.A., Usov, S.S. and Arkhipov, S.V. (2021). E-learning application effectiveness in higher education: general research based on SWOT analysis. https://dl.acm.org/doi/abs/10.1145/3481056.3481096 Salarvand, S., Mousavi, M.S. & Rahimi, M. (2023). Communication and cooperation challenges in the online classroom in the COVID-19 era: a qualitative study. BMC Medical Education, 23, 1-12. https://doi.org/10.1186/s12909-023-04189-1 Sangra, A. (2021). Teaching and learning online: overcoming social distancing. In: Improving online teaching: practical guide for quality online education. Edited by Albert Sangrà, Antoni Badia, Nati Cabrera, Anna Espasa, Maite Fernández-Ferrer, Lourdes Guàrdia, Teresa Guasch, Montse Guitert, Marcelo Maina, Juliana E. Raffaghelli, Marc Romero, Teresa Romeu, Barcelona: Trademark: Editorial UOC. 31-45. Scott, J., Rubenstein, E. & Pringle, T. D. (2023). Examining the Impact of Experiential Learning Activities on Student Performance in an Introductory Animal Science Course. NACTA Journal, 67(1), 1-9. https://doi.org/10.56103/nactaj.v67i1.125 Seema, S. & Nanga, A. (2020). Online teaching during COVID 19: attitude and challenges faced by school teachers. International Journal of Disaster Recovery and Business Continuity, 11(1), 3012-3018. Shaheen, S.S. & Hoque, A. (2021). Online teaching and challenges of teachers. Journal of Studies in Social Sciences and Humanities, 7(1), 61-65. Shahzadi, A., Shaukat, H., Ishtiaq, A., Amir, R.M., Raza, H.A. and Kanwel, A. (2022). SWOT analysis of online education system during COVID-19 at University of Agriculture Faisalabad. Pakistan Biomedical Journal, 5(1), 90–94. https://doi.org/10.54393/pbmj.v5i1.187 Sharma, A. & Pandey, M.K. (2022). Communication barriers in online learning. Journal of Emerging Technologies and Innovative Research, 9(7), 430-439. Shaw, G. (2009). The Changing Role of Faculty. In: Encyclopedia of Distance Learning. Edited by Patricia Rogers, Gary Berg, Judith Boettcher, Carole Howard, Lorraine Justice and Karen Schenk. Second Edition, New York: Hershey. 225-280. Song, L., Singleton, E.S., Hill, J.R. and Koh, M.H. (2004). Improving online learning: student perceptions of useful and challenging characteristics. Internet and Higher Education, 7, 59-70. Spector, J.M. and de la Teja, I. (2001). Competencies for online teaching. http://ericit.org/digests/EDO-IR-2001-09.shtml Speth, C. (2015). The SWOT Analysis: A key tool for developing your business strategy. www.50Minutes.com. Taulien, A., Paulsen, A., Streland, T., Jessen, B., Wittke, S. and Teistler, M. (2019, September). A mixed reality environmental simulation to support learning about maritime habitats: An approach to convey educational knowledge with a novel user experience. Proceedings of the Mensch und Computer, New York, USA. 921–925. Tunc, S. & Toprak, M. (2022). COVID-19 pandemic and emergency remote education practices: effects on dentistry students. Nigerian Journal of Clinical Practice, 25(5), 621-629. https://doi.org/10.4103/njcp.njcp_1564_21 UNESCO (United Nations Educational, Scientific and Cultural Organization). (2020). Covid-19 and higher education: today and tomorrow. www.iesalc.unesco.org/en/wp-content/uploads/2020/05/COVID-19-EN-130520.pdf Wang, H., Wu, J., Muhedaner, M. & Maihemuti, S. (2022). College students’ online education evaluation through SWOT analysis during COVID-19. https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=9854859 Williams, P.E. (2003). Roles and competencies for distance education programs in higher education institutions. The American Journal of Distance Education, 17(1), 45-57. https://doi.org/10.1207/S15389286AJDE1701_4 Wut, T. & Xu, J. (2021). Person-to-person interactions in online classroom settings under the impact of covid-19: A social presence theory perspective. Asia Pacific Education Review, 22(3), 371-383. https://doi.org/10.1007/s12564-021-09673-1 Yuzulia, I. (2021). The challenges of online learning during pandemic: students’ voice. Wanastra: Jurnal Bahasa dan Sastr, 13(1), 8-12. https://doi.org/10.31294/w.v13i1.9759 Zhu, C. & Mugenyi, K.J. (2015). A SWOT analysis of the integration of e-learning at a university in Uganda and a university in Tanzania. Technology, Pedagogy and Education, 24(5), 1-19. https://doi.org/10.1080/1475939X.2015.1093537 Zou, Y., Kuek, F., Feng, W. and Cheng, X. (2025). Digital learning in the 21st century: trends, challenges, and innovations in technology integration. Frontiers in Education, 10, 1-11. https://doi.org/10.3389/feduc.2025.1562391 Zweig, J.S. & Stafford, E.T. (2016). Training for online teachers to support student success: themes from a survey administered to teachers in four online learning programs. Journal of Online Learning Research, 2(4), 399-418. | ||
|
آمار تعداد مشاهده مقاله: 25 تعداد دریافت فایل اصل مقاله: 13 |
||