نموذج مقترح للتدريب الإلكتروني وفقًا لنموذج تيباك TPACK لأعضاء هيئة التدريس في بعض الجامعات السعودية أثناء جائحة كوفيد-19
الكلمات المفتاحية:
التدريب الإلكتروني، نموذج تيباك، جائحة كوفيد-19
الملخص
أدت جائحة كوفيد-19 إلى تغيرات ديناميكية في أدوار أعضاء هيئة التدريس، وهو ما استلزم معه تطوير منظومة التدريب الإلكتروني حتى تكون مناسبة لإعداد أعضاء هيئة التدريس لأي حالة طارئة. وعلى ذلك جاء البحث الحالي ليستهدف تطوير نموذج مقترح للتدريب الإلكتروني وفقًا لنموذج تيباك لأعضاء هيئة التدريس في بعض الجامعات السعودية أثناء جائحة كوفيد-19. استخدمت الدراسة المنهج الوصفي في تطوير النموذج المقترح. تكونت عينة البحث من (92) عضو هيئة تدريس بعدد خمسة جامعات سعودية جامعة الملك عبدالعزيز، وجامعة جدة، وجامعة الملك سعود، وجامعة أم القرى، وجامعة جيزان. أسفرت النتائج عن تحديد أعلى (3) احتياجات تدريبية لأعضاء هيئة التدريس وهي توظيف أنظمة إدارة التعلم الإلكتروني وأدواتها في تدريس محتويات المقررات الدراسية بنسبة (93.7%) كمتطلب لمجال المعرفة التكنولوجية التربوية. وتوظيف أساليب واستراتيجيات التدريس الإلكتروني في تدريس المحتوى الأكاديمي بنسبة (88.7%) كمتطلب لمجال المعرفة التربوية للمحتوى. وتوظيف المصادر الرقمية في تعزيز النمو الأكاديمي بنسبة (85.6%) كمتطلب لمجال المعرفة التكنولوجية للمحتوى. تم تطوير نموذج للتدريب الإلكتروني استند على الاحتياجات التدريبية الثلاثة بحيث يتم تنفيذها عبر مجموعة من المواقف التدريبية والاستراتيجيات المتنوعة باستخدام أدوات تزامنية وغير تزامنية عبر نظام إدارة التعلم الإلكتروني البلاكبورد (Blackboard). وأوصت الدراسة بضرورة تطوير البرامج التدريبية لأعضاء هيئة التدريس في إطار مكونات نموذج تيباك.
المراجع
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Chatti, M. A., Klamma, R., Jarke, M., & Naeve, A. (2007). The Web 2.0 driven SECI model based learning process. Paper presented at the Seventh IEEE International Conference on Advanced Learning Technologies (ICALT 2007).
Chick, R. C., Clifton, G. T., Peace, K. M., Propper, B. W., Hale, D. F., Alseidi, A. A., & Vreeland, T. J. (2020). Using Technology to Maintain the Education of Residents During the COVID-19 Pandemic. Journal of Surgical Education. doi:10.1016/j.jsurg.2020.03.018
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Crawford, J., Butler-Henderson, K., Rudolph, J., & Glowatz, M. (2020). COVID-19: 20 Countries' Higher Education Intra-Period Digital Pedagogy Responses. Journal of Applied Teaching and Learning (JALT), 3(1).
Dong, C. (2018). ‘Young children nowadays are very smart in ICT’–preschool teachers’ perceptions of ICT use. International Journal of Early Years Education, 1-14.
Doolan, M. (2006). Effective strategies for building a learning community online using a Wiki. Procs.
Dutta, A. (2020). Impact of digital social media on Indian higher education: alternative approaches of online learning during COVID-19 pandemic crisis. International journal of scientific and research publications, 10(5), 604-611.
Edwards, S. (2016). New concepts of play and the problem of technology, digital media and popular-culture integration with play-based learning in early childhood education. Technology, Pedagogy and Education, 25(4), 513-532. doi:10.1080/1475939X.2015.1108929
Hammond, M. (2019). What is an ecological approach and how can it assist in understanding ICT take‐up? British journal of educational technology.
Hargreaves, A., & Fullan, M. (2015). Professional capital: Transformng teaching in every school. New York, NY: Teachers College Press.
Huang, R., Liu, D., Tlili, A., Yang, J., & Wang, H. (2020). Handbook on facilitating flexible learning during educational disruption: The chinese experience in maintaining undisrupted learning in covid-19 outbreak. Beijing: Smart Learning Institute of Beijing Normal University.
Hubalovsky, S., Hubalovska, M., & Musilek, M. (2019). Assessment of the influence of adaptive E-learning on learning effectiveness of primary school pupils. Computers in Human Behavior, 92, 691-705. doi:https://doi.org/10.1016/j.chb.2018.05.033
Ibieta, A., Hinostroza, J. E., Labbé, C., & Claro, M. (2017). The role of the Internet in teachers’ professional practice: activities and factors associated with teacher use of ICT inside and outside the classroom. Technology, Pedagogy and Education, 26(4), 425-438. doi:10.1080/1475939X.2017.1296489
Inglis, A., & Ehlers, U. D. (2009). Web 2.0–e‐learning 2.0–quality 2.0? Quality for new learning cultures. Quality Assurance in Education.
Jaipal, K., Figg, C., & Burson, J. (2012). Using TPACK-in-Practice to Design Technology Professional Learning Opportunities for Teachers. Paper presented at the Society for Information Technology & Teacher Education International Conference.
Kozma, R. (2003). Technology, innovation, and educational change. A global perspective. Eugene, OR: International Society for Technology in Education.
Krajka, J., & Kleban, M. (2014). E-training in practical teacher development–from local to global connections. International Journal of Continuing Engineering Education and Life Long Learning 4, 24(1), 96-106.
Li, Y., Dong, M., & Huang, R. (2011). Designing collaborative e-learning environments based upon semantic wiki: From design models to application scenarios. Journal of Educational Technology & Society, 14(4), 49-63.
Maloney, E. (2007). What Web 2.0 can teach us about learning. Chronicle of higher education, 53(18), B26.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers college record, 108(6), 1017-1054.
O'reilly, T. (2007). What is Web 2.0: Design patterns and business models for the next generation of software. Communications & strategies(1), 17.
Oproiu, G. C. (2015). A study about using e-learning platform (Moodle) in university teaching process. Procedia-Social and Behavioral Sciences, 180, 426-432.
Orlando, J. (2013). ICT-mediated practice and constructivist practices: is this still the best plan for teachers’ uses of ICT? Technology, Pedagogy and Education, 22(2), 231-246. doi:10.1080/1475939X.2013.782702
Redecker, C., Ala-Mutka, K., & Punie, Y. (2010). Learning 2.0-The impact of social media on learning in Europe. Policy brief. JRC Scientific and Technical Report. EUR JRC56958 EN, available from: http://bit. ly/cljlpq [Accessed 6 th February 2011].
Schlager, M. S., & Fusco, J. (2003). Teacher professional development, technology, and communities of practice: Are we putting the cart before the horse? The information society, 19(3), 203-220.
Shin, W. s. (2015). Teachers’ use of technology and its influencing factors in Korean elementary schools. Technology, Pedagogy and Education, 24(4), 461-476. doi:10.1080/1475939x.2014.915229
Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard educational review, 57(1), 1-23.
Stambough, J. B., Curtin, B. M., Gililland, J. M., Guild, G. N., Kain, M. S., Karas, V., . . . Moskal, J. T. (2020). The Past, Present, and Future of Orthopedic Education: Lessons Learned From the COVID-19 Pandemic. The Journal of Arthroplasty. doi:https://doi.org/10.1016/j.arth.2020.04.032
Teo, T., Sang, G., Mei, B., & Hoi, C. K. W. (2019). Investigating pre-service teachers’ acceptance of Web 2.0 technologies in their future teaching: a Chinese perspective. Interactive Learning Environments, 27(4), 530-546.
Thompson, J. (2007). Is Education 1.0 ready for Web 2.0 students? Innovate: Journal of Online Education, 3(4), 5.
Viner, R. M., Russell, S. J., Croker, H., Packer, J., Ward, J., Stansfield, C., . . . Booy, R. (2020). School closure and management practices during coronavirus outbreaks including COVID-19: a rapid systematic review. The Lancet Child & Adolescent Health.
Wang, R., Wiesemes, R., & Gibbons, C. (2012). Developing digital fluency through ubiquitous mobile devices: Findings from a small-scale study. Computers & Education, 58(1), 570-578. doi:https://doi.org/10.1016/j.compedu.2011.04.013
Yunus, S. A., Abdulla, A. A., Ahmada, R. I., El-Nabhany, U., & Malliga, P. (2019). The Integration of Web 2.0 in Teaching-Learning in Tanzania Higher Learning Institutions: The Case of the State University of Zanzibar (SUZA). Paper presented at the International Conference on Sustainable ICT, Education, and Learning.
Zhang, W., Wang, Y., Yang, L., & Wang, C. (2020). Suspending Classes Without Stopping Learning: China’s Education Emergency Management Policy in the COVID-19 Outbreak: Multidisciplinary Digital Publishing Institute.
Zheng, L., Li, X., Zhang, X., & Sun, W. (2019). The effects of group metacognitive scaffolding on group metacognitive behaviors, group performance, and cognitive load in computer-supported collaborative learning. The Internet and Higher Education. doi:https://doi.org/10.1016/j.iheduc.2019.03.002
2. خميس، محمد عطية (2003). منتوجات تكنولوجيا التعليم. القاهرة، مكتبة دار الكلمة.
3. خميس، محمد عطية (2011). الأصول النظرية والتاريخية لتكنولوجيا التعلم الإلكتروني. القاهرة، السحاب للنشر والتوزيع.
4. الهادي، محمد محمد .(2005).التعليم الإلكتروني عبر شبكة الإنترنت، القاهرة، الدار المصرية اللبنانية.
5. وهبة، عماد صموئيل. (2011). فلسفة التدريب الإلكتروني ومتطلباته كمدخل للتنمية المهنية المستدامة لمعلمي التعليم الثانوي العام: دراسة تحليلية ميدانية. مجلة كلية التربية, أسيوط -مصر, 27(1)،ص ص 248-307.
Andersen, P. (2007). What is Web 2.0?: ideas, technologies and implications for education (Vol. 1): JISC Bristol.
Anderson, T., Liam, R., Garrison, D. R., & Archer, W. (2001). Assessing teaching presence in a computer conferencing context. Journal of Asynchronous Learning Networks, 5(2).
Bardack, S., & Obradović, J. (2019). Observing teachers' displays and scaffolding of executive functioning in the classroom context. Journal of Applied Developmental Psychology, 62, 205-219. doi:https://doi.org/10.1016/j.appdev.2018.12.004
Benson, S. N. K., & Ward, C. L. (2013). Teaching with technology: Using TPACK to understand teaching expertise in online higher education. Journal of Educational Computing Research, 48(2), 153-172.
Blees, I., & Rittberger, M. (2009). Web 2.0 learning environment: Concept, implementation, evaluation. eLearning papers(15).
Chatti, M. A., Klamma, R., Jarke, M., & Naeve, A. (2007). The Web 2.0 driven SECI model based learning process. Paper presented at the Seventh IEEE International Conference on Advanced Learning Technologies (ICALT 2007).
Chick, R. C., Clifton, G. T., Peace, K. M., Propper, B. W., Hale, D. F., Alseidi, A. A., & Vreeland, T. J. (2020). Using Technology to Maintain the Education of Residents During the COVID-19 Pandemic. Journal of Surgical Education. doi:10.1016/j.jsurg.2020.03.018
Chiodini, J. (2020). Online learning in the time of COVID-19. Travel Medicine and Infectious Disease, 101669. doi:https://doi.org/10.1016/j.tmaid.2020.101669
Cohen, L., Manion, L., & Morrison, K. (2013). Research methods in education (7th ed ed.). Hoboken: Taylor and Francis.
Cormode, G., & Krishnamurthy, B. (2008). Key differences between Web 1.0 and Web 2.0. First Monday, 13(6).
Crawford, J., Butler-Henderson, K., Rudolph, J., & Glowatz, M. (2020). COVID-19: 20 Countries' Higher Education Intra-Period Digital Pedagogy Responses. Journal of Applied Teaching and Learning (JALT), 3(1).
Dong, C. (2018). ‘Young children nowadays are very smart in ICT’–preschool teachers’ perceptions of ICT use. International Journal of Early Years Education, 1-14.
Doolan, M. (2006). Effective strategies for building a learning community online using a Wiki. Procs.
Dutta, A. (2020). Impact of digital social media on Indian higher education: alternative approaches of online learning during COVID-19 pandemic crisis. International journal of scientific and research publications, 10(5), 604-611.
Edwards, S. (2016). New concepts of play and the problem of technology, digital media and popular-culture integration with play-based learning in early childhood education. Technology, Pedagogy and Education, 25(4), 513-532. doi:10.1080/1475939X.2015.1108929
Hammond, M. (2019). What is an ecological approach and how can it assist in understanding ICT take‐up? British journal of educational technology.
Hargreaves, A., & Fullan, M. (2015). Professional capital: Transformng teaching in every school. New York, NY: Teachers College Press.
Huang, R., Liu, D., Tlili, A., Yang, J., & Wang, H. (2020). Handbook on facilitating flexible learning during educational disruption: The chinese experience in maintaining undisrupted learning in covid-19 outbreak. Beijing: Smart Learning Institute of Beijing Normal University.
Hubalovsky, S., Hubalovska, M., & Musilek, M. (2019). Assessment of the influence of adaptive E-learning on learning effectiveness of primary school pupils. Computers in Human Behavior, 92, 691-705. doi:https://doi.org/10.1016/j.chb.2018.05.033
Ibieta, A., Hinostroza, J. E., Labbé, C., & Claro, M. (2017). The role of the Internet in teachers’ professional practice: activities and factors associated with teacher use of ICT inside and outside the classroom. Technology, Pedagogy and Education, 26(4), 425-438. doi:10.1080/1475939X.2017.1296489
Inglis, A., & Ehlers, U. D. (2009). Web 2.0–e‐learning 2.0–quality 2.0? Quality for new learning cultures. Quality Assurance in Education.
Jaipal, K., Figg, C., & Burson, J. (2012). Using TPACK-in-Practice to Design Technology Professional Learning Opportunities for Teachers. Paper presented at the Society for Information Technology & Teacher Education International Conference.
Kozma, R. (2003). Technology, innovation, and educational change. A global perspective. Eugene, OR: International Society for Technology in Education.
Krajka, J., & Kleban, M. (2014). E-training in practical teacher development–from local to global connections. International Journal of Continuing Engineering Education and Life Long Learning 4, 24(1), 96-106.
Li, Y., Dong, M., & Huang, R. (2011). Designing collaborative e-learning environments based upon semantic wiki: From design models to application scenarios. Journal of Educational Technology & Society, 14(4), 49-63.
Maloney, E. (2007). What Web 2.0 can teach us about learning. Chronicle of higher education, 53(18), B26.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers college record, 108(6), 1017-1054.
O'reilly, T. (2007). What is Web 2.0: Design patterns and business models for the next generation of software. Communications & strategies(1), 17.
Oproiu, G. C. (2015). A study about using e-learning platform (Moodle) in university teaching process. Procedia-Social and Behavioral Sciences, 180, 426-432.
Orlando, J. (2013). ICT-mediated practice and constructivist practices: is this still the best plan for teachers’ uses of ICT? Technology, Pedagogy and Education, 22(2), 231-246. doi:10.1080/1475939X.2013.782702
Redecker, C., Ala-Mutka, K., & Punie, Y. (2010). Learning 2.0-The impact of social media on learning in Europe. Policy brief. JRC Scientific and Technical Report. EUR JRC56958 EN, available from: http://bit. ly/cljlpq [Accessed 6 th February 2011].
Schlager, M. S., & Fusco, J. (2003). Teacher professional development, technology, and communities of practice: Are we putting the cart before the horse? The information society, 19(3), 203-220.
Shin, W. s. (2015). Teachers’ use of technology and its influencing factors in Korean elementary schools. Technology, Pedagogy and Education, 24(4), 461-476. doi:10.1080/1475939x.2014.915229
Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard educational review, 57(1), 1-23.
Stambough, J. B., Curtin, B. M., Gililland, J. M., Guild, G. N., Kain, M. S., Karas, V., . . . Moskal, J. T. (2020). The Past, Present, and Future of Orthopedic Education: Lessons Learned From the COVID-19 Pandemic. The Journal of Arthroplasty. doi:https://doi.org/10.1016/j.arth.2020.04.032
Teo, T., Sang, G., Mei, B., & Hoi, C. K. W. (2019). Investigating pre-service teachers’ acceptance of Web 2.0 technologies in their future teaching: a Chinese perspective. Interactive Learning Environments, 27(4), 530-546.
Thompson, J. (2007). Is Education 1.0 ready for Web 2.0 students? Innovate: Journal of Online Education, 3(4), 5.
Viner, R. M., Russell, S. J., Croker, H., Packer, J., Ward, J., Stansfield, C., . . . Booy, R. (2020). School closure and management practices during coronavirus outbreaks including COVID-19: a rapid systematic review. The Lancet Child & Adolescent Health.
Wang, R., Wiesemes, R., & Gibbons, C. (2012). Developing digital fluency through ubiquitous mobile devices: Findings from a small-scale study. Computers & Education, 58(1), 570-578. doi:https://doi.org/10.1016/j.compedu.2011.04.013
Yunus, S. A., Abdulla, A. A., Ahmada, R. I., El-Nabhany, U., & Malliga, P. (2019). The Integration of Web 2.0 in Teaching-Learning in Tanzania Higher Learning Institutions: The Case of the State University of Zanzibar (SUZA). Paper presented at the International Conference on Sustainable ICT, Education, and Learning.
Zhang, W., Wang, Y., Yang, L., & Wang, C. (2020). Suspending Classes Without Stopping Learning: China’s Education Emergency Management Policy in the COVID-19 Outbreak: Multidisciplinary Digital Publishing Institute.
Zheng, L., Li, X., Zhang, X., & Sun, W. (2019). The effects of group metacognitive scaffolding on group metacognitive behaviors, group performance, and cognitive load in computer-supported collaborative learning. The Internet and Higher Education. doi:https://doi.org/10.1016/j.iheduc.2019.03.002
منشور
2023-01-19
كيفية الاقتباس
د. مروة زكي توفيق زكي, & د. نهى فهد الطويرقي. (2023). نموذج مقترح للتدريب الإلكتروني وفقًا لنموذج تيباك TPACK لأعضاء هيئة التدريس في بعض الجامعات السعودية أثناء جائحة كوفيد-19. Journal of Arts, Literature, Humanities and Social Sciences, (87), 80-99. https://doi.org/10.33193/JALHSS.87.2023.775
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