الدعم المهني للمعلمين في جائحة كوفيد-19
(تطوير تطبيق نقال لتنمية الوعي بتوظيف المنصات الرقمية في التعليم أثناء الازمات)
الكلمات المفتاحية:
الدعم المهني، التطبيقات النقالة، المنصات الرقمية، جائحة كوفيد-19
الملخص
في إطار التحديات المرتبطة بالتحول الكامل للتعلم عبر المنصات الرقمية في أثناء جائحة كوفيد-19 فإنه من الضروري البحث عن الطرق والأساليب التي يمكن من خلالها دعم المعلمين لتوظيف المنصات الرقمية في التعليم أثناء الأزمات. إن تعدد الأزمات التي استدعت التحول الكامل للتعلم عبر المنصات الرقمية بعد جائحة كوفيد-19 يفرض التفكير في الأنظمة التي يمكن الاعتماد عليها لإعداد المعلمين بحيث يكونوا قادرين على توظيف المنصات الرقمية في التعليم أثناء الأزمات. وانطلاقًا من إمكانيات التطبيقات النقالة فإن البحث الحالي يستهدف تطوير تطبيق نقال لتعزيز الوعي بتوظيف المنصات الرقمية في التعليم أثناء الأزمات. اعتمد البحث على المنهج شبه التجريبي للمقارنة بين مجموعتي البحث، حيث تدرس المجموعة التجريبية باستخدام التطبيق المقترح، والمجموعة الضابطة تستخدم وسائط التدريب الاعتيادية التي يمكن تبادلها بشكل مفرد خارج التطبيق. تكونت عينة البحث من (60) معلمًا من معلمي التعليم العام، تم توزيعهم عشوائيًا على مجموعتي البحث التجريبية والضابطة بواقع (30) طالبًا معلمًا بكل مجموعة. من خلال البحث الحالي تم تطوير اختبار للوعي بتوظيف المنصات الرقمية في التعليم أثناء الأزمات تكون من (60) مفردة. تمثلت أهم جوانب الوعي بتوظيف المنصات الرقمية في التعليم أثناء الأزمات حول (5) محاور، وهي: الاستخدام الوظيفي لأدوات المنصات الرقمية، وتصميم وإدارة الاستراتيجيات التعليمية أثناء الأزمات، وتصميم وإدارة الأنشطة التعليمية أثناء الأزمات، ودور المنصات الرقمية في تعزيز الجوانب النفسية لمواجهة الأزمات، ودور المنصات الرقمية في تعزز النمو المهني أثناء الأزمات. وأظهرت النتائج أفضلية المجموعة التجريبية التي استخدمت التطبيقات النقالة بالمقارنة مع المجموعة الضابطة فيما يتعلق بتنمية الوعي بتوظيف المنصات الرقمية في التعليم أثناء الأزمات. أوصى البحث بضرورة التوسع في توظيف التطبيقات النقالة في عمليات التوعية المتعددة لكافة العاملين بالقطاعات التعليمية أثناء الأزمات.
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6. Akbari, J., Heidari Tabrizi, H., & Chalak, A. (2021). EFFECTIVENESS OF VIRTUAL VS. NON-VIRTUAL TEACHING IN IMPROVING READING COMPREHENSION OF IRANIAN UNDERGRADUATE EFL STUDENTS. Turkish Online Journal of Distance Education, 22(2), 272-283.
7. Alanzi, N. S., & Alhalafawy, W. S. (2022a). Investigation The Requirements For Implementing Digital Platforms During Emergencies From The Point Of View Of Faculty Members: Qualitative Research. 2022, 9(6), 4910-4920.
8. Alanzi, N. S., & Alhalafawy, W. S. (2022b). A Proposed Model for Employing Digital Platforms in Developing the Motivation for Achievement Among Students of Higher Education During Emergencies. Journal of Positive School Psychology (JPSP), 6(9), 4921-4933.
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10. Alhalafawy, W. S., & Tawfiq, M. Z. (2014). The relationship between types of image retrieval and cognitive style in developing visual thinking skills. Life Science Journal, 11(9), 865-879.
11. Alhalafawy, W. S., & Zaki, M. Z. (2019). The Effect of Mobile Digital Content Applications Based on Gamification in the Development of Psychological Well-Being. International Journal of Interactive Mobile Technologies (iJIM), 13(08), 107-123. doi:10.3991/ijim.v13i08.10725
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13. Alhat, S. (2020). Virtual Classroom: A Future of Education Post-COVID-19. Shanlax International Journal of Education, 8(4), 101-104.
14. Almarzooq, Z., Lopes, M., & Kochar, A. (2020). Virtual Learning during the COVID-19 Pandemic: A Disruptive Technology in Graduate Medical Education. Journal of the American College of Cardiology. doi:https://doi.org/10.1016/j.jacc.2020.04.015
15. Alshammary, F. M., & Alhalafawy, W. S. (2022). Sustaining Enhancement of Learning Outcomes across Digital Platforms during the COVID-19 Pandemic: A Systematic Review. Journal of Positive School Psychology, 6(9), 2279-2301.
16. Alshammary, F. M., & Alhalafawy, W. S. (2023). Digital Platforms and the Improvement of Learning Outcomes: Evidence Extracted from Meta-Analysis. Sustainability, 15(2), 1-21. doi:https://doi.org/10.3390/su15021305
17. Alzahrani, F. K., & Alhalafawy, W. S. (2023). Gamification for Learning Sustainability in the Blackboard System: Motivators and Obstacles from Faculty Members’ Perspectives. Sustainability, 15(5), 4613. doi:doi.org/10.3390/su15054613
18. Alzahrani, F. K. J., & Alhalafawy, W. S. (2022). Benefits And Challenges Of Using Gamification Across Distance Learning Platforms At Higher Education: A Systematic Review Of Research Studies Published During The COVID-19 Pandemic. Journal of Positive School Psychology (JPSP), 6(10), 1948-1977.
19. Alzahrani, F. K. J., Alshammary, F. M., & Alhalafawy, W. S. (2022). Gamified Platforms: The Impact of Digital Incentives on Engagement in Learning During Covide-19 Pandemic. Cultural Management: Science and Education (CMSE), 7(2), 75-87. doi:10.30819/cmse.6-2.05
20. Asanov, I., Flores, F., McKenzie, D., Mensmann, M., & Schulte, M. (2021). Remote-learning, time-use, and mental health of Ecuadorian high-school students during the COVID-19 quarantine. World Development, 138, 105225. doi:https://doi.org/10.1016/j.worlddev.2020.105225
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منشور
2023-05-26
كيفية الاقتباس
أ.د. مروة زكي توفيق زكي, & أ.د. وليد سالم محمد الحلفاوي. (2023). الدعم المهني للمعلمين في جائحة كوفيد-19: (تطوير تطبيق نقال لتنمية الوعي بتوظيف المنصات الرقمية في التعليم أثناء الازمات). Journal of Arts, Literature, Humanities and Social Sciences, (91), 175-196. https://doi.org/10.33193/JALHSS.91.2023.827
إصدار
القسم
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