تقويم عملية التعلم عن بعد خلال جائحة كورونا من وجهة نظر أولياء الأمور
الكلمات المفتاحية:
أولياء الأمور، كورونا، نظم إدارة التعلم
الملخص
سعت الدراسة إلى تقويم عملية التعلم عن بعد خلال جائحة كورونا في المملكة العربية السعودية من وجهة نظر أولياء الأمور، اتبعت الدراسة المنهج الوصفي التحليلي الذي يقوم على جمع البيانات من مجتمع الدراسة من خلال تطبيق استبانة تضمنت 85 فقرة موزعة على عدد من المحاور، وقد شملت الاستبانة 1261 من أولياء أمور الطلبة الذين يدرسون عن بعد خلال جائحة كورونا في العام الدراسي 1442ه، موزعين على مناطق المملكة العربية السعودية المختلفة، وقد أظهرت نتائج الدراسة ثقة أولياء ألأمور في المنصات التعليمية الرسمية حيث بلغ نسبة استخدام منصة منظومة التعليم الموحدة (56.5%) ومنصة عين التعليمية (54.3%)، وجاءت بوابة المستقبل في المرتبة الثالثة بنسبة (48.3%)، وقد بلغت نسب سهولة استخدام هذه المنصات حسب وجهة نظر أولياء ألأمور قرابة (50%) ويقارب هذه النسبة كذلك ثقة أولياء الأمور في محتوى المنصات التعليمية (56%- 54%)، كما رأى 56% من أولياء الأمور أن هناك التزامًا من المعلمين والمعلمات بتعليم أبنائهم ومتابعتهم، كما يرون بنسبة (65%) أن المدرسة والإرشاد الطلابي قدمت لأبنائهم/ بناتهم إرشادات وتعليمات ساعدتهم في عملية التحوّل بسهولة إلى التعليم عن بعد، وكان من أكبر التحديات التي واجهت أولياء الأمور هي عدم توفر أجهزة حاسب آلي كافية لأبنائهم الطلبة، و ضعف شبكة الإنترنت أو انقطاعها المتكرر بنسبة 82%، 81%، وقد خلصت الدراسة إلى عدد من التوصيات منها ضرورة أن يؤخذ في الحسبان المستوى التعليمي والاقتصادي لأولياء الأمور عند تبني الحلول التقنية في التعليم، كما أن هناك أهمية بالغة لوجود الدعم الفني والتقني من خلال وجود أدلة وبنوك أسئلة فنية وتقنية، وأخيرًا يمكن القول أن نماذج التعلم الإلكتروني لا يمكن توحيدها لجميع المراحل التعليمية فحاجة الأطفال في المرحل الابتدائية تختلف عن متطلبات الطلبة الناضجين في المرحلة التعليمية الثانوية سواء من ناحية بناء المحتوى أو طريقة عرضه، أو من حيث بنية نظم إدارة التعلم بذاتها.
المراجع
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2. ناهد شفيق عبد الحميد القاضي. (2021). درجة رضا أولياء أمور طلبة المرحلة الأساسية عن تجربة التعلم والتعليم عن بعد أثناء جائحة كورونا. المجلة الاكاديمية العالمية في العلوم التربوية والنفسية, 2(2), 170-186.
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18. Nayak, M. K., & Suesaowaluk, P. (2007, November). Advantages and disadvantages of eLearning management system. In Fourth International Conference on eLearning for Knowledge-Based Society (pp. 1-7).
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20. Ostendorf, V. A. (1997). Teaching by television. New Directions for Teaching and Learning, 71, 51-58.
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22. Pratiwi, W. D. (2021). Dinamika Learning Loss: Guru Dan Orang Tua. Jurnal Edukasi Nonformal, 2(1), 147-153.
23. Raymond, M. E., Han, C., Goulas, S., Lee, W. F., & Waeiss, C. (2020). Estimates of Learning Loss in the 2019-2020 School Year. The Center for Research on Education Outcomes at Stanford University: Stanford, CA.
24. Reimers, F., Schleicher, A., Saavedra, J., & Tuominen, S. (2020). Supporting the continuation of teaching and learning during the COVID-19 Pandemic. Oecd, 1(1), 1-38.
25. Thompson, K. M., & Copeland, C. (2020). Inclusive considerations for optimal online learning in times of disasters and crises. Information and Learning Sciences.
26. Trung, T., Hoang, A. D., Nguyen, T. T., Dinh, V. H., Nguyen, Y. C., & Pham, H. H. (2020). Dataset of Vietnamese student's learning habits during COVID-19. Data in Brief, 30, 105682.
27. UNESCO, U. (2020). COVID-19 educational disruption and response. UNESCO. Retrieved in 15th Jan 2021 from https://en.unesco.org/covid19/educationresponse
28. UNESCO, U. (n.d). Distance learning solutions. UNESCO. Retrieved in 28th Jan 2021 from https://en.unesco.org/covid19/educationresponse
29. World Bank. (2020). Guidance Note on Education Systems’ Response to COVID19. . Retrieved in 29th Mar 2020 from https://documents1.worldbank.org/curated/en/450881585235950757/Guidance-Note-on-Education-Systems-Response-to-COVID19.pdf
30. World Bank. (2021). Learners with Disabilities and COVID-19 School Closures: Findings from a Global Survey Conducted by the World Bank’s Inclusive Education Initiative. Retrieved in 10th Sep 2021 from https://www.worldbank.org/en/data/interactive/2020/03/24/world-bank-education-and-covid-19
31. World Health Organization. (2020). Mental health and psychological resilience during the COVID-19 pandemic. Retrieved in 20th Feb 2021 from http://www.euro.who.int/en/health-topics/health-emergencies/coronavirus-covid-19/news/news/2020/3/mental-health-and-psychological-resilience-during-the-covid-19-pandemic
32. Wright, C. R., Lopes, V., Montgomerie, T. C., Reju, S. A., & Schmoller, S. (2014). Selecting a learning management system: Advice from an academic perspective. Educause Review, 2(3), 1-18.
2. ناهد شفيق عبد الحميد القاضي. (2021). درجة رضا أولياء أمور طلبة المرحلة الأساسية عن تجربة التعلم والتعليم عن بعد أثناء جائحة كورونا. المجلة الاكاديمية العالمية في العلوم التربوية والنفسية, 2(2), 170-186.
1. Abu Abah, Atheer. (2021). Evaluating the experience of the Kingdom of Saudi Arabia in distance education in light of the Corona pandemic from the point of view of parents. Journal of the Islamic University of Educational and Psychological Studies, 29(3).
2. Qadi, Nahed. (2021). The degree of satisfaction of parents of primary school students with the experience of distance learning and education during the Corona pandemic. The International Academic Journal of Educational and Psychological Sciences, 2(2), 170-186.
3. Akram, M., & Muhammad Khan, A. (2020). Exploring e-leadership of principals: Increasing school effectiveness by learning management system. Journal of Education & Social Sciences, 8(1), 15-30.
4. Ali, H., Gojali, D., Darmalaksana, W., Fathonih, A. H., & Ratnasih, T. (2019, July). The Effectiveness of Using Edmodo as Online Media on Students’ Outcome in Reading Course. In 2019 IEEE 5th International Conference on Wireless and Telematics (ICWT) (pp. 1-6). IEEE.
5. Arkorful, V., & Abaidoo, N. (2015). The role of e-learning, advantages and disadvantages of its adoption in higher education. International Journal of Instructional Technology and Distance Learning, 12(1), 29-42.
6. Blieszner, P. B. T. R. (1999). Promises and pitfalls of the interactive television approach to teaching adult development and aging. Educational Gerontology, 25(8), 741-753.
7. Bozoğlu, O., Armağan, S., & Erdönmez, Ç. (2016). Integrating a Learning Management System into the Instructional Program and Learning Process: Challenges and Advantages. Journal of Education, Society and Behavioural Science, 1-7.
8. Chang, G. C., & Yano, S. (2020). How are countries addressing the Covid-19 challenges in education? A snapshot of policy measures. World Educ. blog.
9. Ferdianto, F. (2019). Learning Management System (LMS) schoology: Why it’s important and what it looks like. In Journal of Physics: Conference Series (Vol. 1360, No. 1, p. 012034). IOP Publishing.
10. Foreman, S. (2017). The LMS guidebook: Learning management systems demystified. American Society for Training and Development.
11. Garc´ıa, I. (2015). Emergent leadership: Is e-leadership importance in the quality of virtual education? RIED: Revista Iberoamericana de educaci´on a Distancia, 18(1), 25-44.
12. Hanushek, E. A., & Woessmann, L. (2020). The Economic Impacts of Learning Losses. OECD Education Working Papers, No. 225. OECD Publishing.
13. Hidayat, W. P. (2021). Tanda-tanda Siswa Alami Learning Loss Sudah Tampak.
14. Imel, S. (1998). Myths and realities of distance learning. Columbus, Ohio: ERIC Clearinghouse on Adult, Career, and Vocational Education.
15. Kurniawan, H. (2021). Heroe's Model: Case Study to Reduce Students' Learning Loss and Anxiety. Cypriot Journal of Educational Sciences, 16(3), 1122-1140.
16. Mueller, C. W., & Parcel, T. L. (1981). Measures of socioeconomic status: Alternatives and recommendations. Child development, 13-30.
17. 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(COVID19-S4), S27.
18. Nayak, M. K., & Suesaowaluk, P. (2007, November). Advantages and disadvantages of eLearning management system. In Fourth International Conference on eLearning for Knowledge-Based Society (pp. 1-7).
19. Okworo, G. S., & Adie, P. I. Educational Resource Centre: A Veritable Delivery System for Effective Implementation of Distance Learning Education in a Cloud Computing Environment in Nigeria.
20. Ostendorf, V. A. (1997). Teaching by television. New Directions for Teaching and Learning, 71, 51-58.
21. Praherdhiono, H., Adi, E. P., Prihatmoko, Y., & Nindigraha Nunung, S. Y. Indreswari Henny & Oktaviani, Herlina Ike. 2020. Implementasi Pembelajaran Di Era Dan Pasca Pandemi Covid-19. Malang: CV Seribu Bintang.
22. Pratiwi, W. D. (2021). Dinamika Learning Loss: Guru Dan Orang Tua. Jurnal Edukasi Nonformal, 2(1), 147-153.
23. Raymond, M. E., Han, C., Goulas, S., Lee, W. F., & Waeiss, C. (2020). Estimates of Learning Loss in the 2019-2020 School Year. The Center for Research on Education Outcomes at Stanford University: Stanford, CA.
24. Reimers, F., Schleicher, A., Saavedra, J., & Tuominen, S. (2020). Supporting the continuation of teaching and learning during the COVID-19 Pandemic. Oecd, 1(1), 1-38.
25. Thompson, K. M., & Copeland, C. (2020). Inclusive considerations for optimal online learning in times of disasters and crises. Information and Learning Sciences.
26. Trung, T., Hoang, A. D., Nguyen, T. T., Dinh, V. H., Nguyen, Y. C., & Pham, H. H. (2020). Dataset of Vietnamese student's learning habits during COVID-19. Data in Brief, 30, 105682.
27. UNESCO, U. (2020). COVID-19 educational disruption and response. UNESCO. Retrieved in 15th Jan 2021 from https://en.unesco.org/covid19/educationresponse
28. UNESCO, U. (n.d). Distance learning solutions. UNESCO. Retrieved in 28th Jan 2021 from https://en.unesco.org/covid19/educationresponse
29. World Bank. (2020). Guidance Note on Education Systems’ Response to COVID19. . Retrieved in 29th Mar 2020 from https://documents1.worldbank.org/curated/en/450881585235950757/Guidance-Note-on-Education-Systems-Response-to-COVID19.pdf
30. World Bank. (2021). Learners with Disabilities and COVID-19 School Closures: Findings from a Global Survey Conducted by the World Bank’s Inclusive Education Initiative. Retrieved in 10th Sep 2021 from https://www.worldbank.org/en/data/interactive/2020/03/24/world-bank-education-and-covid-19
31. World Health Organization. (2020). Mental health and psychological resilience during the COVID-19 pandemic. Retrieved in 20th Feb 2021 from http://www.euro.who.int/en/health-topics/health-emergencies/coronavirus-covid-19/news/news/2020/3/mental-health-and-psychological-resilience-during-the-covid-19-pandemic
32. Wright, C. R., Lopes, V., Montgomerie, T. C., Reju, S. A., & Schmoller, S. (2014). Selecting a learning management system: Advice from an academic perspective. Educause Review, 2(3), 1-18.
منشور
2021-12-24
كيفية الاقتباس
د. علي بن محمد الربيعان. (2021). تقويم عملية التعلم عن بعد خلال جائحة كورونا من وجهة نظر أولياء الأمور. Journal of Arts, Literature, Humanities and Social Sciences, (74), 119-140. https://doi.org/10.33193/JALHSS.74.2021.608
إصدار
القسم
المقالات
