نوع مقاله : مقاله علمی - پژوهشی
نویسندگان
1 عضو هیئت علمی داتشگاه تربیت مدرّس
2 مرکز تحقیقات سیاست علمی کشور
چکیده
در دهۀ اخیر فنّاوری اطلاعات به عنوان عامل کلیدی توسعۀ همه‌جانبۀ کشورهای جهان و از جمله کشورهای منطقۀ چشم‌انداز 1404 معرفی شده و به ویژه در بازساختاردهی و بازطراحی نظام آموزش عالی این‌کشورها به‌کارگرفته شده است. با توجه به ضرورت پیاده‌سازی دوره‌های آموزش الکترونیکی در مواجهه با پاندمی کرونا، این مقاله درصدد پاسخ‌گویی به این پرسش است که چرا دانشگاه‌های ایران در عرصۀ آموزش‌های الکترونیکی (به عنوان مهم‌ترین نمود آموزش غیرحضوری در عصر اطلاعات) ناموفق بوده‌اند؟ بدین منظور با تبیین مدلی برای ارزیابی توانایی دانشگاه‌ها برای بهره‌مندی از یادگیری الکترونیکی، تلاش می‌شود در مطالعه‌ای تطبیقی چهار دانشگاه مهم ایران با چهار دانشگاه مهم ترکیه در مواجهه با پاندمی کرونا مورد مطالعه قرارگیرد. بدین منظور با اعزام گروهی متخصص به دانشگاه‌های مذکور وگردآوری داده‌های واقعی و میدانی، میزان توانمندی آنها برای ایجاد محیط یادگیری الکترونیکی مورد بررسی قرارگرفته است. نتایج این پیمایش نشان می‌دهد میزان توانمندی دانشگاه‌های منتخب ترکیه در سطح «متوسط و بالاتر از متوسط» قرار دارد اما توانمندی دانشگاه‌های منتخب ایران در سطح «نسبتاً ضعیف» برآورد می‌شود. در پایان بر اساس تحلیل دلایل عدم موفقیت دانشگاه‌های منتخب کشور در تحقق یادگیری الکترونیکی، به ویژه در مقایسه با دانشگاه‌های هم‌تراز کشور رقیب، رهنمودهایی برای برنامه‌ریزی و سیاستگذاری منسجم‌تر ارائه شد.
کلیدواژه‌ها
عنوان مقاله [English]
Why Iranian universities have not been successful in implementing e-learning systems? (Comparative analysis of Iranian and Turkish universities in the face of the Corona pandemic)
نویسندگان [English]
- Gholam Ali Montazer 1
- Mahdieh Farazkish 2
1 Tarbiat Modares University
2 National Research Institute of Science Policy (NRISP)
چکیده [English]
In the last decade, information technology has been identified as a key factor in most countries’ development, including the countries of Iran’s Outlook 1404, and has been used in particular to restructure and redesign higher education systems in these countries. Turkey is one of the countries experiencing the most growth through ICT development and its impact on higher education is highly evident. In 2020, more than 40% of the population of eight million Turkish students studied in distance courses. In contrast, despite the not-so-delayed and powerful entry of Iranian universities in e-learning field, a very small percentage of the country’s students (less than 10%) studied in distance courses, while this trend is also declining. Given the need to implement e-learning courses in the face of the Corona pandemic, this article seeks to answer the question of why Iranian universities have failed in the field of e-learning (as the most important manifestation of distance learning in the information age), a comparative study of four major Iranian universities (Tehran, Khajeh Nasir, Shiraz, and Isfahan) with four important Turkish universities (Ankara, Hajat Tepe, Ghazi and Technical University of Middle East) in the face of the Corona pandemic is attempted. The ability of universities to create an e-learning environment has been investigated by sending a team of experts to the mentioned universities and collecting real data. The results of this survey show that the capacity of selected universities in Turkey is at the "medium and above average" level, but in Iran is estimated at a "relatively weak" level. Finally, based on an analysis of the reasons for the failure of Iran’s selected universities to implement e-learning, especially in comparison with the competing universities in the outlook 1404, some more coherent planning and policy guidance are provided.
کلیدواژه‌ها [English]
- E-learning
- e-learning capability
- Corona pandemic. Iranian universities
- Turkish universities
- comparative analysis
Borotis, S., & A. Poulymenakou. (2004). E-learning readiness components: Key issues to consider before adopting e-learning interventions. In E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. Association for the Advancement of Computing in Education (AACE), 1622-1629.
Darab, B., & GH A. Montazer. (2011). An eclectic model for assessing e-learning readiness in the Iranian universities. Computers & Education, 56(3): 900-910.
E-Commerce Development Business Center. (2014). Peyvast Journal, 13 [In Persian].
Engholm, P., & J. McLean. (2001). What determines an organisation’s readiness for e-learning? Available at: http://www2. sbbs.se/hp/erson/academia/Thesis% 20Final.htm.
Farazkish, M & G. A. Montazer. (2019). Comparative analysis of professors and students E-readiness in Iran, Turkey & Azerbaijan to implement the e-learning system. 13th Conference on Quality Evaluation of University Systems, Shiraz [In Persian].
Farazkish, M & G. A. Montazer. (2017). Assessing the readiness of digital content in selected Iranian universities. 12th Iranian Annual E-Learning Conference, Tehran [In Persian].
Ghafourifard M. (2020). The promotion of Virtual Education in Iran: The Potential which Turned into reality by Coronavirus. Iranian Journal of Medical Education. 20:33-34 [In Persian].
Haney, B. D. (2002). Assessing organizational readiness for E-learning: 70 questions to ask. Performance improvement, 41(4): 10-15.
Higher Education Research & Planning Institute. (2020). Statistics of higher education of Iran in the academic year 2018-2019. Tehran [In Persian].
**Higher Education Research and Planning Institute. (2019). Statistics of higher education of Iran in the academic year 2017-2018. Tehran [In Persian].
**Higher Education Research and Planning Institute. (2018). Statistics of higher education of Iran in the academic year 2016-2017. Tehran [In Persian].
**Higher Education Research and Planning Institute. (2014). Statistics of higher education of Iran in the academic year 2012-2013. Tehran [In Persian].
**Higher Education Research and Planning Institute. (2007). Statistics of higher education of Iran in the academic year 2005-2006. Tehran [In Persian].
**Higher Education Research and Planning Institute. (2004). Statistics of higher education of Iran in the academic year 2002-2003. Tehran [In Persian].
Mertler, A., & R. Reinhart. (2016). Advanced and multivariate statistical methods: Practical application and interpretation. Routledge.
Odunaike, S., Olugbara, O. & S. Ojo. (2013). E-learning implementation critical success factors. Innovation, 3(4).
Psycharis, S. (2005). Presumptions and actions affecting an e-learning adoption by the educational system-Implementation using virtual private networks. European Journal of Open, Distance and E-learning, 8(2).Qamar, M. K. (2002). Global trends in agricultural extension: Challenges facing Asia and the pacific region.
Qayyum, A., & O. Zawacki-Richter. (2019). The state of open and distance education. In Open and distance education in Asia, Africa and the Middle East. Springer, Singapore.
QS World University Rankings (2020). https://www.topuniversities.com/ university- rankings/ world-university-rankings/2020.
Reuters, T. (2019). Times higher education world university rankings. http://www. timeshighereducation.co.uk/world-university-rankings/2018-19/world-ranking.
Rosenberg, M. J. (2001). E-Learning: strategies for delivering knowledge in the digital age”, McGrow Hill.
Shanghai ranking consultancy. (2019). ARWU World University Rankings 2018. http://www.shanghairanking.com/ARWU2018.html.
Worknowledge. (2004). E-learning assessment readiness. Available at: http//www.worknowledge.com.
Zawacki-Richter, O., Kondakci, Y., Bedenlier, S., Alturki, U., Aldraiweesh, A., & D. Püplichhuysen. (2015). The development of distance education systems in Turkey, the Russian Federation and Saudi Arabia. European Journal of Open, Distance and E-learning, 18(2): 112-128.
Zawacki-Richter, O. & A. Qayyum. (2019). Open and distance education in Asia, Africa and the Middle East: National perspectives in a digital age. Springer Nature, 140.
Ankara University. (2018). The University in Numbers. http://sayilarla.ankara.edu.tr/en/index (acceced 7 Dec. 2018).
Ankara University Distance Education Center. (2019). About. https://ankuzem.ankara.edu.tr/ index.php/about/publications/31-hakkimizda/genel-bilgiler/193-about-ankuzem (acceced 12 Agu. 2019).
Gazi University. (2018). Gazi University History. http://gazi-universitesi.gazi.edu.tr/posts/view/title/gazi-university-history-169266?siteUri=gazi-universitesi (acceced 7 Dec. 2018).
Gazi University Distance Education Application and Research Center. (2019). GUZEM Strategic Plan (2019-2023). http://uzem.gazi.edu.tr/ (acceced 25 Feb. (2020)).
Hacettepe University. (2018). Hacettepe at a Glance. https://www.hacettepe.edu.tr/english/hakkinda/ geneltanitim (acceced 7 Dec. 2018).
Hacettepe üniversitesi uzaktan eğitim uygulama ve araştırma merkezi. (2019). About HUZEM. http://www.huzem.hacettepe.edu.tr/en/index.html (acceded 25 Feb. 2020)
Khajeh Nassir-Al-Deen Toosi (K. N. Toosi) University of Technology. (2018). About Us. http://en.kntu.ac.ir/Index.aspx?page_=form&lang=2&sub=0&tempname=Kntu9607En&PageID=546&isPopUp=False (acceded 22 Nov. 2018).
E-learning Center of K.N.Toosi University of Technology. (2019). About Us. http://elearning.kntu.ac.ir/index.php/en/fileds-of-study (acceded 25 Feb. 2020).
Middle East Technical University (METU). (2018). General Information. http://www.metu.edu.tr/ general-information (acceced 7 Dec. 2018).
Middle East Technical University (METU). (2019). Online Education Programs. https://www.metu.edu.tr/online-education-programs (acceced 12 Agu. 2019).
Shiraz University. (2018). About. http://shirazu.ac.ir/en/node/1503 (acceded 14 Feb. 2018).
Shiraz University Virtual Center. (2019). Home. http://vu.shirazu.ac.ir/ (acceded 12 Agu. 2019).
University of Isfahan e-learning center. (2019). Holding formal university courses. https://vu.ui.ac.ir/. (Acceded 12 Agu. 2019).
University of Isfahan. (2018). Academics disciplines. http://ui.ac.ir /index.aspx? tempname = ENGmain & lang= 2 & sub= 0 (acceded 22 Nov. 2018).
University of Tehran. (2017). Facts and figures. http://ut.ac.ir/en/page/756/facts-and-figures (acceced 22 Nov. 2018).
University of Tehran E-learning Center. (2019). About. https://utec.ut.ac.ir/ (acceced 12 Agu. 2019).
)