شناسايي شاخص هاي روش هاي ياددهي و يادگيري مطلوب براي دروس رشته هاي علوم انساني دانشگاه ها و ميزان توجه به آن ها

پژوهش حاضر با هدف شناسايي شاخص هاي روش هاي ياددهي و يادگيري مطلوب براي دروس رشتههاي علوم انساني دانشگاه ها و ميزان توجه به آنها انجام شد. در پژوهش حاضر، از طرح تركيبي و از نوع اكتشافي متوالي استفاده شد. در بخش كيفي، از روش مطالعه موردي و در بخش كمي، از روش توصيفي – پيمايشي بهره گرفته شده است. در بخش كيفي با 20 نفر از متخصصان و اعضاي هيئت‌علمي دانشگاه هاي كشور كه در حوزه روش‌هاي ياددهي و يادگيري اهل نظر هستند، مصاحبه نيمه-ساختاريافته به عمل آمد. جامعه آماري بخش كمي دانشجويان كارشناسي دانشگاهها بودند كه به روش خوشه اي چندمرحله اي، تعداد 360 نفر به عنوان نمونه انتخاب شدند. داده هاي پژوهش در بخش كمي از طريق پرسشنامه محقق ساخته مستخرج از بخش كيفي جمع آوري شد. براي تعيين روايي سؤال‌هاي مصاحبه و پرسشنامه از روايي صوري و محتوايي و براي برآورد پايايي پرسشنامه از ضريب آلفاي كرونباخ استفاده شد. براي تحليل دادههاي پژوهش در بخش كيفي از روش روش هاي ساختاري و تفسيري و در بخش كمي از آمار توصيفي و استنباطي بهره گرفته شد. نتايج پژوهش نشان داد چهارده شاخص از منظر مصاحبه‌شوندگان مهم‌ترين شاخص هاي روش‌هاي ياددهي و يادگيري بودند و مي توان از شاخص هاي شناسايي شده براي ارزشيابي و بازنگري روش هاي ياددهي و يادگيري دروس رشته‌هاي علوم انساني دانشگاه ها استفاده نمود. يافته هاي كمي نشان داد ميانگين توجه به شاخص هاي روش‌هاي ياددهي و يادگيري در دروس رشته هاي علوم انساني دانشگاهها نامطلوب بوده و نياز به توجه بيشتري دارد.

The present study is aimed towards identification the indices of desirable teaching and learning methods in regard with the Humanity Courses for universities and the extent to which these indices are attention. In the present study, exploratory mixed-methods research was used. In the quantitative section, a case study method and in the quantitative section, a descriptive-survey method was employed. For the qualitative section, we underwent quasi-structured interviews with 20 distinguished and qualified experts and faculty members of universities having their expertise in Teaching and Learning methods. Also, 360 of the students of universities comprised the quantitative statistical population. This number of participants was selected using multistage cluster sampling method. The research data were collected in a quantitative part through a researcher-made questionnaire extracted from the qualitative section. To examine the reliability of interview questions and questionnaires, we recruited formal and content reliability. And, we used Cronbach's alpha coefficients to evaluate the validity of our questionnaires. We also employed the Structural and interpretative methods in the qualitative section and descriptive and inferential statistics in the quantitative section to wage on analyzing the data. The results indicated that the interviewees outlined fourteen indices as the salient indices of Teaching and Learning methods and it can be argued that the recognized indices can be recruited to evaluation and revise the Teaching and Learning methods of courses in different majors of the humanities. The quantitative findings also indicated that the range and degree of attention and corresponding to the indices of teaching and learning methods seem to be less than desirable. Therefore, it necessarily requires far more significant attention. The present study is aimed towards identification the indices of desirable teaching and learning methods in regard with the Humanity Courses for universities and the extent to which these indices are attention. In the present study, exploratory mixed-methods research was used. In the quantitative section, a case study method and in the quantitative section, a descriptive-survey method was employed. For the qualitative section, we underwent quasi-structured interviews with 20 distinguished and qualified experts and faculty members of universities having their expertise in Teaching and Learning methods. Also, 360 of the students of universities comprised the quantitative statistical population. This number of participants was selected using multistage cluster sampling method. The research data were collected in a quantitative part through a researcher-made questionnaire extracted from the qualitative section. To examine the reliability of interview questions and questionnaires, we recruited formal and content reliability. And, we used Cronbach's alpha coefficients to evaluate the validity of our questionnaires. We also employed the Structural and interpretative methods in the qualitative section and descriptive and inferential statistics in the quantitative section to wage on analyzing the data. The results indicated that the interviewees outlined fourteen indices as the salient indices of Teaching and Learning methods and it can be argued that the recognized indices can be recruited to evaluation and revise the Teaching and Learning methods of courses in different majors of the humanities. The quantitative findings also indicated that the range and degree of attention and corresponding to the indices of teaching and learning methods seem to be less than desirable. Therefore, it necessarily requires far more significant attention. The present study is aimed towards identification the indices of desirable teaching and learning methods in regard with the Humanity Courses for universities and the extent to which these indices are attention. In the present study, exploratory mixed-methods research was used. In the quantitative section, a case study method and in the quantitative section, a descriptive-survey method was employed. For the qualitative section, we underwent quasi-structured interviews with 20 distinguished and qualified experts and faculty members of universities having their expertise in Teaching and Learning methods. Also, 360 of the students of universities comprised the quantitative statistical population. This number of participants was selected using multistage cluster sampling method. The research data were collected in a quantitative part through a researcher-made questionnaire extracted from the qualitative section. To examine the reliability of interview questions and questionnaires, we recruited formal and content reliability. And, we used Cronbach's alpha coefficients to evaluate the validity of our questionnaires. We also employed the Structural and interpretative methods in the qualitative section and descriptive and inferential statistics in the quantitative section to wage on analyzing the data. The results indicated that the interviewees outlined fourteen indices as the salient indices of Teaching and Learning methods and it can be argued that the recognized indices can be recruited to evaluation and revise the Teaching and Learning methods of courses in different majors of the humanities. The quantitative findings also indicated that the range and degree of attention and corresponding to the indices of teaching and learning methods seem to be less than desirable. Therefore, it necessarily requires far more significant attention. The present study is aimed towards identification the indices of desirable teaching and learning methods in regard with the Humanity Courses for universities and the extent to which these indices are attention. In the present study, exploratory mixed-methods research was used. In the quantitative section, a case study method and in the quantitative section, a descriptive-survey method was employed. For the qualitative section, we underwent quasi-structured interviews with 20 distinguished and qualified experts and faculty members of universities having their expertise in Teaching and Learning methods. Also, 360 of the students of universities comprised the quantitative statistical population. This number of participants was selected using multistage cluster sampling method. The research data were collected in a quantitative part through a researcher-made questionnaire extracted from the qualitative section. To examine the reliability of interview questions and questionnaires, we recruited formal and content reliability. And, we used Cronbach's alpha coefficients to evaluate the validity of our questionnaires. We also employed the Structural and interpretative methods in the qualitative section and descriptive and inferential statistics in the quantitative section to wage on analyzing the data. The results indicated that the interviewees outlined fourteen indices as the salient indices of Teaching and Learning methods and it can be argued that the recognized indices can be recruited to evaluation and revise the Teaching and Learning methods of courses in different majors of the humanities. The quantitative findings also indicated that the range and degree of attention and corresponding to the indices of teaching and learning methods seem to be less than desirable. Therefore, it necessarily requires far more significant attention.