واکاوی تجارب زیسته ارتباطات رسانه ای والدین-معلم مقطع ابتدایی در سال تحصیلی 1402-1403 : پژوهش پدیدارشناختی (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
در پژوهش حاضر به واکاوی تجارب زیسته ارتباطات رسانه ای والدین-معلم مقطع ابتدایی در سال تحصیلی 1402-1403 به شیوه کیفی و از نوع پدیدارشناسی پرداخته شده است. مشارکت کنندگان در این پژوهش 15 معلم و 10 نفر از والدین از دبستا ن های شهر بیرجند بودند که به شیوه هدفمند انتخاب شدند و در مصاحبه های نیمه ساختاریافته شرکت کردند. برای تجزیه وتحلیل داده های جمع آوری شده از روش تحلیل کلایزی استفاده شد. یافته های حاصل از تجارب زیسته معلمان و والدین در ارتباطات رسانه ای در5 مضمون اصلی اهداف و دلایل ارتباط رسانه ای(انتقال و اشتراک گذاری اطلاعات، پاسخ دهی، شفاف سازی، اطلاع رسانی و ثبت رویدادها)، روش های ارتباطی(هم زمان، ناهم زمان)، ابزارهای ارتباطی (سیستم های پیام رسان، ویدئوکنفرانسی و آنلاین، مواد چاپی الکترونیک، نظرسنجی و فرم الکترونیکی، وب سایت، شبکه آموزشی دانش آموز( شاد))، چالش ها و محدودیت ها(اشتغال والدین، سطح سواد و تحصیلات، نبود منابع مادی و اینترنتی، نوع نگرش و طرز تفکر به فناوری، شرایط سنی، نوع سکونت)، مزایا و فرصت ها (آسان و راحت، انعطاف پذیری در زمان و مکان، افزایش سرعت و رصد لحظه به لحظه، ثبت وقایع و آرشیو کردن) طبقه بندی شد. به طورکلی می توان نتیجه گرفت که با ورود بسترهای رسانه ای به حوزه ارتباطات، ارتباط معلم-والدین هم تحت تأثیر قرارگرفته است و بسترهای رسانه ای به عنوان تسهیلگر در حوزه برقراری ارتباط عمل می نمایند.Analyzing the lived experiences of parents-teacher media communication in the academic year 1402-1403: a phenomenological research
In the present research, the lived experiences of parents-teacher media communication in the academic year 1402-1403 have been analyzed in a qualitative and phenomenological way. Participants in this research were 15 teachers and 10 parents from primary schools in Birjand city, who were selected in a purposeful way and participated in semi-structured interviews. Colaizzi analysis method was used to analyze the collected data. The findings from the lived experiences of teachers and parents in media communication in 5 main themes, the goals and reasons of media communication (transfer and sharing information, responding, clarifying, informing and recording events), communication methods (simultaneous, asynchronous), communication tools ( Messenger, video conference and online systems, electronic printed materials, survey and electronic form, website, student educational network (Shad), challenges and limitations (parental employment, literacy and education level, lack of material and internet resources, attitude and manner Thinking about technology, age conditions, type of residence), advantages and opportunities (easy and convenient, flexibility in time and place, increased speed and moment-to-moment monitoring, event recording and archiving) were classified. In general, we can conclude that with the entry of media platforms into the field of communication, teacher-parent communication has also been affected and media platforms act as facilitators in the field of communication. In the present research, the lived experiences of parents-teacher media communication in the academic year 1402-1403 have been analyzed in a qualitative and phenomenological way. Participants in this research were 15 teachers and 10 parents from primary schools in Birjand city, who were selected in a purposeful way and participated in semi-structured interviews. Colaizzi analysis method was used to analyze the collected data. The findings from the lived experiences of teachers and parents in media communication in 5 main themes, the goals and reasons of media communication (transfer and sharing information, responding, clarifying, informing and recording events), communication methods (simultaneous, asynchronous), communication tools ( Messenger, video conference and online systems, electronic printed materials, survey and electronic form, website, student educational network (Shad), challenges and limitations (parental employment, literacy and education level, lack of material and internet resources, attitude and manner Thinking about technology, age conditions, type of residence), advantages and opportunities (easy and convenient, flexibility in time and place, increased speed and moment-to-moment monitoring, event recording and archiving) were classified. In general, we can conclude that with the entry of media platforms into the field of communication, teacher-parent communication has also been affected and media platforms act as facilitators in the field of communication.
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