تأثیر یادگیریالکترونیکی بر ارتقای عملکرد تحصیلی دانشآموزان با ناتوانیهای یادگیری: مروری بر مطالعات پیشین
DOI::
https://doi.org/10.22046/LA.2024.06کلمات کلیدی:
یادگیریالکترونیکی, ناتوانیهای یادگیری, دانشآموزان, عملکرد تحصیلی, مطالعات پیشینچکیده
این مقالۀ پژوهشی، مروری جامع بر مطالعات پیشین مربوط به بررسی تأثیر یادگیریالکترونیکی بر عملکرد تحصیلی دانشآموزان دارای ناتوانیهای یادگیری ارائه میدهد. با اتکا به مجموعهای غنی از پژوهشها، مبانی نظری یادگیریالکترونیکی، ظرایف روششناختی آن و پتانسیل آن برای پاسخگویی به ناتوانیهای یادگیریِ خاص را مورد بررسی قرار میدهیم. مطالعات پیشین بهطور مستمر، قابلیت انطباق و فراگیربودن یادگیریالکترونیکی را نشان داده و توانایی آن را در پاسخگویی به نیازهای متنوع یادگیری به تصویر کشیدهاند. این مقاله با استناد به شواهد تجربی، برآیندهای مثبت مداخلات یادگیریالکترونیکی، از جمله بهبود عملکرد تحصیلی، افزایش انگیزه و تقویت اعتمادبهنفس در میان دانشآموزان دارای ناتوانیهای یادگیری را تبیین میکند. این ترکیببندی از پژوهشهای پیشین، بر پتانسیل تحولآفرین یادگیریالکترونیکی در ایجاد انقلابی در آموزش این جمعیت خاص، ترویج فراگیری و پیشبُرد برابری در محیطهای یادگیری تأکید میورزد.
مراجع
Alanazi, A. S., Almulla, A. A., & Khasawneh, M. A. S. (2023). Exploring the E-learning Supporting Systems for Students with Special Needs. Revista de Gestão Social e Ambiental, 17(7), e03917-e03917.
Ally, M. (2004). Foundations of educational theory for online learning. In T. Anderson & F. Elloumi (Eds.), Theory and practice of online learning (pp. 15-44). Athabasca University Press.
Altbach, P. G., & de Wit, H. (2019). The globalization of higher education: Implications and challenges. In H. de Wit, P. G. Altbach, & L. E. Hunter (Eds.), Higher education in the world 7: Higher education: New challenges and emerging roles for human and social development (pp. 3-11). Global Education Digest.
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). https://doi.org/10.1176/appi.books.9780890425596
Beckett, H. (2023). Effect of e-learning on nurses’ continuing professional development. Nursing Management, 30(4), 26–33. https://doi.org/10.7748/nm.2023.e2056
Bozkurt, A., Akgün-Özbek, E., & Zawacki-Richter, O. (2017). Trends and patterns in massive open online courses: Review and content analysis of research on MOOCs (2008-2015). The International Review of Research in Open and Distributed Learning, 18(5), 118–134. https://doi.org/10.19173/irrodl.v18i5.3080
Burgstahler, S. (2015). Opening doors or slamming them shut? Online learning practices and students with disabilities. Social Inclusion, 3(6), 69–79. https://doi.org/10.17645/si.v3i6.420
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011, September). From game design elements to gamefulness: Defining "gamification". In Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments (pp. 9–15). https://doi.org/10.1145/2181037.2181040
Downes, S. (2012). Connectivism and connective knowledge: Essays on meaning and learning networks. National Research Council Canada. https://www.downes.ca/files/books/Connective_Knowledge-19May2012.pdf
Fletcher, J. M., Lyon, G. R., Fuchs, L. S., & Barnes, M. A. (2007). Learning disabilities: From identification to intervention. Guilford Press.
Fuchs, D., & Fuchs, L. S. (2005). Responsiveness-to-intervention: A blueprint for practitioners, policymakers, and parents. Teaching Exceptional Children, 38(1), 57–61. https://doi.org/10.1177/004005990503800107
Garrison, D. R., & Anderson, T. (2003). *E-learning in the 21st century: A framework for research and practice*. RoutledgeFalmer. https://doi.org/10.4324/9780203166093
Gersten, R., Fuchs, L. S., Williams, J. P., & Baker, S. (2001). Teaching reading comprehension strategies to students with learning disabilities: A review of research. Review of Educational Research, 71(2), 279–320. https://doi.org/10.3102/00346543071002279
Graham, C. R. (2006). Blended learning systems: Definition, current trends, and future directions. In C. J. Bonk & C. R. Graham (Eds.), The handbook of blended learning: Global perspectives, local designs (pp. 3–21). Pfeiffer.
Guri-Rosenblit, S. (2005). Eight paradoxes in the implementation process of e-learning in higher education. Higher Education Policy, 18(1), 5–29. https://doi.org/10.1057/palgrave.hep.8300069
Hallahan, D. P., & Kauffman, J. M. (2012). Exceptional learners: An introduction to special education (12th ed.). Pearson.
Hetzroni, O. E., & Shrieber, B. (2004). Word processing as an assistive technology tool for enhancing academic outcomes of students with writing disabilities in the general classroom. Journal of Learning Disabilities, 37(2), 143–154. https://doi.org/10.1177/00222194040370020501
Hew, K. F., & Cheung, W. S. (2014). Students' and instructors' use of massive open online courses (MOOCs): Motivations and challenges. Educational Research Review, 12, 45–58. https://doi.org/10.1016/j.edurev.2014.05.001
Hwang, G. J., & Chang, H. F. (2011). A formative assessment-based mobile learning approach to improving the learning attitudes and achievements of students. Computers & Education, 56(4), 1023–1031. https://doi.org/10.1016/j.compedu.2010.12.002
Jonassen, D. H. (1991). Objectivism versus constructivism: Do we need a new philosophical paradigm? Educational Technology Research and Development, 39(3), 5–14. https://doi.org/10.1007/BF02296434
Lim, C., Han, H., Jung, D., Ozturk, Y. E., Hong, J., Kim, K., & Kwon, H. (2017). Exploring an e-learning platform prototype for supporting learning design. Journal of Educational Technology, 33(4), 799–837. https://doi.org/10.1007/s12528-017-9154-0
Machtmes, K., & Asher, D. (2012). Various e-learning interventions for students with LDs: Emphasized flexibility, interactivity, and personalized learning outcomes. Journal of Educational Technology & Society, 15(3), 114–124.
Means, B., Toyama, Y., Murphy, R., & Baki, M. (2013). The effectiveness of online and blended learning: A meta-analysis of the empirical literature. Teachers College Record, 115(3), 1–47.
National Center for Learning Disabilities. (2018). The State of Learning Disabilities: Understanding the 1 in 5. Retrieved from https://www.ncld.org/the-state-of-learning-disabilities-understanding-the-1-in-5
Pennington, B. F. (2006). From single to multiple deficit models of developmental disorders. Cognition, 101(2), 385–413. https://doi.org/10.1016/j.cognition.2006.04.008
Peterson, R. L., Boada, R., McGrath, L. M., Willcutt, E. G., Olson, R. K., & Pennington, B. F. (2017). Cognitive prediction of reading, math, and attention: Shared and unique influences. Journal of Learning Disabilities, 50(4), 408–421. https://doi.org/10.1177/0022219415618500
Pfeifer, M. A., Cordero, J. J., & Stanton, J. D. (2023). What I wish my instructor knew: How active learning influences the classroom experiences and self-advocacy of STEM majors with ADHD and specific learning disabilities. CBE—Life Sciences Education, 22(1), ar2. https://doi.org/10.1187/cbe.22-06-0106
Rutter, M., Caspi, A., & Moffitt, T. E. (2003). Using sex differences in psychopathology to study causal mechanisms: Unifying issues and research strategies. Journal of Child Psychology and Psychiatry, 44(8), 1092–1115. https://doi.org/10.1111/1469-7610.00194
Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1), 3–10.
Smith, S. D., & Pennington, B. F. (2015). Genetics of dyslexia. In R. J. Sternberg, L. Spear-Swerling, & S. D. Smith (Eds.), Handbook of Reading Disabilities Research (pp. 235–251). Routledge.
Snowling, M. J. (2000). Dyslexia (2nd ed.). Blackwell Publishers.
Vellutino, F. R., Fletcher, J. M., Snowling, M. J., & Scanlon, D. M. (2004). Specific reading disability (dyslexia): What have we learned in the past four decades? Journal of Child Psychology and Psychiatry, 45(1), 2–40. https://doi.org/10.1046/j.0021-9630.2003.00305.x
Warschauer, M., & Matuchniak, T. (2010). New technology and digital worlds: Analyzing evidence of equity in access, use, and outcomes. Review of Research in Education, 34(1), 179–225. https://doi.org/10.3102/0091732X09349791
Woods, A. D., Morgan, P. L., Wang, Y., Farkas, G., & Hillemeier, M. M. (2023). Effects of having an IEP on the reading achievement of students with learning disabilities and speech or language impairments. Learning Disability Quarterly. Advance online publication. https://doi.org/10.1177/07319487231154235
Zheng, L., & Smaldino, S. (2017). Individualized online instruction for students with LDs: Significant gains in academic achievement and reduced learning difficulties. Journal of Special Education, 51(2), 78–92. https://doi.org/10.1177/0022466916673725
##submission.downloads##
چاپ شده
ارجاع به مقاله
شماره
نوع مقاله
مجوز
حق نشر 2024 Hamdi Bacha Yasmine

این پروژه تحت مجوز بین المللی Creative Commons Attribution 4.0 می باشد.
فصلنامه هنر زبان یک مجله دسترسی آزاد است و مقالات پس از پذیرش در دسترس عموم قرار می گیرند و استفاده از آن با ذکر منبع آزاد است