خلاصة:
هدف پژوهش حاضر، تبیین خلق محتوای الکترونیکی توسط معلمان در شبکه های اجتماعی بود. این پژوهش از نوع پژوهش های کیفی بود که در آن از روش پدیدارشناسی استفاده شده است. در این پژوهش ابتدا با 30 نفر از معلمان فعال در شبکه های اجتماعی مصاحبه نیمه ساختاریافته صورت گرفت که همگی به طور مشترک مدیریت کانال ها و ابر گروه های مختلف در شبکه های اجتماعی را بر عهده داشتند و با استفاده از روش نمونه گیری هدفمند ملاک محور انتخاب شدند. سپس با تشکیل دو جلسه گروه کانونی، معلمانی که گروه های فعال در زمینه خلق محتوا داشتند، پس از بحث و بررسی به تعداد 10 نفر انتخاب شدند و مصاحبه با این افراد شروع شد. تحلیل داده ها با استفاده از شیوه تحلیل مضمون و در قالب مضامین فراگیر، سازمان دهنده و مضامین پایه نمایش داده شد. یافته های پژوهش نشان می دهد که معلمان در شبکه های اجتماعی مجازی چهار نوع محتوا خلق می کنند: محتواهای مکتوب، بصری، تعاملی و دیجیتالی. همچنین انگیزه معلمان برای خلق محتوا در شبکه های مجازی شامل مواردی همچون مهارت آموزی، برقراری ارتباط و رفع نیاز کاربران، و خودابرازی هدف دار است. از طرفی دیگر نتایج پژوهش نشان داد که برای خلق محتوای الکترونیکی در شبکه های اجتماعی مجازی، معلمان به مهارت های فکری، هنری، و رایانه ای نیاز دارند.
Abstract The purpose of this study was to explain the creation of electronic content by teachers in social networks. Phenomenological method used in this qualitative research. In this study, conducted a semi-structured interview with 30 teachers active in social networks who all jointly managed different channels and super groups in social networks using the method of Purpose-based sampling was selected. Then, with two focus group sessions, teachers with active content creation groups selected, after 10 discussions, and interviews started. Data analysis presented using content analysis method in the form of universal themes, organizers and basic themes. Research findings show that teachers create four types of content in virtual social networks: written, visual, interactive, and digital content. Teachers' motivation for creating content in virtual networks also includes skills such as training, communicating and meeting user needs, and targeted self-improvement. On the other hand, the results showed that teachers needed intellectual, artistic, and computer skills to create electronic content in virtual social networks. Abstract The purpose of this study was to explain the creation of electronic content by teachers in social networks. Phenomenological method used in this qualitative research. In this study, conducted a semi-structured interview with 30 teachers active in social networks who all jointly managed different channels and super groups in social networks using the method of Purpose-based sampling was selected. Then, with two focus group sessions, teachers with active content creation groups selected, after 10 discussions, and interviews started. Data analysis presented using content analysis method in the form of universal themes, organizers and basic themes. Research findings show that teachers create four types of content in virtual social networks: written, visual, interactive, and digital content. Teachers' motivation for creating content in virtual networks also includes skills such as training, communicating and meeting user needs, and targeted self-improvement. On the other hand, the results showed that teachers needed intellectual, artistic, and computer skills to create electronic content in virtual social networks. Abstract The purpose of this study was to explain the creation of electronic content by teachers in social networks. Phenomenological method used in this qualitative research. In this study, conducted a semi-structured interview with 30 teachers active in social networks who all jointly managed different channels and super groups in social networks using the method of Purpose-based sampling was selected. Then, with two focus group sessions, teachers with active content creation groups selected, after 10 discussions, and interviews started. Data analysis presented using content analysis method in the form of universal themes, organizers and basic themes. Research findings show that teachers create four types of content in virtual social networks: written, visual, interactive, and digital content. Teachers' motivation for creating content in virtual networks also includes skills such as training, communicating and meeting user needs, and targeted self-improvement. On the other hand, the results showed that teachers needed intellectual, artistic, and computer skills to create electronic content in virtual social networks. Abstract The purpose of this study was to explain the creation of electronic content by teachers in social networks. Phenomenological method used in this qualitative research. In this study, conducted a semi-structured interview with 30 teachers active in social networks who all jointly managed different channels and super groups in social networks using the method of Purpose-based sampling was selected. Then, with two focus group sessions, teachers with active content creation groups selected, after 10 discussions, and interviews started. Data analysis presented using content analysis method in the form of universal themes, organizers and basic themes. Research findings show that teachers create four types of content in virtual social networks: written, visual, interactive, and digital content. Teachers' motivation for creating content in virtual networks also includes skills such as training, communicating and meeting user needs, and targeted self-improvement. On the other hand, the results showed that teachers needed intellectual, artistic, and computer skills to create electronic content in virtual social networks. Abstract The purpose of this study was to explain the creation of electronic content by teachers in social networks. Phenomenological method used in this qualitative research. In this study, conducted a semi-structured interview with 30 teachers active in social networks who all jointly managed different channels and super groups in social networks using the method of Purpose-based sampling was selected. Then, with two focus group sessions, teachers with active content creation groups selected, after 10 discussions, and interviews started. Data analysis presented using content analysis method in the form of universal themes, organizers and basic themes. Research findings show that teachers create four types of content in virtual social networks: written, visual, interactive, and digital content. Teachers' motivation for creating content in virtual networks also includes skills such as training, communicating and meeting user needs, and targeted self-improvement. On the other hand, the results showed that teachers needed intellectual, artistic, and computer skills to create electronic content in virtual social networks. Abstract The purpose of this study was to explain the creation of electronic content by teachers in social networks. Phenomenological method used in this qualitative research. In this study, conducted a semi-structured interview with 30 teachers active in social networks who all jointly managed different channels and super groups in social networks using the method of Purpose-based sampling was selected. Then, with two focus group sessions, teachers with active content creation groups selected, after 10 discussions, and interviews started. Data analysis presented using content analysis method in the form of universal themes, organizers and basic themes. Research findings show that teachers create four types of content in virtual social networks: written, visual, interactive, and digital content. Teachers' motivation for creating content in virtual networks also includes skills such as training, communicating and meeting user needs, and targeted self-improvement. On the other hand, the results showed that teachers needed intellectual, artistic, and computer skills to create electronic content in virtual social networks. Abstract The purpose of this study was to explain the creation of electronic content by teachers in social networks. Phenomenological method used in this qualitative research. In this study, conducted a semi-structured interview with 30 teachers active in social networks who all jointly managed different channels and super groups in social networks using the method of Purpose-based sampling was selected.
ملخص الجهاز:
جدول ٢: فرايند تحليل مضمون نوع محتواي الکترونيکي خلق شده در شبکه هاي اجتماعي مجازي سازمان - کد مصاحبه شونده پايه اصلي دهنده ارائه راهنماييهاي مؤثر، تازه و خلاق در قالب مشاوره تحصيلي و تربيتي با کودکان و پيام هاي ٥١٣١٥ نوجوانان به شکل تخصصي در دايرکت ها و پيج هاي خصوصي در قالب ارتباط متني الهام بخش انتشار تأليفات و محتواي کتب ، و مقالات خود پيرامون درس پژوهي و اقدام پژوهي، روش هاي تدريس و ارزشيابي، ويرايش مطالب آموزشي در شبکه هاي اجتماعي، ويکي - آثار علمي و ٢٥١١١٤٢١٣٠ پديا و وبلاگها، پاورپوينت هاي کمک درسي، طراحي تکاليف هدف دار و مهارت محور ادبي (پيک آدينه ) کاردستيها (طرح جابر)، آزمون هاي درسي و طرح درس ارائه مباحث به شکل داستان ، آموزش حروف الفبا به صورت نمايش و شعر و داستان ، داستان - ١٤١٥١٧٢٠ ارائه داستان هاي تربيتي براي درس هديه آسماني در مقطع ابتدايي پردازي بيان نکات ارزشمند ارزشيابي فراگيران ، ايده هاي بکر و خلاق از تجربيات شغلي، نحوه پيش بيني - ٥،٣،١٠ مديريت کلاسي به ساير همکاران که همراه با موفقيت هست ، ارائه گمان هاي هاي خردمندانه در باب تدريس شخصي گذاشتن کليپ و فيلم برداري از کلاس درس در استوري و کانال هاي تلگرامي، تدريس ويديوهاي ٢،٦،١٠،١٥،١٧،١٩،١٨،٢٠ دروس و ارائه روش هاي مختص آن در قالب فيلم ، استوري و اشتراکگذاري ويديوهاي زنده ، فيلم و ٢٣،٢٧،٢٨ تدريس کلاسي و پادکست ها، ساخت نرم افزار صوتي دروس و کوئيزهاي آنلاين ، پوستر، پادکست - گيف و بازيهاي آموزشي، انيميشن ، ديکته گو ،کارنامه الکترونيکي هاي کوتاه ٢،٩ نمايش تصاوير متحرک در دروسي مانند رياضي،علوم و..