نوع مقاله : علمی - پژوهشی
نویسندگان
1 دانش آموخته دکترای مدیریت آموزشی، دانشگاه آزاد اسلامی قم، قم، ایران.
2 استاد تمام گروه روشها و برنامه ریزی آموزشی و درسی دانشگاه تهران
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
This mixed-method study aimed to investigate the role of collaborative learning as an instructional approach in enhancing social presence and increasing overall student satisfaction within a blended learning environment. Collaborative learning was defined as the process through which students engage in group activities to achieve shared goals; social presence was conceptualized as the perception of interaction, connection, and closeness in the online space; and overall satisfaction referred to students’ contentment with the course, the instructor, and the learning experience. The participants included 24 graduate students from the University of Tehran enrolled in instructional planning and teaching–learning courses delivered in a blended format, combining face-to-face and online sessions. As part of the course, students completed two group projects. Data collection involved standardized questionnaires and online qualitative interviews. Qualitative content analysis was conducted using Atlas.ti software. Regression analysis revealed that students’ perceptions of collaborative learning significantly predicted both their overall satisfaction with the course and their sense of social presence in the blended learning environment. Furthermore, qualitative findings highlighted the critical roles of communication media, course structure, and emotional support in shaping students’ perceptions of collaborative learning, fostering social presence, and enhancing overall satisfaction.
کلیدواژهها [English]
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