نظریه و عمل در برنامه درسی

نظریه و عمل در برنامه درسی

الگوی بهره گیری از هوش مصنوعی در ارزشیابی فرآیند طراحی و تدوین برنامه های درسی آموزش عالی: رویکرد نظریه برپایه

نوع مقاله : مقاله پژوهشی

نویسندگان
1 استادیار، گروه علوم تربیتی، دانشکده ادبیات و علوم انسانی، دانشگاه حکیم سبزواری، سبزوار، ایران
2 دکتری مطالعات برنامه‌ریزی درسی، دانشگاه بیرجند، بیرجند، ایران(نویسنده مسئول)
10.22034/cstp.2025.546099.1101
چکیده
هدف پژوهش حاضر، بررسی الگوی بهره‌گیری از هوش مصنوعی در ارزشیابی برنامه‌های درسی طراحی و تدوین‌شده در نظام آموزش عالی است. این پژوهش با رویکرد کیفی و با استفاده از روش داده بنیاد انجام گرفت. جامعه آماری شامل کلیه متخصصان درزمینهٔ برنامه‌ریزی درسی، تکنولوژی آموزشی و مهندسی کامپیوتر که تجربه تألیف و پژوهش علمی در زمینه هوش مصنوعی داشتند، بود، که با شیوه نمونه‌گیری هدفمند و از نوع ملاک محور، 19 نفر برای مشارکت در پژوهش انتخاب شدند. روش جمع‌آوری اطلاعات، مصاحبه نیمه ساختاریافته بود که به‌منظور تجزیه‌وتحلیل داده‌ها از روش کدگذاری باز، محوری و انتخابی استفاده شد. به‌منظور اعتبارسنجی و تأمین روایی و پایایی یافته‌های پژوهشی از معیارهای چهارگانه لینکن و گوبا استفاده شد. نتایج پژوهش نشان‌دهنده بیست مفهوم محوری بود، که با توجه به مدل پارادایمی اشتراوس و کوربین (2008) در قالب، پدیده محوری پژوهش (تحلیل داده محور مبتنی بر هوش مصنوعی در طراحی و تدوین برنامه‌های درسی آموزش عالی)، شرایط علی (ضعف استاندارد، ارزشیابی سنتی، پیچیدگی و حجم داده ارزشیابی و لزوم بین‌المللی سازی طراحی و تدوین برنامه‏های درسی)، راهبردها، عوامل زمینه‌ای، عوامل مداخله‌گر و پیامدها سازمان‌دهی شد. در انتها بر مبنای نتایج پژوهش پیشنهاد می‌شود، با استفاده از فراهم‌سازی بسترسازی در ابعاد مذکور، جهت کاربرد هوش مصنوعی در فرآیندهای برنامه‌ریزی درسی در آموزش عالی توجه شود.
کلیدواژه‌ها
موضوعات

عنوان مقاله English

Model of using artificial intelligence in evaluating the process of designing and developing higher education curricula: A grounded theory approach

نویسندگان English

Meysam Gholampour 1
Akram Dehbashi 2
1 Assistant Professor, Department of Educational Sciences, Faculty of Literature and Humanities, Hakim Sabzevari University, Sabzevar, Iran
2 PhD in Curriculum Studies, University of Birjand, Birjand, Iran (Corresponding Author)
چکیده English

The aim of the present study is to investigate the pattern of using artificial intelligence in evaluating curricula designed and developed in the higher education system. This study was conducted with a qualitative approach and using a data-driven method. The statistical population included all experts in the fields of curriculum planning, educational technology, and computer engineering who had experience in writing and scientific research in the field of artificial intelligence. 19 people were selected to participate in the study using a purposive and criterion-based sampling method. The data collection method was a semi-structured interview, and open, axial, and selective coding methods were used to analyze the data. In order to validate and ensure the validity and reliability of the research findings, Lincoln and Guba's four criteria were used. The results of the research indicated twenty central concepts, which were organized according to the paradigmatic model of Strauss and Corbin (2008) in the form of the central phenomenon of the research (data-driven analysis based on artificial intelligence in the design and development of higher education curricula), causal conditions (weakness of standards, traditional evaluation, complexity and volume of evaluation data and the need for internationalization of curriculum design and development), strategies, contextual factors, intervening factors and consequences. Finally, based on the results of the research, it is suggested that by providing a platform in the aforementioned dimensions, attention should be paid to the application of artificial intelligence in curriculum planning processes in higher education.

کلیدواژه‌ها English

Artificial Intelligence
Curriculum
Higher Education
and Assessment
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