علوم تربیتی

کاوش تحلیلی یادگیری ترکیبی: سنتز تطبیقی تحقیقات آموزشی

10.22055/edus.2025.49691.3766
دوره 33، شماره 2
شهریور 1405
صفحه 85-102
علوم تربیتی

نوع مقاله : علمی- پژوهشی

نویسندگان

سمانه سادات موسویان 1
سپیده نوروزی 1
عباس تقی زاده 2

1 استادیار،‌ گروه علوم تربیتی، دانشگاه فرهنگیان، تهران، ایران

2 ستادیار، گروه علوم تربیتی، دانشگاه فرهنگیان، تهران، ایران

چکیده
این پژوهش با هدف تبیین مفهومی و تحلیل تطبیقی یادگیری ترکیبی به روش فراترکیب کیفی انجام شد. داده‌ها شامل ۱۸ پایان‌نامه فارسی (۸ دکتری و ۱۰ کارشناسی ارشد، ۱۳۹۰–۱۴۰۳) و ۱۵ پایان‌نامه بین‌المللی (۲۰۲۰–۲۰۲۵) بود که با نمونه‌گیری هدفمند و بر اساس معیارهایی چون نو بودن، ارتباط موضوعی و کیفیت انتخاب شدند. تحلیل داده‌ها مطابق الگوی شش‌مرحله‌ای روبرتس و طی سه سطح کدگذاری (اولیه، محوری و مضامین اصلی) و سپس ترکیب، تفسیر و تطبیق یافته‌ها انجام شد. برای افزایش اعتبار، دو پژوهشگر به‌طور مستقل دوگروه داده را کدگذاری کردند و سه متخصص حوزه، نتایج و مدل نهایی را بازبینی نمودند. یافته‌های مقایسه‌ای نشان داد که هر دو گروه داده بر جنبه‌های مفهومی یادگیری ترکیبی تأکید داشتند، اما ابعاد فلسفی، اخلاقی و فرهنگی کمتر بررسی شده‌اند. تحلیل‌های مفهومی اخیر نشان می‌دهد در سازمان‌های آموزشی نوین، زمان و مکان از قید محدودیت‌های سنتی رها شده و نقش معلم به تسهیل‌گر فرایند یادگیری تعمیم می‌یابد؛ این بازتعریف می‌تواند مبنای فلسفی مدل‌های ترکیبی را تقویت کند. همچنین ارزشیابی یادگیری ترکیبی گرچه مطرح شده، اما فاقد بنیان نظری کافی است در پژوهش‌های داخلی، غفلت از آینده‌پژوهی و فقدان سناریوسازی آشکار بود، در حالی که در مطالعات خارجی توجه بیشتری به زیرساخت‌ها، چالش‌های اجرایی و مطالعات طولی مشاهده شد. بااینحال تقویت نگرش آینده‌نگر در فراگیران، پویایی نظام‌های آموزشی را نسبت به تغییرات جامعه فراهم می‌آورد. مبتنی بر نتایج مقایسه دوگروه تحلیل داخلی و خارجی، مدل سیستمی تطبیقی در سه لایه ورودی، فرایند و خروجی طراحی شد که شکاف میان ابعاد فلسفی، نظری و عملی یادگیری ترکیبی را نمایان ساخت. این مطالعه بر ضرورت بازتعریف مبانی فلسفی، تقویت ابعاد اخلاقی و فرهنگی، و ادغام آینده‌پژوهی برای هدایت نوآوری‌های آموزشی و ارتقای کیفیت یادگیری ترکیبی تأکید می‌کند.

کلیدواژه‌ها

یادگیری ترکیبی
فراترکیب کیفی
رویکرد تطبیقی
الگوی روبرتس

عنوان مقاله English

An Analytical Inquiry into Blended Learning: A Comparative Synthesis of Educational Research

نویسندگان English

Samaneh.S Musavian 1
Sepideh norouzi 1
Abbas taghizade 2
1 Assistant Professor, Department of Educational Sciences, Farhangian University, Tehran, Iran.
2 Assistant Professor, Department of Educational Sciences, Farhangian University, Tehran, Iran.
چکیده English

This study aimed to provide a conceptual explanation and comparative analysis of blended learning through a qualitative meta-synthesis. The data comprised 18 Persian theses (8 doctoral and 10 master’s theses, 1390–1403 Solar Hijri) and 15 international theses (2020–2025), selected through purposive sampling according to criteria including novelty, thematic relevance, and quality. Data were analyzed using Roberts’ six-stage model through three levels of coding—initial, axial, and main themes—followed by synthesis, interpretation, and comparison of the findings. To enhance credibility, two researchers independently coded both datasets, and three specialists in the field reviewed the findings and the final model. Comparative results showed that both datasets emphasized the conceptual aspects of blended learning, while philosophical, ethical, and cultural dimensions received limited attention. Although assessment of blended learning was addressed, it lacked an adequate theoretical foundation. Domestic research revealed neglect of futures studies and an absence of scenario building, whereas international studies paid greater attention to infrastructure, implementation challenges, and longitudinal research. Based on the comparative analysis of the domestic and international datasets, a comparative systems model was developed across three layers: input, process, and output. The model clearly revealed the gap between the philosophical, theoretical, and practical dimensions of blended learning. The study dimensions of blended learning. The study also emphasizes the need to redefine its philosophical dimensions, and integrate futures studies to guide educational innovation and improve the quality of blended learning.

کلیدواژه‌ها English

  • Blended Learning
  • Qualitative Meta-synthesis
  • Comparative Approach
  • Roberts&‌rsquo
  • Model
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