علوم ترویج و آموزش کشاورزی ایران

علوم ترویج و آموزش کشاورزی ایران

ارزیابی کیفیت آموزش برخط با استفاده از چارچوب اجتماع کاوشگر (مورد مطالعه: دانشکدگان کشاورزی و منابع طبیعی دانشگاه تهران)

نوع مقاله : مقاله پژوهشی

نویسندگان
1 دانش‌آموخته دکتری آموزش کشاورزی پایدار و محیط زیست، دانشگاه تهران، کرج، ایران
2 استاد گروه ترویج و آموزش کشاورزی، دانشگاه تهران، کرج، ایران
3 دانشیار گروه ترویج و آموزش کشاورزی، دانشگاه تهران، کرج، ایران
4 استادیار گروه آموزش، تجزیه و تحلیل داده‌ها و فناوری، بخش فناوری آموزشی، دانشگاه توئنته، انسخده، هلند
10.22034/iaeej.2026.546992.1877
چکیده
با گسترش آموزش برخط، به‌ویژه در حوزه‌های تخصصی مانند کشاورزی و منابع طبیعی، بررسی کیفیت یادگیری و تعاملات دانشجویان، اهمیت ویژه‌ای یافته است. این پژوهش با هدف اعتبارسنجی ابزار چارچوب اجتماع کاوشگر (CoI) و ارزیابی وضعیت حضور شناختی، اجتماعی و آموزشی در محیط‌های آموزش الکترونیکی کشاورزی انجام شد. جامعه آماری شامل ۱۲۰ دانشجوی رشته‌های کشاورزی و منابع طبیعی دانشگاه تهران بود. داده‌ها با استفاده از پرسشنامه چارچوب اجتماع کاوشگر جمع‌آوری شد. اعتبارسنجی ابزار با استفاده از مدل‌سازی معادلات ساختاری با رویکرد حداقل مربعات جزئی (PLS-SEM)انجام گردید. پایایی ابزار با ضریب آلفای کرونباخ و پایایی ترکیبی (CR) بالاتر از 0/7 و روایی همگرا با میانگین واریانس استخراج‌شده (AVE) بالاتر از 0/5 تأیید شد. روایی واگرا نیز بر اساس معیار فورنللارکر و نسبت HTMT تأیید شد.نتایج نشان داد که ابزار CoI دارای برازش مناسب و قابلیت تعمیم در بستر آموزش عالی کشاورزی است. با وجود این، میانگین نمرات حضور شناختی، اجتماعی و آموزشی دانشجویان پایین‌تر از مقدار میانی مقیاس بود. بیشترین چالش در بعد شناختی مشاهده شد و میانگین حضور آموزشی و اجتماعی نیز پایین‌تر از مقدار میانی مقیاس بود. این یافته‌ها بر ضرورت توجه ویژه به طراحی آموزشی، تسهیل تعاملات و ایجاد فضای اجتماعی مؤثر در کلاس‌های برخط کشاورزی تأکید داردتا یادگیری عمیق و معنادار تحقق یابد.
کلیدواژه‌ها

عنوان مقاله English

Evaluating Online Learning Quality through the Community of Inquiry Framework: The Case of the College of Agriculture and Natural Resources, University of Tehran

نویسندگان English

Faranak Sahraie 1
Ahmad Rezvanfar 2
Seyed Hamid Movahedmohamadi 2
Amir Alambaigi 3
Marzieh Keshavarz 3
Mohamadreza Farrokhnia 4
1 Agricultural and Environmental Education, University of Tehran, Karaj, Iran
2 Department of Agricultural Extension and Education, University of Tehran, Karaj, Iran
3 Department of Agricultural Extension and Education, University of Tehran, Karaj, Iran
4 Department of Education, Data Analysis and Technology, Section of Educational Technology, University of Twente, Enschede, The Netherlands
چکیده English

With the expansion of online education, particularly in specialized fields such as agriculture and natural resources, examining the quality of student learning and interaction has become increasingly important. This study aimed to validate the Community of Inquiry (CoI) framework instrument and assess the state of cognitive, social, and teaching presence in agricultural e-learning environments. The statistical population consisted of 120 students from the Faculties of Agriculture and Natural Resources at the University of Tehran, and data were collected using the Community of Inquiry questionnaire. Given the non-normal distribution of the data, instrument validation was conducted using the Partial Least Squares Structural Equation Modeling (PLS-SEM) approach. The reliability of the instrument was confirmed, with Cronbach’s alpha and Composite Reliability (CR) values exceeding 0.7, while convergent validity was established with an Average Variance Extracted (AVE) above 0.5. Discriminant validity was also verified using the Fornell-Larcker criterion and the Heterotrait-Monotrait (HTMT) ratio. The results demonstrated that the CoI instrument possesses adequate validity and reliability for measuring the three presences in the context of online agricultural higher education. Nevertheless, the average levels of students’ cognitive, social, and teaching presence were significantly below the scale midpoint. The greatest challenge was observed in the cognitive dimension, with teaching and social presence also falling below the expected levels. These findings underscore the need to focus on instructional design, facilitate meaningful interactions, and create an effective social space in online agricultural classes to achieve deep and meaningful learning.

کلیدواژه‌ها English

Agricultural education
Community of inquiry (CoI)
E-learning
Framework
تقی‌زاده، ع.، حاتمی، ج.، فردانش، ه و نوروزی، ا. (1397). رواسازی و اعتباریابی نسخه‌ی فارسی ابزار پیمایش چارچوب اجتماع کاوشگر در محیط‌های یادگیری مبتنی بر وب. فصلنامه اندازه‌گیری تربیتی، سال 8، شماره 31، صص 63-47.
 
Abd Hamid, I., and Wan Yahaya, W. A. (2023). Face-to-face versus online agricultural courses: An analysis of preferences, challenges, and non-adaptability. Malaysian Journal of Social Sciences and Humanities (MJSSH), 8(5), e002328. https://doi.org/10.47405/mjssh.v8i5.2328 
Abdon, B., Raab, R., and Ninomiya, S. (2008). eLearning for international agriculture development: Dealing with challenges. International Journal of Education and Development Using ICT, 4(1), 80-94. https://www.learntechlib.org/p/42214/
Akpen, C. N., Asaolu, S., Atobatele, S., Okagbue, H., and Sampson, S. (2024). Impact of online learning on student's performance and engagement: A systematic review. Discover Education, 3(1), 205.
Akyol, Z., and Garrison, D. (2011). Assessing metacognition in an online community of inquiry. The Internet and Higher Education, 23(2), 183-190.
Anderson, T., Rourke, L., Garrison, D. R., and Archer, W. (2001). Assessing teaching presence in a computer conferencing context. Journal of Asynchronous Learning Networks, 5(2), 1–17. https://doi.org/10.24059/olj.v5i2.1875
Arbaugh, J. B. (2008). Does the Community of inquiry framework predict outcomes in online MBA courses? The International Review of Research in Open and Distributed Learning, 9(2), 1–21. https://doi.org/10.19173/irrodl.v9i2.490
Castro, M. D. B., and Tumibay, G. M. (2021). A literature review: Efficacy of online learning courses for higher education institution using meta-analysis. Education and Information Technologies, 26(2), 1367-1385.
Cherney, M. R., Fetherston, M., & Johnsen, L. J. (2017). Online course student collaboration literature: A review and critique. Small Group Research, 49(1), 98–128. https://doi.org/10.1177/10464 96417721627
Chivers, C.-A., Bliss, K., de Boon, A., Lishman, L., Schillings, J., Smith, R., and Rose, D. C. (2023). Videos and podcasts for delivering agricultural extension: Achieving credibility, relevance, legitimacy and accessibility. Journal of Agricultural Education and Extension, 29(2), 173–197. https://doi.org/10.1080/1389224X.2021.1997771
Danylchenko-Cherniak, O. (2025). Digitalisation in agri-education: Bridging theory and practice for sustainable agribusiness development. International Journal of Agricultural Resources, Governance and Ecology, 20(1), 4–23. https://doi.org/10.1504/IJARGE.2025.151242
Deichakivska, O., Moroz, M., Koliada, A., Hetmanenko, L., and Butenko, V. (2024). Utilising digital education to enhance learning accessibility in isolated areas. Salud, Ciencia y Tecnología - Serie de Conferencias, 3, 1238. https://doi.org/10.56294/sctconf2024.1238
Dissanayeke, U., and Wickramasuriya, H. V. A. (2010). E-learning in agriculture higher education: A case study. Journal of Emerging Trends in Educational Research and Policy Studies, 1(2), 80–83.
Garrison, D. R., and Archer, W. (2000). A transactional perspective on teaching and learning: A framework for adult and higher education. Advances in Learning and Instruction Series. New York, NY: Elsevier Science, Inc.
Garrison, D., Anderson, T., and Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education, 15(1), 7–23.
Garrison, D. R., and Anderson, T. (2003). E-learning in the 21st century: A framework for research and practice. London: RoutledgeFalmer.
Garrison, D., Cleveland-Innes, M., and Fung, T. (2010). Exploring causal relationships among teaching, cognitive and socialpresence: Student perceptions of the community of inquiry framework. Internet and Higher Education, 13, 31–36.
Garrison, D. R. (2017). E-learning in the 21st century: A community of inquiry framework for research and practice (3rd ed.). Routledge. https://doi.org/10.4324/9781315667263
Joshi, O., Chapagain, B., Kharel, G., Poudyal, N. C., Murray, B. D., and Mehmood, S. R. (2022). Benefits and challenges of online instruction in agriculture and natural resource education. Interactive Learning Environments, 30(8), 1402-1413. https://doi.org/10.1080/10494820.2020.1725896
Kanwar, A., Balasubramanian, K., and Balaji, V. (2015). Agricultural higher education in the 21st Century: Non-traditional educational models. Paper presented at the International Conference: Agricultural Higher Education in the 21st Century, (pp. 107–116), 15–17 June, Zaragoza, Spain.
Kreijns, K., Kirschner, P. A., and Jochems, W. M. G. (2003). Identifying the pitfalls for social interaction in computer-supported collaborative learning environments: A review of the research. Computers in Human Behavior, 19(3), 335–353. https://doi.org/10.1016/S0747-5632(02)00057-2
Law, K. M. Y., Geng, S., and Li, T. (2019). Student enrollment, motivation and learning performance in a blended learning environment: The mediating effects of social, teaching, and cognitive presence. Computers & Education, 136, 1–12. https://doi.org/10.1016/j.compedu.2019.02.021
Li, L. (2022). Teaching presence predicts cognitive presence in blended learning during COVID-19: The chain mediating role of social presence and sense of community. Frontiers in Psychology, 13, 950687. https://doi.org/10.3389/fpsyg.2022.950687
Lieblein, G., Francis, C. A., and Torjusen, H. (2001). Future education in ecological agriculture and food systems: An experiential, systems-learning approach. The Journal of Agricultural Education and Extension, 8(1), 31-46. 
Lim, J., and Richardson, J. C. (2021). Predictive effects of undergraduate students’ perceptions of social, cognitive, and teaching presence on affective learning outcomes according to disciplines. Computers & Education, 161, 104063. https://doi.org/10.1016/j.compedu.2020.104063
Maddrell, J. A., Morrison, G. R., and Watson, G. S. (2017). Presence and learning in a community of inquiry. Distance Education, 38(2), 245–258. https://doi.org/10.1080/01587919.2017.1322062
Patwardhan, V., Rao, S., Thirugnanasambantham, C., and Prabhu, N. (2020). Community of inquiry (CoI) framework and course design as predictors of satisfaction in emergency remote teaching: Perspectives of hospitality management students. Journal of E-Learning and Knowledge Society, 16(4), 94–103. https://doi.org/10.20368/1971-8829/1135315
Richardson, J. C., and Swan, K. (2003). Examining social presence in online courses in relation to students’ perceived learning and satisfaction. Journal of Asynchronous Learning Networks, 7(1), 68–88. https://doi.org/10.24059/olj.v7i1.1864
Rourke, L., Anderson, T., Garrison, D. R., and Archer, W. (2001). Assessing social presence in asynchronous, text-based computer conferencing. Journal of Distance Education, 14(2), 50–71.
Scherr, S. J., and McNeely, J. A. (2008). Biodiversity conservation and agricultural sustainability: Towards a new paradigm of ‘ecoagriculture’ landscapes. Philosophical Transactions of the Royal Society B: Biological Sciences, 363(1491), 477–494. https://doi.org/10.1098/rstb.2007.2165
Shea, P., and Bidjerano, T. (2009). Community of inquiry as a theoretical framework to foster “epistemic engagement” and “cognitive presence” in online education. Computers & Education, 52(3), 543–553. https://doi.org/10.1016/j.compedu.2008.10.007
Stenbom, S. (2018). A systematic review of the Community of Inquiry survey. The Internet and Higher Education, 39, 22–32. https://doi.org/10.1016/j.iheduc.2018.06.001
Tambong, J. D., and Araquil, J. G. (2025). Trends and innovations in agricultural education: A bibliometric analysis. International Journal of Research and Review, 12(4), 43–49. https://doi.org/10.52403/ijrr.20250406
Timotheou, S., Miliou, O., Dimitriadis, Y., Villagrá Sobrino, S., Giannoutsou, N., Cachia, R., Martínez Monés, A., and Ioannou, A. (2023). Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review. Education and Information Technologies, 28(6), 6695–6726. https://doi.org/10.1007/s10639-022-11431-8
Tolu, A. T. (2013). Creating effective communities of inquiry in online courses. Procedia - Social and Behavioral Sciences, 70, 1049–1055. https://doi.org/10.1016/j.sbspro.2013.01.157
Vasyukova, M. V., Skosyreva, N. D., Avlasovich, E. M., Gefner, O. V., and Stepanova, T. Y. (2022). Analysis of modern trends in agricultural education. In I. Savchenko (Ed.), Freedom and responsibility in pivotal times (Vol. 125, pp. 1232–1241). European Publisher. https://doi.org/10.15405/epsbs.2022.03.146
Wertz, R. E. H. (2022). Learning presence within the Community of inquiry framework: An alternative measurement survey for a four-factor model. The Internet and Higher Education, 52, 100832. https://doi.org/10.1016/j.iheduc.2021.100832
Yang, J. C., Quadir, B., Chen, N. S., and Miao, Q. (2016). Effects of online presence on learning performance in a blog-based online course. The Internet and Higher Education, 30, 11–20. https://doi.org/10.1016/j.iheduc.2016.04.002
Zhang, R. (2020). Exploring blended learning experiences through the community of inquiry framework. Language Learning & Technology, 24(1), 38–53. https://doi.org/10125/44707

مقالات آماده انتشار، پذیرفته شده
انتشار آنلاین از 27 شهریور 1405