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التغيير ومقاومة التغيير في إطار التدريس الجامعي: من محاضرة تقليدية إلى منحى تكاملي مستند إلى تعريف إجرائي

أحمد عودة

جامعة اليرموك، الأردن


JJES,17(2), 2021, 185-204

ملخص: هدفت هذه الدراسة إلى تطوير نموذج تدريسي تكاملي مستند إلى نواتج تعلم ‏متقدمة مقارنًا بنواتج تعلم يقوم عليها النموذج العام للمحاضرة التقليدية. تم ‏تصميم النموذج المطوّر في ضوء معايير مستخلصة من الأدبيات والدراسات ‏السابقة التي تتحدث عن استراتيجيات التدريس الجامعي كمحور من محاور التغيير ‏من جهة، والعوامل الكامنة وراء مقاومة التغيير من الطلبة من جهة أخرى؛ لتعمل ‏بمجموعها كتعريف إجرائي للمحاضرة المطورة. تم تطبيق النموذج المطور في ‏مساق لطلبة الدراسات العليا بجامعة اليرموك من 60 طالبًا، وطلب منهم في نهاية ‏الفصل الدراسي تقييم المساق بأسلوب التقرير الذاتي. كما تم استخدام أسلوب ‏تحليل محتوى تقييمات الطلبة لتحديد المؤشرات التي قد تدفعهم لمقاومة التغيير ‏بصورة مباشرة أو غير مباشرة. بعدها، تم تصنيف هذه المؤشرات في محاور ‏مستخلصة منها. وقد مرت عملية التحليل بعدة مراحل، وخرجت بنتائج داعمة ‏للتغيير في التحول من المحاضرة التقليدية إلى المحاضرة المطورة وفق ذلك ‏التعريف.‏

الكلمات المفتاحية: مقاومة التغيير، المحاضرة التقليدية، المنحى التكاملي، نواتج التعلم، التدريس الجامعي)

Change and Resistance of Change in the Framework of University Teaching: From Conventional Lecturing to Integrative Approach Based on Operational Definition

 Roa’a  Alquran, Yarmouk University, Jordan.

Ahmad Audeh, Yarmouk University, Jordan.

Abstract: This study aimed at developing an integrated teaching approach based on advanced learning outcomes forming an operational definition of that approach, compared with that which defines the traditional lecture approach. This approach was designed in light of the literature that deals with university teaching strategies as one of the domains of change, as well as the possible factors behind the resistance of change by students. This approach was applied in a course of 60 graduate students at Yarmouk University. By the end of the semester, they were asked to evaluate the course. Content analysis has been used to identify indicators that may motivate students to resist change, directly or indirectly. These indicators were classified according to Categories extracted from them. The findings support the change from traditional lecture to the developed one.

(Keywords: Change Resistance, Conventional Lecture, Integrative Approach, Learning Outcomes, University Teaching)


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